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This paper aims to describe the implementation and development of the Merdeka Curriculum at SD IT Permata Hati Entrop, an Integrated Islamic Elementary School. As an educational institution with a vision of integrating general knowledge with Islamic values, SD IT Permata Hati adapts the national curriculum to create learning that is more flexible, focused on essential content, and character-based. This curriculum is developed to optimize students’ potential holistically, encompassing cognitive, affective, and psychomotor aspects through the strengthening of the Pancasila Student Profile.The main focus of curriculum development at this school consists of three pillars: innovative intracurricular learning, the Project for Strengthening the Pancasila Student Profile (P5), and extracurricular activities that support students’ interests and talents. In its implementation, the school applies active learning methods such as Problem-Based Learning (PBL) and contextual learning linked to daily life and Islamic principles. The evaluation process is conducted through formative and summative assessments that are humanistic and reflective in nature. The outcomes of this development are expected to equip students with 21st-century skills and strong religious character in accordance with the demands of the times.

This study aims to analyze the role of Gujarat, India, as a major hub in the dynamics of the Islamization of the Indonesian Archipelago (Nusantara) and its impact on the formation of a distinctive Southeast Asian Muslim identity. This research employs a library research method by examining various primary and secondary sources, including historical manuscripts, travel accounts, archaeological findings, and relevant scholarly books and journal articles. The findings indicate that the arrival and spread of Islam in the Nusantara around the thirteenth century were strongly influenced by Muslim traders from Gujarat, who functioned not only as economic agents but also as carriers of religious and cultural values. The process of Islamization occurred relatively peacefully through trade networks, intermarriage, Islamic education, and political alliances with local rulers. The dominance of Sufistic teachings, which were adaptive and accommodative to local cultural traditions, facilitated a process of cultural inculturation that enabled Islam to be accepted without significant social conflict. This interaction produced a moderate and syncretic form of Islam, reflected in religious practices, local traditions, and Islamic architectural forms across the region. The study concludes that the Islamization of the Nusantara was a continuous process of cultural dialogue that shaped a tolerant, contextual, and harmonious Muslim identity in Southeast Asia, distinguishing it from Middle Eastern Islamic traditions.

Micro-teaching serves as a critical bridge between pedagogical theory and professional practice for pre-service teachers. In the context of Islamic Education (PAI), students are required to balance modern teaching methodologies with religious values. Objective: This study aims to explore the lived experiences of PAI students and identify their practical contributions to the Micro Teaching program at UNSIQ. Methods: Using an Interpretative Phenomenological Analysis (IPA) approach, this qualitative study involved 12 purposively selected students. Data were collected through semi-structured interviews, participant observations, and documentation during an intensive period from January 2 to January 30, 2026. Results: The findings reveal a significant transformation from "pedagogical anxiety" to professional confidence. Key contributions include the integration of Technology- Pedagogy-and-Content Knowledge (TPACK) through gamification in Fiqh subjects and the development of "Al-Qur’an-based Storytelling" rooted in local wisdom. Conclusion: The study concludes that the micro-teaching program at UNSIQ effectively fosters innovative and religious-humanist teaching identities, preparing students for the complexities of 21st-century Islamic education.

This study aims to describe and analyze the strengthening of eight basic teaching skills in prospective Islamic Religious Education (PAI) teachers at the University of Qur'anic Sciences (UNSIQ) through the Micro Teaching course. The eight skills include questioning, reinforcement, variation, explaining, opening and closing lessons, guiding small group discussions, class management, and small group/individual teaching. This study uses a descriptive qualitative approach. Data were collected over one month through participatory observation in the Micro Teaching Laboratory, documentation, and in-depth interviews with 12 informants consisting of 2 lecturers and 10 PAI students. The results showed that Micro Teaching learning significantly increased students' self-confidence and pedagogical competence. Specific findings indicate the integration of Qur'anic values in teaching practices, such as the use of kalimah thayyibah as a form of verbal reinforcement skills. Nevertheless, classroom management remains the most challenging aspect for students. This study concludes that intensive simulation and continuous feedback are the main keys to producing professional PAI teacher candidates with Qur'anic character.

