Publication Search

The rapid advancement of artificial intelligence (AI) in the digital age offers substantial benefits by enhancing efficiency and productivity. Nevertheless, these developments also pose significant challenges to the protection of human rights. Issues such as privacy violations, algorithmic bias, discrimination, and opaque automated decision-making highlight the need for a strong integration of ethical values and legal frameworks in the use of AI. This study applies a normative legal method supported by literature-based research to examine the existing regulatory frameworks and the ethical principles underpinning them. The findings indicate that ethical principles such as transparency, accountability, fairness, and human-centeredness serve as essential moral guidelines to prevent AI misuse. Meanwhile, legal rules ensure certainty, establish accountability mechanisms, and provide sanctions for violations. The synergy between ethics and law forms a crucial foundation to ensure that technological innovation aligns with the protection of human rights, upholds human dignity, and supports the creation of a safe and just digital environment

The Industrial Revolution 4.0 has significantly transformed the education sector, including Islamic education. Digital transformation requires Islamic education to adapt while maintaining Islamic values as the foundation of learning. Islamic education faces challenges such as limited digital competence among educators, unequal technological infrastructure, and curricula that are not yet responsive to digital demands. Therefore, examining Islamic education in this era is essential. This study aims to analyze the role of Islamic education in the Industrial Revolution 4.0, identify challenges and opportunities in digital adaptation, and explore development strategies integrating Islamic values with digital technology. This study employs a literature review method by analyzing relevant national and international journal articles published within the last five years. The findings indicate that Islamic education plays a crucial role in strengthening moral values and character amid rapid technological advancement, while digital integration offers opportunities for adaptive and competitive learning development.

Science and technology (science and technology) has a strategic role in encouraging the progress of the nation, but its development needs to be directed so that it is not separated from moral and humanitarian values. Without a strong ethical foundation, the advancement of science and technology has the potential to cause various social problems, such as inequality of access to technology, misuse of technology, and degradation of human values. In the Indonesian context, Pancasila as the basis of the state and the nation's outlook on life can be used as a paradigm in the development of science and technology that is oriented towards humanity, unity, democracy, and social justice. This research aims to examine the role of Pancasila values in building science and technology ethics in Indonesia. The method used is a qualitative approach with literature study techniques on various academic sources, public policy documents, and relevant laws and regulations. The results of the study show that Pancasila values are able to become an ethical foundation in the development of science and technology, so that technological progress is not only oriented to technical and economic aspects, but also to moral responsibility, social justice, environmental sustainability, and the welfare of society as a whole.

This study investigates the incorporation of Sufi-oriented values into the management practices and production processes of MADA Drinking Water operated by the Ahlus Shafa Wal Wafa Islamic Boarding School Foundation. The research focuses on the Syafi’i ethical concept known as Giti–Gito, which encompasses spiritual and moral values including sincerity, patience, inner richness, holistic physical and spiritual well-being, as well as fairness in sharing resources. The main aim of this study is to examine how these values are implemented within pesantren-based business management and to assess their impact on employees’ work attitudes, leadership styles, and interpersonal relations in the workplace. This research employs a qualitative case study method. Data were gathered through semi-structured interviews, participant observation, and a review of relevant institutional documents. The findings reveal that the implementation of Giti–Gito values has successfully shaped a work environment grounded in religious ethics, social harmony, and humanistic principles. The Giti aspect strengthens employees’ commitment to sincerity, patience, and accountability in carrying out their responsibilities, while the Gito aspect contributes to enhancing employee welfare and fostering a sense of social responsibility. Although challenges remain in reconciling spiritual values with modern management demands, the integration of both spiritual and professional dimensions has demonstrated its effectiveness in creating a productive, ethical, and sustainable organizational environment.

This study investigates how character education is embedded into the school culture of an Indonesian Islamic junior high school (madrasah), focusing on four core values: religiosity, honesty, tolerance, and discipline. Using a qualitative naturalistic approach, the research was conducted at MTsN 3 Halmahera Utara through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, and students. The findings reveal that character education at the madrasah is not a standalone program but is institutionalized through consistent routines, religious practices, and role modeling. Religiosity is fostered through structured worship, integration of Islamic values into lessons, and spiritual habits. Honesty is promoted via trust-based learning environments, teacher exemplarity, and reinforcement of moral norms. Tolerance is cultivated through inclusive social interactions and respect for religious and cultural differences, while discipline is internalized through habitual rule-following, punctuality, and self-regulation. These findings align with existing theories and regional character education frameworks, confirming that character is best formed through embedded cultural processes and consistent adult exemplarity. The study contributes to the understanding of how Islamic schools can function as moral communities and highlights the importance of alignment between school culture, family support, and wider social contexts in achieving sustainable moral development.

