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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.

In early childhood education (ECE), the integration of hermeneutics provides opportunities for students to cultivate positive character rooted in moral values and broaden their understanding of the meaning of stories. Hermeneutics is not only used to interpret texts; it is also a dialogical approach that encourages children to think about meaning, characters, values, and moral messages thru questioning, interpreting, and connecting stories to everyday life. The purpose of this article is to explain the concept of hermeneutics in early childhood education, how it can be applied in story-based learning, and how it impacts children's character development. The study shows that hermeneutics enhances early critical literacy, empathy, self-control, and moral choices. This article provides new guidance for educators on how to design story-based learning, which is a significant interpretive process and more than just knowledge transfer. This article provides new guidance for educators on how to create story-based learning, which is an interpretive process essential for character development, not just knowledge transfer.

This study discusses the development of narratives on Islamic morality and history through interactive audiovisual media as an effort to address the learning needs of the digital generation that demands high engagement, engaging visualizations, and immersive learning experiences. Based on library research methods, this study examines literature on narrative pedagogy, Islamic historiography, and digital learning technology to formulate a narrative model that integrates cognitive, affective, and interactive aspects. The review shows that although audiovisual media and technologies such as AR/VR have been proven to increase student motivation and understanding, studies specifically combining narratives on morality, Islamic history, and interactivity design are still limited. This study proposes a participatory narrative model based on interactive audiovisual through choice-based storytelling, reflective quizzes, and micro-scenarios that can strengthen historical understanding while internalizing moral values. The analysis shows that interactive media serves not only as a means of conveying information but also as a space for moral experience that allows students to build empathy, reflection, and value awareness. This study provides theoretical contributions to the development of narrative pedagogy in Islamic education and provides practical recommendations regarding media design, teacher readiness, and infrastructure support for the implementation of more effective and meaningful digital learning.

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including Islamic Religious Education (PAI). A major issue lies in how AI can be implemented effectively without undermining the spiritual, moral, and character-building values that are central to Islamic education. This study aims to examine the implementation of Artificial Intelligence in Islamic Religious Education learning in the era of school digitalization, focusing on its concepts, forms of application, teachers’ roles, benefits, as well as challenges and ethical considerations. This research employs a qualitative library research method. Data were collected from reputable academic journals, scholarly books, proceedings, and relevant official documents, and analyzed using content analysis techniques through data reduction, data display, and conclusion drawing. The findings indicate that AI has substantial potential to enhance PAI learning through personalized learning systems, adaptive learning media, and data-driven assessments. However, its implementation requires strong teacher supervision, adequate digital literacy, and alignment with Islamic values to prevent the marginalization of teachers’ moral and spiritual roles. In conclusion, Artificial Intelligence serves as a supportive tool in Islamic Religious Education and must be applied wisely, ethically, and in accordance with the fundamental objectives of Islamic education.

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 construct a comprehensive concept of Quranic Andragogy based on the profound educational interaction between Prophet Musa a.s. and Prophet Khidir a.s. as narrated in Surah Al-Kahfi. Employing systematic library research with a thematic exegesis approach and rigorous content analysis, this research synthesizes Malcolm Knowles’ andragogy theory with core Islamic values and principles. The findings reveal that Quranic Andragogy transcends conventional Western pragmatism by effectively integrating intellectual autonomy with deep spiritual humility (tawadhu). The narrative illustrates three fundamental pillars of this pedagogical model: the urgency of cultivating internal motivation (the need to know), which is driven by a conscious willingness to 'unlearn' ego and preconceptions; the careful management of cognitive conflict within experiential learning processes; and the consistent implementation of a disciplined, ethically guided learning contract. It is concluded that adult education in Islam requires a careful balance between critical reasoning, reflective practice, and spiritual obedience in order to achieve holistic self-transformation that extends beyond the mere transfer of knowledge and information, fostering both intellectual and moral development in learners.

Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.

