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This study explores the principal’s leadership strategies and the role of organizational climate in improving teacher work discipline. Teacher discipline is a crucial element in ensuring instructional quality, professional accountability, and sustainable school performance. A qualitative case study approach was employed to obtain an in-depth understanding of leadership practices implemented in the natural setting of the school. Data were collected through in-depth interviews, participatory observations, and document analysis involving the principal, vice principals, and teachers. The findings reveal that discipline improvement is shaped by exemplary leadership, dialogic communication, continuous coaching, and the application of humanistic regulations supported by moral and social rewards. In addition, a collegial and supportive organizational climate strengthens collective awareness and encourages teachers to comply with professional standards voluntarily. Discipline is therefore constructed not merely through administrative control but through shared values and social interaction. This study contributes to educational leadership literature by providing contextual evidence of how leadership practices interact with organizational environments in shaping teacher behavior. Practically, the findings offer guidance for school leaders in designing participatory and sustainable discipline development strategies.

This study aims to examine in depth the role of Islamic Religious Education (PAI) teachers as agents of tolerant da‘wah based on Islam Nusantara within multicultural elementary school settings. The research was conducted at SDN 2 Margasari, Pasawahan District, Purwakarta Regency, West Java, which represents the social, cultural, and religious diversity of students. This study employed a qualitative approach using a case study method to obtain a comprehensive understanding of PAI learning practices oriented toward tolerance values. Data were collected through in-depth interviews with PAI teachers and the school principal, direct observations of classroom PAI learning activities, and document analysis of religious programs and activities implemented at the school. The results indicate that PAI teachers play a strategic role in instilling values of tolerance, religious moderation, mutual respect, and appreciation of local wisdom through the application of dialogical, contextual, and inclusive learning methods. The learning strategies applied include the use of local stories and traditions that align with the values of Islam Nusantara, as well as the habituation of tasamuh (tolerance) attitudes in daily interactions within the school environment. This study recommends strengthening the competencies of PAI teachers in understanding and applying the Islam Nusantara approach, as well as integrating values of religious moderation into the elementary school curriculum as a systematic effort to build a culture of tolerance in multicultural educational settings.

The axiology of science is a branch of the philosophy of science that examines the values, goals, and orientations of scientific knowledge utilization. This article aims to philosophically analyze the concept of the axiology of science from Western and Islamic perspectives, highlighting their fundamental similarities and differences. This research employs a qualitative method, employing a literature review approach with descriptive-analytical and comparative methods. The results of the study indicate that in the Western philosophical tradition, the axiology of science has developed historically, from the search for the highest good in classical times to the tendency towards value relativism in the modern and postmodern eras, with human rationality as the center of value determination. Meanwhile, the axiology of science in Islam is rooted in monotheism as a metaphysical foundation, with revelation as the primary source of values ​​and reason serving as an interpretive instrument. Despite paradigmatic differences, both traditions affirm that science cannot be separated from moral dimensions and ethical responsibility. This article concludes that dialogue between Western and Islamic axiology is essential for building a scientific paradigm that is not only rational and progressive, but also moral, just, and oriented towards the welfare of humanity.

Contemporary hadith thought emerged as an attempt to address the challenges of modernity, which demands a more contextual understanding of Islamic teachings. Various new approaches, such as historical-critical, hermeneutics, and the maqasid al-shari'ah (the principles of Islamic jurisprudence), have been developed to connect hadith texts with modern social, political, and scientific realities. This article examines critiques and reflections on contemporary hadith thought through an interdisciplinary approach. The results show that although contemporary approaches make significant contributions to revitalizing the relevance of hadith, they have weaknesses such as potential relativism, deconstruction of hadith authority, and a disconnect with the classical tradition of hadith scholars. Interdisciplinary reflection offers a middle ground by integrating hadith studies with the social sciences, humanities, and sciences, allowing understanding of hadith to continue to develop without losing its normative authority. This article emphasizes the importance of dialogue between classical traditions and modern approaches in maintaining a balance between fidelity to the text and contextual needs. An interdisciplinary approach to hadith studies can bridge these gaps by fostering dialogue between traditional Islamic scholarship and modern academic fields such as social sciences, humanities, and natural sciences. By combining these disciplines, scholars can explore how hadith texts can be interpreted in ways that are both faithful to their original meaning and responsive to contemporary challenges. This integration can help preserve the normative authority of hadith while addressing modern issues such as ethics, politics, and technology. Ultimately, the interdisciplinary approach provides a framework for reconciling the classical and modern understandings of hadith, ensuring that the teachings of Islam remain relevant and authoritative in today’s rapidly changing world.