The Halal Management Sistem (HMS) has often been positioned as an administrative compliance tool that focuses on regulatory and certification requirements. This approach has the potential to simplify the meaning of halal by overlooking the inherent values, especially in the context of Muslim businesses. This study aims to interpret the understanding of the Halal Management Sistem not only as an administrative compliance mechanism, but also as an expression of worship and spiritual commitment in business practices. This study uses a qualitative approach through a literature review of scientific articles, books, and relevant publications discussing halal management, Islamic business ethics, and the perspectives of business actors. The results of the study show that the HMS is understood by business actors as a manifestation of religious obedience integrated into economic activities, where the application of halal principles is seen as part of devotion to God and a form of moral responsibility in running a business. In this understanding, administrative compliance is positioned as an implication of spiritual awareness, not as the main objective of the sistem's implementation. The research findings also indicate that the spiritual meaning of SMH encourages consistency in halal practices and strengthens long-term business orientation. Conceptually, this study has implications for the development of halal management studies by placing the spiritual dimension as the main foundation in the implementation of the Halal Management Sistem, particularly in supporting sustainable and ethical business practices.

Oral literature is a form of storytelling from one individual to another in a concise manner as a representation of a society's culture. One type that is interesting to study in this field is legends. This study examines the Keong Mas legend using Burhan Nurgiyantoro's structuralism approach theory, which focuses on analyzing the relationship between intrinsic and extrinsic elements in literary works. This study uses a qualitative descriptive method that aims to reveal the narrative structure and social and cultural meanings contained in the legend as a reflection of the moral values and local wisdom of the people of East Java. The information collection method used observation and note-taking. The results of the analysis show that the Keong Mas legend has a cohesive story structure, including theme, characters, plot, setting, and point of view, which simultaneously reflect the values of loyalty, justice, and family conflict in a socio-cultural context. These findings confirm the relevance of oral literature as a medium for the inheritance of living and evolving cultural values, and contribute to the understanding of cultural identity and literary aesthetics in Indonesia, especially in the East Java region.

This study aims to analyze the implementation of affective learning strategies in Akidah Akhlak subjects to enhance students' self-control at MTs Muhammadiyah 02 Purbalingga. Affective learning strategies focus on character development through the inculcation of religious values such as patience, honesty, and discipline, aimed at helping students manage their emotions, thoughts, and behavior in daily life. The research employed a qualitative method with a descriptive approach. Data were obtained through in-depth interviews with Akidah Akhlak teachers, the principal, and students, as well as classroom observation. Data analysis was conducted using thematic coding to identify patterns in the implementation of affective learning strategies and their impact on students' self-control. The findings indicate that the implementation of affective learning strategies is carried out through five main stages: receiving, responding, valuing, organization, and characterization. Each stage involves structured approaches, such as using inspirational stories from the Qur'an and Hadith, group discussions, value reflections, and case study simulations. These strategies successfully enhanced students' self-control, particularly in emotional regulation, wise decision-making, and consistent behavior aligned with Islamic values. This study concludes that affective learning strategies play a vital role in improving students' self-control. Systematic and collaborative implementation can assist madrasahs in producing a generation that is faithful, knowledgeable, and morally upright, in line with the vision of Islam.

This research is motivated by the importance of studying characterization in novels as a means of understanding human values ​​and character education relevant to social reality. Tere Liye's novel "Moga Bunda Disayang Allah" presents characters with complex characters that reflect empathy, compassion, and struggles facing limitations and social stigma. This study aims to comprehensively describe the characterization contained in the novel. The method used is a qualitative descriptive method with a structural literary analysis approach, specifically Nurgiyantoro's characterization theory. The research data, consisting of narrative excerpts and dialogues depicting the characters' characters, were collected through reading and note-taking techniques. Then, they were analyzed based on the categories of main and supporting characters, protagonist and antagonist, simple and round characters, static and developing characters, and typical and neutral characters. The results show that this novel displays diverse and dynamic characterization, with most of the characters experiencing significant character development and playing a crucial role in conveying moral values. The implications of this research are expected to enrich the study of Indonesian literature and be used as an alternative teaching material in character education-based literature learning.

The family is the primary place where the faith of children and adolescents is formed, especially in the digital age, which is rife with information and moral dilemmas. Home is more than just a place to live; it is where children learn Christian values ​​through parental example, prayer, discussion, and attention. With the digital generation growing up with rapid access to the internet and social media, it is crucial for parents to ensure that technology becomes a tool for growth, not a threat to faith. This study analyzed literature on Christian religious education in families, children's spiritual development, and challenges in the digital age. The results show that strong emotional connections and active parental involvement in daily faith education can significantly shape children's character and spirituality. The family is the primary foundation in preparing a wise digital generation, firmly rooted in Christ, and able to navigate changing times without losing their faith identity.

