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This article explores the concept of a “House of Faith” as a holistic educational framework designed to build students’ character based on religious values. The fundamental idea of the House of Faith is likened to a school environment that provides a comfortable and safe space for students to develop their faith and noble character through learning activities connected to religious teachings. A religious school environment is created through everyday atmospheres that encourage the practice of worship, the presence of religious symbols, and community activities that strengthen students’ spirituality. Programs to reinforce religious spirit include activities such as communal prayers, religious studies, and social projects designed to gradually enhance students’ spiritual awareness. Teachers and educational staff play a highly effective role, acting as role models and facilitators in the learning process. Their approach to instilling faith and moral values involves interactive methods such as group discussions, inspirational stories, and personal reflection, all adapted to students’ developmental stages. Collaboration between the school and parents becomes a key factor in ensuring consistent support. This is carried out through regular meetings, joint workshops, and open communication that reinforces family values. The impact of religious spirit on students can be seen in increased discipline, social empathy, emotional resilience, and stronger academic motivation. However, implementation faces challenges such as limited curriculum time, diversity of student backgrounds, and cultural resistance. These challenges are addressed through solutions, including regular teacher training, program evaluation, and the integration of technology for distance learning. Overall, the article emphasizes that a school functioning as a House of Faith can shape young generations who are not only intellectually capable but also strong in faith and morals, contributing to a more harmonious and meaningful society.

The development of renewable energy, particularly Solar Power Plants (PV), requires a reliable, real-time, and easily accessible electrical energy monitoring system to ensure optimal system performance. This study aims to design and implement an Internet of Things (IoT)-based electrical energy monitoring system for PV using the NodeMCU ESP32 microcontroller, the PZEM-004T sensor for measuring electrical parameters, and the Node-RED platform as the data visualization interface. The developed system is designed to monitor voltage, current, power, energy, frequency, and power loss in real time, and then display the data in the form of numerical values, graphs, and indicators on a dashboard accessible through a local network. The research method includes hardware design, software development (sensor reading, data processing, and communication), integration with Node-RED, and system testing on a small-scale PV installation. The test results show that the system is capable of monitoring electrical parameters in a stable and responsive manner. Variations in sunlight intensity were found to affect the current and power produced by the solar panels, whereas the inverter output voltage tended to remain within normal operating ranges. The Node-RED dashboard display was considered informative and helpful for users in monitoring and analyzing PV performance. Based on these results, it can be concluded that the IoT-based electrical energy monitoring system designed in this study functions well and is feasible for application in residential or educational-scale PV installations. The system still has the potential for further development through cloud service integration, the addition of environmental sensors, and enhancements to data analysis features and user interface design.

Global environmental challenges require active engagement from all sectors, including education. For Muslim youth, awareness of environmental sustainability aligns with Islamic ethical principles such as stewardship (khalifah), justice (ʿadl), and social welfare (maslahah). This study examines the influence of green economy education within Islamic higher education on students’ eco-literacy, ethical awareness, and sustainable economic behavior. A quantitative approach was employed using a structured questionnaire distributed to students from both Islamic economics and non-economics programs. Data were analyzed with descriptive statistics, independent t-tests, and one-way ANOVA to identify differences in environmental knowledge, attitudes, and behavior. Findings show that students with an Islamic economics background consistently achieve higher scores in knowledge, attitudes, and behavioral engagement related to sustainability compared to non-Islamic economics students. Integrating Islamic ethical values into the curriculum provides a holistic framework for internalizing sustainability principles, encouraging students to translate ethical knowledge into practical action. Pedagogical strategies such as project-based learning, reflective exercises, and experiential programs further enhance engagement and eco-conscious behavior. The study highlights the critical role of Islamic education in fostering a generation of ethically aware and environmentally responsible students. By embedding moral and ecological principles in academic programs, educational institutions can strengthen students’ capacity for sustainable decision-making and support broader goals of responsible economic and environmental stewardship.

The diversity of Indonesian society, which consists of various ethnic groups, religions, cultures, and races, represents a great potential for the creation of a harmonious social life. However, the reality shows that intolerance and narrow fanaticism still often arise and even begin to influence students in the educational environment. This has the potential to create social conflicts and damage the nation's character in the future. This study aims to examine the role of education in shaping students to avoid fanatic behavior and social conflicts. The research method used is descriptive qualitative with data collection techniques through relevant literature studies. The results of the study show that schools have a strategic role in instilling values of tolerance, inclusive attitudes, and religious moderation through learning, teacher role models, and a school culture that respects diversity. In addition, synergy between schools, families, and communities is needed to create an educational environment that is conducive to the development of students' character. Through the implementation of multicultural education and the strengthening of national values on a sustainable basis, students are expected to become a generation with strong character, tolerant, and able to live peacefully alongside others in a pluralistic society.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