Youth radicalization is a serious issue that threatens social harmony, national stability, and the sustainability of nationhood in Indonesia. Various reports indicate that nearly one-third of terrorism perpetrators over the past decade have come from young people, signaling ideological vulnerability among the productive age group. This article aims to propose a youth deradicalization approach through contemporary Islamic thought, emphasizing rationality, openness of thinking, and humanism as its main foundations. This study employs a qualitative method with a literature review approach by analyzing the works, ideas, and thoughts of contemporary Islamic scholars and examining their relevance in the context of youth development and empowerment. The findings show that contemporary Islamic approaches that emphasize critical reasoning, dialogue, and respect for humanity are effective in shaping moderate attitudes, fostering social awareness, and strengthening an inclusive and tolerant Islamic identity. Therefore, this article recommends that religious education be integrated into curricula that emphasize the values of religious moderation, respect for diversity, and the rejection of violence. This approach is expected to help young people become more tolerant, adaptive, and resilient against the influence of extremist ideologies that are harmful to society.

Tawhid education is a fundamental aspect of Islamic education that serves as the foundation for the formation of faith and individual religious character. The family plays a crucial role as the primary educational environment in instilling the values of Tawhid from an early age. However, in modern social realities, the role of families in Tawhid education often faces various challenges, necessitating support from non-formal Islamic educational institutions. This study aims to describe the role of families in Tawhid education through their involvement in the Majlis Taklim ‘Izzatin Nisa Tangerang. This study uses a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, interviews, and documentation of the Majlis Taklim administrators, the congregation, and ongoing learning activities. The results show that families play an active role in Tawhid education through parental role models, the habit of worship at home, and the strengthening of understanding of the faith gained from the Majlis Taklim activities. The Majlis Taklim ‘Izzatin Nisa serves as an educational tool that strengthens the congregation's understanding of Tawhid and encourages its implementation in family life. Thus, the synergy between families and religious study groups has been proven to contribute to strengthening monotheism education and building religious awareness within the community.

Cohabitation as a practice of living together between men and women without a legal marriage bond is an important issue in the reform of Indonesia's criminal law. This study aims to analyze the regulation of cohabitation as a complaint offense in Law Number 1 of 2023 concerning the Criminal Code (KUHP) and its implications for the protection of the moral values of the community and the limits of criminal law intervention on citizens' private spaces. The research method used is normative law with a statutory and conceptual approach, using primary, secondary, and tertiary legal materials that are analyzed juridically qualitatively. The results of the study show that Article 412 of the Criminal Code only formulates cohabitation as a criminal act with the character of an absolute complaint, which is intended to protect moral, religious, and marital values, while limiting state intervention in private life. However, this norm still raises juridical problems because it does not provide clear limits on the element of "living together as husband and wife outside of marriage", so it has the potential to cause multiple interpretations and legal uncertainty. Therefore, a clearer and proportionate interpretation is needed so that the application of cohabitation norms remains in line with the principles of legal certainty, justice, and the protection of human rights in the context of modern criminal law.

The development of digital media has created new spaces for Islamic preaching practices, particularly through social media platforms such as TikTok and YouTube. Amid the proliferation of religious content that may trigger social polarization, preaching based on Ahlussunnah wal Jama’ah (Aswaja) values plays a crucial role in strengthening religious moderation. This study aims to analyze the internalization of Aswaja values tawassuth (moderation), tasamuh (tolerance), and tawazun (balance) in digital da’wah content on TikTok and YouTube from the perspective of Islam Nusantara. This research employs a qualitative approach using content analysis of selected da’wah videos chosen through purposive sampling. The findings indicate that Aswaja values are internalized contextually and adaptively according to the characteristics of each platform. TikTok functions as an effective medium for delivering concise and persuasive messages, particularly related to tolerance and religious moderation, while YouTube serves as a space for deeper, more argumentative, and reflective Islamic discourse. These findings affirm that Aswaja based digital da’wah within the framework of Islam Nusantara plays a strategic role in promoting religious moderation and maintaining social harmony in a plural digital society.