This article examines in depth the concept of protecting human dignity through the regulation of gaze and physical contact among mahram according to the Shafi‘i School of Islamic law. From an Islamic perspective, the preservation of dignity (ḥifẓ al-‘irḍ) occupies a highly fundamental position as part of the objectives of Islamic law, particularly in regulating social relations and family interactions. Although mahram relationships legally allow closer interaction, Islam continues to establish ethical boundaries to safeguard purity and moral values. This study is a normative legal research employing conceptual and normative-fiqh approaches, relying on primary sources such as the Qur’an, the Prophetic traditions (hadith), and classical as well as contemporary Shafi‘i jurisprudential literature. The findings indicate that the Shafi‘i School does not regard mahram relations as a sphere of absolute and unrestricted freedom, but instead provides clear regulations concerning gaze and physical contact. Visual interaction is permitted in a limited manner, restricted to certain parts of the body and subject to the condition that it does not provoke desire or potential moral temptation (fitnah). Meanwhile, physical contact is regulated more strictly and, in principle, is only permitted in situations of legitimate shar‘i necessity, such as medical treatment or emergency circumstances. Therefore, the regulation of gaze and physical contact among mahram in the Shafi‘i School functions as an instrument for protecting human dignity, preserving the sanctity of family relationships, and preventing behavioral deviations from an early stage.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

Leadership is a fundamental aspect of human life that greatly determines the direction and quality of a society. The Qur’an, as the primary source of Islamic teachings, provides clear guidance regarding the criteria of an ideal leader based on divine values. This study aims to examine leadership criteria in the Qur’an through an analysis of Q.S. Al-Anbiya verse 73, Q.S. As-Sajdah verse 24, and Q.S. Yusuf verse 55. The research employs a library research method by analyzing the lexical meanings (mufradat), the historical context of the verses, and the interpretations of prominent mufassirs such as Buya Hamka and Muhammad Quraish Shihab. The findings indicate that leadership from a Qur’anic perspective is not merely oriented toward power, but is a great trust (amanah) that requires moral and spiritual integrity, patience, faith, trustworthiness, and competence. These verses emphasize that an ideal leader is one who guides others according to Allah’s command, possesses patience and strong conviction in His revelations, and is knowledgeable and trustworthy in managing public affairs. This study is relevant to contemporary conditions, particularly in addressing the leadership crisis marked by the abuse of power and weakened integrity. Therefore, understanding leadership criteria in the Qur’an is expected to serve as a foundation for Muslims in selecting and preparing leaders who are ethical, responsible, and morally upright.

The development of the modern world, characterized by advances in digital technology, globalization, and complex social dynamics, has created new challenges in child-rearing practices, particularly for Muslim families. Children require not only the fulfillment of physical needs and formal education, but also balanced emotional, social, and spiritual support. This study aims to examine the concept of child-rearing based on love and compassion from the perspective of Islamic psychology, identify the core principles of Islamic parenting, and explain its implications for children’s psychological development. This research employed a qualitative approach using a literature review method with a systematic literature review design. Data sources were obtained from academic books as well as nationally accredited journals and reputable international journals published between 2020 and 2024. The data were analyzed using content analysis and thematic analysis to identify patterns, key concepts, and relationships among variables. The findings indicate that parenting grounded in love and compassion (rahmah), combined with role modeling, justice, and wisdom in discipline, contributes positively to children’s emotional, social, moral, and spiritual development. Warm and responsive Islamic parenting supports the development of effective emotional regulation, prosocial behavior, and the internalization of faith-based and moral values in children. The results also demonstrate a strong alignment between Islamic parenting concepts and the compassionate parenting approach in modern psychology, with Islamic psychology offering a distinctive strength in its spiritual dimension. This study contributes to the reinforcement of the theoretical framework of Islamic psychology and provides practical recommendations for parents and educators in implementing balanced parenting that integrates compassion, discipline, and Islamic values in the modern era.

The concept of Human Rights in the perspective of modern Islamic law according to Abdullah Ahmed An-Naim emphasizes the importance of prioritizing humanitarian values ​​as a central part of Islamic law. An-Naim proposes that Islamic law needs to undergo a comprehensive reconstruction to remain in line with the development of the times without losing its Islamic elements. According to him, the Universal Declaration of Human Rights is a very important tool to maintain the dignity, honor, and rights of all individuals throughout the world. An-Naim also encourages the elimination of all forms of violence and emphasizes the importance of recognizing humans as subjects that must be valued and respected, as well as providing sufficient space for human rights values ​​in public contexts and rejecting the application of sharia as an oppressive state law, but rather as a moral guideline that is more flexible and appropriate to the conditions of today's society.