Kampung Glam as a heritage area in Singapore faces modernization challenges that have the potential to shift local cultural identity. Service learning is applied to bridge cultural preservation efforts with community education through the collaboration of students, communities, and cultural stakeholders. The purpose of this activity is to strengthen cultural education, increase awareness of the younger generation, and support the sustainability of the creative economy based on local values. The methods used include needs mapping, collaborative solution design, implementation of cultural workshops, and sustainability evaluation. The results showed that students gained contextual experience on heritage management, while the local community was helped through educational materials, mentoring, and strengthening of cultural narratives. This activity also increases the understanding of the importance of a balance between the preservation of historical values and the development of the modern economy. In conclusion, service learning is effective as an educational approach and community empowerment in maintaining cultural identity. It is suggested that the program be continued with the development of cultural education modules and long-term partnerships to strengthen sustainability.

The background of this activity is based on the low level of literacy among the community and the suboptimal use of mosque libraries as educational public spaces. This community service activity aims to strengthen the culture of literacy through the implementation of service learning at the Penyengat Mosque Library, Penyengat Island, Tanjungpinang City. The community service was carried out using a participatory approach through four main stages: needs identification, activity planning, programme implementation, and evaluation. The activities carried out included reading classes, discussions on books with Islamic and Malay cultural themes, and literacy visits to introduce the library's collection to the community. The results showed an increase in community enthusiasm for reading activities and strengthened the library's function as a centre for intellectual da'wah and community learning. For students, this activity provided contextual learning experiences and developed communication, leadership, and social empathy skills. Overall, this programme was effective in building a literacy ecosystem based on religious values and local culture.

The Rumah Merah Melaka heritage tourist area has an important historical value, but the information received by tourists about its historical value is still limited, so the understanding gained by tourists is not optimal. This community service activity aims to increase the historical literacy of tourists and the involvement of local business actors in cultural preservation through the provision of educational media and mentoring with participatory methods oriented to the needs of the target community. The implementation stages include observation to identify the information needs of tourists and the role of local communities, the preparation of historical educational media according to the socio-cultural context, the implementation of direct education to tourists, and the assistance of local business actors as independent distributors of cultural information. The results show an increase in tourists' interest in the historical information provided, changes in tourist behavior in paying attention to cultural values, and the active participation of local business actors in the delivery of historical information. This program is expected to contribute to improving the quality of tourism experiences, strengthening the capacity of local communities, and supporting the sustainability of heritage preservation through collaboration between the community, local business actors, and visitors.

This article discusses the application of service learning as an educational approach that supports the preservation of cultural heritage and the strengthening of sustainable tourism in Batu Caves, Kuala Lumpur, Malaysia. As one of the most important Hindu temple complexes in Southeast Asia, Batu Caves has become a symbol of cultural diversity and interreligious harmony. However, increased tourism activity has brought about various problems, such as environmental pollution, waste management issues, and the erosion of cultural values among visitors. To address these challenges, service-learning programs integrate academic theory with direct participation in the community, allowing students to actively engage in environmental conservation, cultural documentation, and the development of public education initiatives. Thru collaboration with temple managers, local communities, and tourists, students applied management concepts in real-world situations, including cleaning activities, maintaining tourist areas, developing educational materials on eco-tourism, and preserving traditional rituals thru cultural archiving. The implementation of this service learning not only enriches students' learning experiences but also raises public awareness about the importance of preserving Batu Caves as a sustainable cultural heritage site. Overall, this project demonstrates that service learning is a transformative pedagogical approach that connects academic goals with community development and cultivates future leaders who are socially responsible and culturally sensitive.

This study aims to analyze the content and substance of the Fourth Hadith in Al-Arba'in An-Nawawiyyah, explore the Islamic educational values contained within it, and examine its relevance to contemporary Islamic religious education. This research employs a qualitative approach using library research methods through an examination of primary and secondary literature related to the hadith and Islamic educational concepts. The data were analyzed using content analysis techniques to reveal both textual and contextual meanings.The findings show that the Fourth Hadith provides an explanation of the gradual process of human creation, the decree of divine destiny encompassing sustenance, lifespan, deeds, and a person’s final fate, as well as an emphasis on the importance of righteous actions in determining one’s end. The hadith encapsulates holistic educational values, including divine values such as belief in destiny, reliance on God (tawakkul), patience, and spiritual awareness; and humanistic values such as moral responsibility, self-control, self-awareness, and consistency in worship and good deeds. These values remain highly relevant for character building in modern learners, especially in facing moral, spiritual, and social challenges.Based on the results, it can be concluded that the Fourth Hadith of Al-Arba'in An-Nawawiyyah plays a significant role in strengthening contemporary Islamic education, particularly in shaping character grounded in sound creed, noble ethics, and strong mental resilience. The findings are expected to serve as a reference for educators, educational institutions, and society in developing more integrative and applicable educational practices.