At the age range of 11–12 years, children enter the final phase of primary school which is marked by rapid development in various aspects, including cognitive, psychomotor, social, and moral, all of which are interrelated in the educational process. The development of elementary school-age children is the main foundation for the formation of personality, intelligence, and social-moral skills in the future. This study aims to analyze and describe the developmental analysis of aspects (cognitive, psychomotor, social, and moral) in children aged 11–12 years. This study uses a qualitative and descriptive approach, where data is collected through observation, interviews and documentation to understand behavior in depth. The results of the case study on the subject of Syifa Khairunnisa show that the development of these four aspects is well internalized in daily life. Syifa's cognitive development can be seen from her ability to understand material through repetition, awareness to adjust the way of learning when difficult, and the ability to explain lessons to friends in simple language. Psychomotor development is seen in good coordination of movements (e.g. in sports), fine motor skills, and self-control. In the aspect of Social Development, Syifa shows the ability to interact positively, work together, and choose peaceful ways to resolve differences of opinion. Lastly, Syifa's moral development is reflected in the attitude of caring, honesty, responsibility, obedience to school regulations, and the practice of religious values. Overall, this case study confirms that the development of children at the end of primary school is a holistic process that requires integrated support from the school environment and family.

This study examines the Ka’Bawakng dance as a cultural–religious expression of the Dayak Kanayatn community that has undergone a deepening of meaning through inculturation within Catholic liturgy. Originating in the Baliatn ritual, Ka’Bawakng dance initially functioned as a medium of healing and cosmological communication that affirmed the interconnectedness of human beings, nature, and Jubata. In its encounter with the Catholic faith, the dance was incorporated into the Eucharistic celebration as an offertory dance through symbolic reinterpretation grounded in the principles of inculturation articulated by the Second Vatican Council. This research employs a hermeneutical approach using participant observation, in-depth interviews, and documentary study, analyzed through thematic analysis. The findings indicate that Ka’Bawakng dance is not treated as a merely decorative liturgical element, but is understood as a language of prayer engaging the body, cultural memory, and the spirituality of the faithful. This integration deepens liturgical participation, strengthens the religious–cultural identity of the Dayak Kanayatn community, and creates a constructive space for dialogue between ancestral traditions and Christian faith. Nevertheless, sustaining the inculturation of Ka’Bawakng dance requires ongoing pastoral accompaniment to ensure fidelity to Church liturgical norms while respecting local cultural values.

The training on computer network cabling conducted in schools serves not only to enhance students’ technical competencies but also functions as a strategic medium for developing collaborative attitudes, technological independence, and religious social harmony. Based on the community service activities carried out at SMA Negeri 3 Kota Sorong, the training integrated LAN cabling practice, the introduction of network devices, and guided sessions through observation, socialization, practicum, and evaluation. Throughout these stages, students gained direct experience in crimping, attaching RJ-45 connectors, testing cables with LAN testers, and simulating network configurations, which collectively strengthened their technical mastery. From the perspective of the sociology of religion, the training created a shared learning environment where students of diverse religious backgrounds collaborated equally in completing collective technical tasks. Values such as mutual respect, cooperation across differences, and social solidarity were visibly demonstrated as students helped one another in solving cabling-related challenges. Evaluation results indicate that participants became more independent in completing technical tasks and more open in communicating and interacting with peers of different beliefs. These findings emphasize that technology training can serve as a constructive medium for fostering religious social harmony and character building through practical experiences and meaningful social interaction.