Early childhood development (0–6 years) is a critical period that shapes a child’s physical, cognitive, socio-emotional, language, and moral growth. The family, as the first educational environment, plays a vital role in shaping the child’s character and adaptive skills, particularly through parent–child interactions. In Muslim communities, child-rearing focuses on not only psychological aspects but also reinforcing religious values through Islamic Parenting, which is based on the principles of rahmah (compassion), uswah (exemplary behavior), guidance, and ‘adl (justice), as outlined in the Qur’an and Hadith. This study uses a qualitative literature review to analyze the role of Islamic Parenting in early childhood development, highlighting the significance of these values. The review shows that Islamic Parenting plays a crucial role in optimizing children’s holistic development, including cognitive, social, emotional, moral, and spiritual aspects. Key components of this model include parental exemplification, compassion, religious education, positive behavior habituation, and cognitive stimulation through educational interactions. This model can be implemented through daily practices such as prayers, storytelling, and character reinforcement. In conclusion, Islamic Parenting fosters not just biological caregiving but also character, morality, and spirituality, preparing children for contemporary challenges.

This Systematic Literature Review (SLR) research synthesizes findings from five scientific articles that focus on the vital role of Islamic Religious Education (PAI) in overcoming the crisis and moral decadence among the Young Generation triggered by the minimal internalization of positive values in education, the lack of family roles, and the challenges of the digital era. The results of the synthesis show that overcoming the moral crisis requires a comprehensive approach, including: first, Affective Approach: PAI must transform from a cognitive focus to an Affective Approach based on the core values of the Qur'an (Ihsan, Rahmah, Tawadhu', Sabr, Amanah) to touch students' spirituality; second, Social Integration: PAI must be integrated with social reality to foster social piety through community-based programs (mosques) that ground Islamic values contextually; and third, Digital Adaptation: PAI teachers play a strategic role as moral role models and are required to adapt to the digital era through strategies for utilizing interactive technology and forming positive digital communities to overcome the influence of negative social media content. Overall, PAI is a central pillar whose effectiveness depends on strong collaboration between educational environments and the ability of teachers to be technologically literate spiritual-affective guides.

This study aims to explore in depth the impact of Islamic parenting on the development of disciplinary character in early childhood. Conceptually, parenting in Islam is understood as a child-rearing method based on Islamic principles, emphasizing values of role modeling, love, responsibility, and moral development from an early age. Through this approach, parents serve as the first and foremost educators in instilling the values of discipline reflected in children’s daily behavior, both within the family and in social interactions. This research analyzes various ways Islamic parenting is applied in daily activities, including the habit of performing prayers on time, managing schedules for study and play, and implementing educational consequences in accordance with Islamic principles. The findings reveal that the consistent application of Islamic parenting patterns, combined with effective communication between parents and children, has a positive effect on the development of children’s disciplinary character. Children raised under Islamic parenting tend to have an awareness of obeying rules, valuing time, and taking responsibility for their duties and obligations. Conversely, the study also identifies challenges stemming from parents’ limited understanding of Islamic parenting concepts, as well as external environmental influences such as digital media and peer interactions that are not always aligned with Islamic values. Therefore, efforts are needed to improve literacy regarding Islamic parenting through educational activities involving early childhood education institutions, religious study groups, and parent communities. In general, the findings of this study highlight the importance of collaboration among families, schools, and communities in consistently applying Islamic parenting principles to foster children’s disciplinary character from an early age in accordance with Islamic teachings.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to analyze in depth the moral values ​​contained in Surah Luqman verses 14–15 based on M. Quraish Shihab's Tafsir Al-Mishbah and their relevance in shaping the character of adolescents in the modern era. The research method used is library research with the tafsir munasabah approach, namely examining the relationship between the meanings of verses contextually and thematically. The main data source comes from Tafsir Al-Mishbah, supported by relevant tafsir literature and character education studies. The results of the study show that in Tafsir Al-Mishbah, Surah Luqman verses 14–15 contain six main moral values, namely birrul wâlidayn (devotion to parents), an attitude of gratitude to Allah and both parents, proportional obedience and not violating the principle of monotheism, gentleness and ethics in responding to differences, orientation to the afterlife, and exemplary behavior. These values ​​have strong relevance to efforts to shape the character of adolescents, especially in facing moral challenges in the digital era. The implementation of this teaching is considered strategic as a fundamental solution to overcome various youth problems, such as cyberbullying, ethical crises, and moral decadence, by instilling religious attitudes, empathy, and social responsibility.