Indonesia is one of the countries that has a lot of diversity and makes this diversity one of the main challenges for society. The presence of PAI is able to help the community in creating a more harmonious life between religious communities and between communities. This study aims to explore PAI strategies in promoting interfaith harmony, given the challenges PAI faces in teaching values of tolerance and respect for differences. The research method employed is a literature review, analyzing previous research findings related to PAI's contribution to social harmony. The findings indicate that PAI can strengthen universal values such as tolerance and respect, play a role in preventing extremism, and promote religious moderation. Identified strategies include the teaching of moderate values, the development of teaching methods that encourage interfaith dialogue and cross-cultural collaboration, and the integration of humanitarian, justice, and peace values into the curriculum. Other strategies emphasize the importance of active participation from various stakeholders in enhancing understanding and appreciation of diversity. By adopting inclusive and dialogical approaches, PAI can effectively serve as an agent of change in building a harmonious and tolerant society amidst religious pluralism.    

Method is the most important element in the Islamic education learning process. Because methods are among the determining factors for the success or failure of education and learning. And it would be good if the learning methods were appropriate and relevant to the needs and conditions of students in the learning process. The output in Islamic education is the confirmation that students must have the ability to understand, believe and practice Islamic teachings as a concrete result of the learning process. And to make this happen, learning methods in Islamic education must be based on primary sources, namely the Koran and the Hadith of the Prophet SAW which have been tested for validity with current developments. Islamic education learning methods that can be applied according to the perspective of the Qur'an and Hadith include: the method of bil hikmah, example, stories, ibrah or mau'izah, habituation or habituation, parables, punishment and reward, lectures, discussions or dialogue and jidal or debate, question and answer, demonstration, and practice or repetition. In essence, the Qur'an or Hadith is a solution in the process of human life that must be studied and understood in order to achieve its essence in living human nature as a servant of Allah SWT.

Islam is basically a religion that requires continuous efforts to acquire knowledge. Muslims are obliged to gain knowledge from birth to death. In educating students, educators have an obligation to provide the best possible learning. In this case, educators can imitate the lessons taught by the Prophet. This article aims to describe the obligation to study according to an Islamic perspective in terms of focusing on the hadith of the Prophet regarding the obligation to study. This can be seen in the Al Quran and Hadith, the type of research used in this research is library research. The results of this research are that the teaching and learning process should be related to the characteristics of Prophetic teaching. Be kind to your students, protect them, motivate them, relate events in the learning process, familiarize yourself with dialogue and mental strategies, and maintain anonymity when criticizing or praising students. So that education remains embedded in the minds of students, we need to apply methods that provide good Uswatun Hasana to students    

The study discussed in this study is a library study that seeks to present descriptively with methods of qualitative and library research, i.e. library-based research, in the process of data collection, researchers conduct research and analyze library sources obtained from the theories of literary books. (library research). The result of the study of the library obtained there was a gap between the desired idealism and the reality in its implementation; 1) Islamic law idealism offers principles that are fair, fair, and based on Islamic moral values. However, in the reality of its implementation, there are challenges that result in the gap between such idealism and reality. Factors such as varied social, political, cultural, and interpretation of Islamic teachings affect the gap between idealism and the reality of the Islamic law. These factors can hinder the implementation that corresponds to the desired idealism. 3) The impact of the gap between idealism and the reality of Islamic law is visible in societies, where there is sometimes an inconsistency between public expectations of fair implementation and realities that do not meet those expectations. This can lead to dissatisfaction, injustice, and social tension. 4) To overcome this gap, efforts involving various parties are needed, including religious leaders, Islamic law scholars, legal practitioners, and the general public. In this regard, a deeper understanding of Islamic teachings, the strengthening of justice institutions, the involvement of society in the process of law-making, and the promotion of dialogue and understanding between groups can be effective measures. Building understanding and cooperation between religious leaders, Islamic law scholars, and legal practitioners with the general public is key in strengthening the implementation of Islamic Law in accordance with desired idealism. It is essential for the implementation of Islamic law to justice, sustainability, and well-being for society.

Leadership with high EQ will be able to motivate themselves, then resonate with those around them. For a leader, emotional intelligence is an absolute requirement. Again, it is very unfortunate that our education is poor in concepts in helping to develop emotional intelligence (EQ), for students and university students. EQ training is essential to foster a dialogical, democratic, and participatory climate because all require emotional maturity in understanding and accepting differences. Ethnic, religious, and cultural plurality will become a source of latent conflict if it is not accompanied by the growth of dialogical culture and empathy. Research on Leadership Based on Emotional Intelligence at MA Yayasan Pondok Karya Pembangunan Sentani is a type of qualitative research, namely research that is not only ambitious to collect data in terms of quantity, but also wants to gain a deeper understanding of the phenomena that have been recorded. For example, exploring whether or not leaders are effective based on emotional intelligence (EQ). The results found that the Head of Madrasah MA Yayasan Pondok Karya Pembangunan Sentani was able to be firm and authentic, able to talk openly about his emotions or beliefs about the vision that guided them. They are receptive to constructive criticism and feedback, they also know when to ask for help and where to focus on growing new strengths.