In the era of information and globalization, critical thinking skills have become an essential competence for children, including students in Islamic boarding schools. These skills include the ability to ask questions, seek and evaluate evidence, compare alternatives, and solve problems logically. Islamic boarding schools inherently provide a disciplined environment grounded in religious values that supports the development of critical thinking. However, observations at Raudlatul Hanan Islamic Boarding School reveal several challenges, such as low social sensitivity, limited constructive conflict resolution, and the absence of consistent critical thinking habits. These conditions have the potential to hinder students’ adaptability and problem-solving abilities in the future. To address these issues, a program entitled “Optimizing Children’s Critical Thinking Character through the Internalization of Socio-Environmental Sensitivity Values” was implemented using a Participatory Action Research (PAR) approach. This approach actively involved students, ustadz/ustadzah, and Islamic boarding school administrators from problem identification through planning, implementation, and reflection. The activities included character education seminars, critical discussions, group competitions, and interviews aimed at fostering social sensitivity, reducing exclusive attitudes, and strengthening critical thinking skills from an early age. The results indicate high and enthusiastic student participation throughout all activities, leading both students and administrators to hope that the program will be implemented sustainably on an annual basis.

The phenomenon of religion-based radicalism remains a serious threat to the sustainability of national and state life, including within educational institutions. Educational institutions hold a strategic role in instilling religious values that are peaceful, tolerant, and civilized. Therefore, religious moderation education has become a vital approach as a preventive measure against radical ideologies. This study aims to examine the role and urgency of religious moderation education as a shield against radicalism in educational institutions. The research method employed is a literature study, analyzing various literatures such as books, scientific articles, and policy documents related to religious moderation and character education. The results show that religious moderation education can instill the values of tawassuth (moderation), tasamuh (tolerance), tawazun (balance), and i‘tidal (justice) in students. These values contribute significantly to forming religious attitudes that are inclusive, humanistic, and non-violent. The implementation of religious moderation education in educational institutions can be achieved through curriculum integration, educator role-modeling, the cultivation of school culture, and the strengthening of contextual religious literacy. Thus, religious moderation education plays a crucial role as an ideological and moral fortress in preventing the entry and growth of radicalism within the educational environment.

Islamic education in Indonesia plays a strategic role in shaping students’ religious character as well as their national identity, and therefore cannot be separated from the ideological foundations of Pancasila and the Unitary State of the Republic of Indonesia (NKRI). Islamic education functions not only as a means of transmitting religious values, but also as a medium for internalizing national ideology in line with the goals of national education. This study aims to analyze the ideological foundations of Islamic education based on the values of tauhid, Pancasila, and NKRI, as well as to examine their relevance to national education policies and curricula. This research employs a qualitative approach using a library research design. The data were obtained from secondary sources, including scholarly books, journal articles, education policy documents, and relevant legislation. Data collection was conducted through documentation studies, while data analysis applied a descriptive-analytical method to systematically examine the interrelationships among concepts. The findings indicate that the ideological values of Pancasila are substantively aligned with Islamic teachings, particularly in the aspects of divinity, humanity, unity, deliberation, and social justice. Within the framework of NKRI, Islamic education contributes significantly to the formation of religious-nationalist character and the strengthening of national integration. The integration of Pancasila values, religious moderation, and Islam rahmatan lil ‘alamin into national education policies and curricula, particularly through the Merdeka Curriculum and the Pancasila Student Profile, reflects a systematic effort to develop Islamic education that is adaptive and contextual. The implications of this study emphasize that strengthening the ideological foundations of Islamic education is a crucial prerequisite for producing learners who are faithful, knowledgeable, morally upright, and responsible citizens of Indonesia.

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.

This study aims to analyze the implementation of hadith values ​​in strengthening disciplinary policies and character building of students at MIS Teladan 1 Ujung Kubu. The hadith of the Prophet Muhammad SAW is used as a normative and pedagogical basis in the formulation of disciplinary policies that are educational, humanistic, and oriented towards fostering noble character. This study uses a descriptive qualitative approach with data collection techniques through direct observation, in-depth interviews with the principal, teachers, and students, and documentation studies of madrasah rules and programs. The results show that the values ​​of hadith are implemented systematically through the habit of time discipline, instilling manners in daily interactions, teachers' exemplary behavior as role models, and strengthening religious activities such as congregational prayer and prayer habits. The hadith-based disciplinary policy has been proven to contribute positively to strengthening student character, especially in aspects of discipline, responsibility, religious attitudes, and social behavior. This study concludes that the integration of hadith values ​​in disciplinary policies is effective in supporting the goals of Islamic education in elementary madrasas.