This research is motivated by the diversity of students found in Islamic boarding schools. Islamic boarding schools are an appropriate base for instilling religious and cultural values ​​in students. Therefore, differences in race, ethnicity, customs, social class, and culture are not addressed with exclusive and fanatical attitudes to prevent conflict. The purpose of this research is to provide multicultural education management training in Islamic boarding schools as an educational alternative that can be applied to address the problems faced by students and the current multicultural society, so that each student can live side by side despite differences in harmony and peace in accordance with religious and cultural values. The research method used is qualitative with the PAR (Participatory Action Research) model. For data collection, in-depth interviews, participant observation, and documentation were used. The results of this study are that multicultural education management training is a preventive effort to address various problems and becomes a real solution to existing problems in Islamic boarding schools related to the religious and cultural values ​​of students. In addition to being an alternative means of solving problems, multicultural education management training is also a means of fostering students so that they do not lose their cultural roots in accordance with religious values. Thus, the implementation of multicultural education management training can be said to be successful if it can produce students who have a tolerant attitude, are not hostile, and do not conflict caused by differences in culture, ethnicity, customs, social class, abilities, and others.

Islamic boarding schools play a strategic role in national development, not only as religious educational institutions, but also as agents of social and economic empowerment for the people. Law No. 18 of 2019 strengthens their position in the national legal system, in line with the values of Pancasila, which emphasizes social justice and respect for diversity. This study aims to analyze the position of Islamic boarding schools within the national legal framework, emphasizing the relevance of Pancasila and their contribution to strengthening the economy of the Muslim community. The method used is a qualitative approach with normative-legal literature study and qualitative analysis of regulations, literature, and practices of economic empowerment in Islamic boarding schools. The results of the study show that Islamic boarding schools have legal legitimacy as independent institutions in education, da'wah, and community empowerment, while also playing a role in developing cooperatives, micro-enterprises, and santri-based entrepreneurship. Thus, Islamic boarding schools have proven to be important actors in strengthening the economy of the Muslim community and implementing the Pancasila value of social justice.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

Character formation is a fundamental component of Islamic education, particularly in responding to the growing challenges of moral decline and the weakening of students’ manners in contemporary learning environments. This study aims to analyze the implementation of the classical text Risalat Adab Suluk al-Murid in shaping student character through the integration of seven good habits at SMPIQu Al-Bahjah Cianjur. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation to explore how the values of adab are internalized and reflected in students’ daily behavior. The findings indicate that the learning of this classical text strengthens students’ discipline, respect toward teachers, sense of responsibility, and enthusiasm for learning. The internalization process occurs not only during classroom activities but also through daily routines such as morning habits, worship practices, time management, and social interactions within the school environment. The seven good habits function as a practical framework that reinforces the application of sufistic values taught in the text, allowing students to translate moral teachings into consistent actions. Teachers play a crucial role as role models who guide, demonstrate, and cultivate these values through continuous supervision and exemplary conduct. The study concludes that classical Islamic text-based learning offers an effective strategy for enhancing student character within modern Islamic educational settings. The implications highlight the need for schools to strengthen adab-centered curricula, cultivate ethical school culture, and promote collaboration among teachers, institutions, and families to ensure sustainable character development.

Axiology is a branch of philosophy that examines values ​​in human life, such as goodness, truth, beauty, and the benefits of knowledge. In the context of Islamic education, axiology plays a crucial role in determining the direction and goals of education, namely, to develop individuals who are balanced intellectually, morally, and spiritually, known as insan kamil (the perfect human being). Values ​​in axiology are divided into two primary sources: divine values ​​derived from God's revelation and His attributes, and human values ​​derived from human experience and civilization. These two types of values ​​serve as the foundation for developing a comprehensive Islamic education. The axiology of Islamic education emphasizes not only the attainment of knowledge but also the formation of character and morals in students. Teachers and educational institutions act as agents of values, instilling ethics, aesthetics, and socio-political awareness based on Islamic teachings. By integrating these values, Islamic education aims to produce a generation that is not only intellectually intelligent but also possesses noble morals and is capable of making a positive contribution to society and global civilization. Axiology, therefore, serves as a crucial foundation for realizing a meaningful and humanity-oriented education.