Islam Nusantara is a religious concept in Indonesia characterized by moderation, inclusiveness, adaptability to local culture, and emphasizing tolerance. The implementation of these values ​​in school religious practices has been inconsistent due to differing perspectives and rejection of local traditions. The purpose of this study is to describe the forms of school religious traditions, analyze the implementation of Islam Nusantara values ​​in these traditions, identify supporting and inhibiting factors, and explain their impact on student character. The research method used was a qualitative approach with a case study design. The research location was Qurrota A'yun Elementary School in Purwakarta. Data were collected through interviews, observation, and documentation. Based on the results of the study, the Principal and Islamic Religious Education Teachers understand the concept of Islam Nusantara as a harmonious integration of Islam with local culture within the corridors of faith and sharia. Its implementation is realized through structured religious traditions (the culture of greetings, dhuha prayer, murojaah, etc.) that successfully integrate local wisdom. A significant impact is an increase in politeness, tolerance, religiosity, and respect for local culture among students. Supporting factors include school leadership and teacher-parent collaboration, while differences in understanding become obstacles that are overcome through intensive communication. The implementation of Nusantara Islamic values ​​in school religious traditions has proven effective in shaping students' character to be moderate, tolerant, and respectful of tradition. Schools are advised to strengthen program planning with written guidelines and a measurable evaluation system to monitor character development on an ongoing basis.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

Islamic Religious Education (PAI) learning has a strategic role in shaping the character of students who are religious, tolerant, and have noble morals. Amidst the reality of Indonesian multicultural society, PAI learning is required to be able to internalize the values of religious moderation as an effort to prevent extreme, radical, and intolerant attitudes. Religious moderation is an important paradigm in Islamic education to instill a balanced and contextual religious attitude. This proceedings article aims to examine the concept, strategy, and implications of moderation-based Islamic Religious Education learning through the Systematic Literature Review (SLR) approach. The SLR method is used to examine journal articles, scientific books, and proceedings relevant to the topic of PAI learning and religious moderation in the last ten years. The results of the study indicate that moderation-based PAI learning is based on the values of wasathiyah, tawazun, i'tidal, and tasamuh which are integrated into the curriculum, learning methods, and the role models of educators. The implementation of moderation-based PAI learning has a positive impact on the formation of inclusive, tolerant attitudes and the ability to live peacefully together in students. This article is expected to be an academic reference for educators and researchers in developing Islamic Religious Education learning that is relevant to the social challenges and diversity of Indonesian society.

This study aims to describe the implementation of multicultural education at SDN Bululawang 02 and to identify the supporting and inhibiting factors of its implementation. The research employs a qualitative approach with a descriptive method. The subjects of the study consist of the principal and teachers. Data collection techniques were conducted through semi-structured interviews, while data analysis used an interactive analysis model that includes data reduction, data display, and conclusion drawing. The results of the study indicate that multicultural education has been implemented through school policies, the learning process, and school culture. The school applies deep learning-based instruction that emphasizes meaningful learning experiences with the support of learning technologies such as smart TVs and smart boxes. Multicultural education is also realized through various religious, social, and national activities, such as routine religious activities, the commemoration of national and religious holidays, as well as the use of traditional clothing, which serve to instill values of tolerance, togetherness, and mutual respect. The role of the school principal is evident through classroom supervision, teacher training, and learning evaluation, while teachers integrate multicultural values through varied and enjoyable teaching methods. The challenges faced include the diverse characteristics of students, limited facilities, and differences in students' academic abilities. Efforts made by the school to overcome these challenges involve collaboration with parents and adjustments to learning strategies. This study concludes that multicultural education in elementary schools has been implemented well; however, it still requires strengthening in terms of facility support, teacher competence, and ongoing collaboration between schools and parents.