Education plays a very important role in shaping morality, character, and self-esteem. Through Delors (1996), UNESCO outlines four pillars of modern education: learning to know, learning to do, learning to be, and learning to live together, which support human development. These principles have long been integrated into the Islamic educational tradition through the concept of Kaffah  Islam, which encourages faith, knowledge, and charity. The purpose of this study is to analyze the relevance and integration of UNESCO's educational principles from the perspective of Kaffah  and to analyze their implementation during the colonial era. Through a qualitative approach and literature review, the research findings show philosophical and practical agreement between the two paradigms. Islamic education during the colonial era not only served as a means of teaching religious knowledge but also as a means of fostering moral character, social solidarity, and a sense of responsibility in the face of a discriminatory education system. Thus, the integration of UNESCO and Kaffah  Islam shows that Islamic education had adopted the concept of holistic education before the formation of modern UNESCO. To support civilized independent education, it is important to contextualize these values in order to strengthen national education that balances knowledge, skills, spirituality, and social solidarity. 

Social media has become an integral part of adolescent life, including that of junior high school students. While it offers benefits in terms of communication and access to information, social media also brings negative impacts on students’ ethical development, such as impolite behavior, the spread of hoaxes, and cyberbullying. This study aims to describe the strategies implemented by SMP Negeri 05 Kota Bengkulu in addressing the negative effects of social media on student ethics. The research employed a descriptive qualitative method with data collected through interviews, observations, and documentation. The findings reveal that the school implements five main strategies: (1) internal policies such as prohibiting the use of mobile phones during class hours, (2) integration of character education into the curriculum, (3) implementation of digital literacy programs, (4) collaboration with parents in monitoring social media use at home, and (5) positive utilization of social media for publishing student work and promoting digital ethics campaigns. These strategies have proven effective in shaping responsible digital behavior and reinforcing students’ ethical values. These findings align with previous studies that emphasize the importance of character education, digital literacy , and school–parent collaboration in fostering students’ digital ethics. Through an educational and preventive approach, school strategies can serve as an effective solution in addressing ethical challenges in the digital era.

The development of information technology has had a major impact on how Generation Z students in Banten obtain information. This situation requires digital literacy skills that are not only technical in nature, but also involve critical thinking and digital ethics. The purpose of this study is to explore the relationship between digital literacy and understanding of Pancasila values among Generation Z students in Banten, as well as to identify factors that support, hinder, and strategies to strengthen Pancasila-based character in the digital world. The method used in this study is qualitative with a literature study approach supported by observations on campus and interviews with students. The findings show that students' digital literacy is in the good category, but it is not yet fully in line with their understanding of Pancasila values. The impact of negative information, such as hoaxes and hedonistic culture, is a major obstacle to national character. Supporting factors include the role of stakeholders in providing space for learning media ethics. This study highlights the importance of integrating Pancasila values into digital literacy through an adaptable Pancasila Education curriculum, the development of educational content, and collaboration between stakeholders. The implications of this study indicate the need to strengthen students' character so that they can become ethical, responsible digital citizens who reflect the values of Pancasila. 

This article aims to analyze and compare the education systems in Saudi Arabia and Indonesia through a literature study approach. This study highlights similarities and differences in educational objectives, curriculum structure, education management, and the types and levels of education applied in the two countries. In addition, this article reviews the history of the development of education in Saudi Arabia, especially the central role of Islamic education in shaping national education orientation and policy. The analysis shows that Saudi Arabia has an education system that is heavily influenced by religious values and Islamic law, while Indonesia develops an education system based on Pancasila with a more pluralistic approach. However, both countries face similar challenges, such as improving the quality of teachers, equitable access to education, modernizing the curriculum, and adapting to technological developments and globalization. The findings of this study confirm that despite fundamental differences in educational ideologies and approaches, Saudi Arabia and Indonesia share a common commitment to improving the quality of human resources through strengthening the national education system. This article is expected to serve as a reference for comparative research on education in Muslim-majority countries.

Learning Indonesian language and literature in elementary schools plays an important role in shaping students' character through the integration of literary works based on local culture. Lampung poetry as a representation of local wisdom contains educational values, such as religiosity, respect for parents, polite language, mutual cooperation, and environmental awareness. This study aims to describe the educational values ​​and local wisdom in Lampung poetry and their relevance to the character formation of elementary school students. The research method used is a literature review by analyzing references in the form of scientific articles, textbooks, Lampung poetry texts, and previous research results related to character education, regional literature, and local wisdom-based learning. The results of the study indicate that Lampung poetry is effective as a literary learning medium to instill character values, especially those in line with the dimensions of the Pancasila Student Profile, namely faith and piety, mutual cooperation, creativity, and global diversity. Practical implementation can be done through literary appreciation activities, reflective discussions on cultural values, and assignments to write poetry based on students' local experiences. The conclusion of this study confirms that systematically integrating Lampung poetry into Indonesian language learning has significant potential to strengthen students' character education while preserving local culture amidst the challenges of globalization.