This study examines Fazlur Rahman’s double movement paradigm as a methodological framework for renewing contemporary Islamic thought. The background of this research lies in the ongoing crisis of Islamic epistemology, marked by the dominance of textual-literal interpretations that are detached from historical context, as well as modernist approaches that often lack strong Islamic methodological foundations. This condition has weakened the ability of Islamic thought to respond to modern social, ethical, and intellectual challenges. This research employs a qualitative approach using library research. The primary data consist of Fazlur Rahman’s major works, including Islam, Major Themes of the Qur’an, and Islam and Modernity, while secondary data are drawn from academic journals, books, theses, and previous studies discussing his thought. Data were analyzed through content analysis and interpretative analysis to identify key concepts, methodological patterns, and their implications for contemporary Islamic thought. The findings show that Fazlur Rahman conceptualizes the Qur’an as a source of universal moral values rather than a static legal code. His double movement method emphasizes understanding the Qur’anic text within its historical context and reapplying its moral principles to contemporary realities. This approach positions Rahman within the framework of Islamic neo-modernism, bridging classical Islamic tradition and modern intellectual demands. The study concludes that the double movement paradigm offers a relevant epistemological foundation for renewing Islamic thought, particularly in Qur’anic interpretation, Islamic law, and Islamic education, by promoting contextual, ethical, and critical reasoning.

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.

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.

This research aims to compare modern international trade theories from conventional and Islamic economic perspectives. The technique used is a literature review through the analysis of sources from journals, books, and related research. The findings of this research indicate that international trade theory in the conventional perspective prioritizes efficiency, specialization, and increased profits through free market mechanisms, such as the theory of absolute advantage, comparative advantage, the H-O factor proportion, and the theory of large-scale economies. However, this approach often overlooks moral aspects, distributional justice, and the risk of exploitation. On the other hand, the Islamic perspective views trade as a muamalah activity based on justice, trustworthiness (amanah), the prohibition of riba (interest), gharar (uncertainty), and maisir (gambling), as well as the objectives of maqasid sharia (the objectives of Sharia). Both views recognize the importance of trade for economic growth but differ in their basic values and ethics. In today's era of globalization and digitalization, the importance of integrating Islamic values into international trade is increasingly understood. This aims to build a more just, sustainable, and inclusive trading system. This research emphasizes the need to apply Sharia principles in contemporary trade practices, including the application of Islamic financial instruments, the development of halal e-commerce platforms, and ethical oversight within global supply chains. In this way, it is hoped that international trade can provide broader benefits to all of humanity, in accordance with the principles of justice and welfare in Islam. The interconnectedness of both approaches in the digital context demonstrates the need to unite Islamic moral values with changes in today's global trade.

This study aims to examine K.H. Ahmad Dahlan's thoughts on the integration of Islam and science and its application at Muhammadiyah University Malang. The background of this study is the challenge of modern Islamic education, where religious and general knowledge are often separated, while Ahmad Dahlan emphasizes the need for synergy between the two to shape a generation of Muslims who are faithful, knowledgeable, and moral. This study uses a qualitative approach with a literature review method, utilizing primary and secondary literature as well as UMM academic documents. Descriptive-analytical analysis was conducted to understand Ahmad Dahlan's philosophical foundations and to examine their implementation through the curriculum, AIK courses, and academic and non-academic activities. The results of the study show that Ahmad Dahlan's thinking forms a solid foundation for the integration of religious and general knowledge, while its implementation at UMM is reflected in the strengthening of Islamic values throughout the academic process. In conclusion, the integration of Islam and science at PTM shapes individuals who are balanced between faith, knowledge, and deeds, and serves as a model of Islamic education that is adaptive to the demands of modern times.

Understanding God in Christian education plays a crucial role in the moral formation of children, as the theological concept of God forms the foundation for values, character, and ethical actions, developed from an early age. In Christian education, the process of moral formation does not simply rely on rules or customs, but rather rests on the child's personal relationship with God as a loving, guiding Being, and the source of truth. This study uses qualitative methods with a library research approach to explore how the concept of God according to Christian theology can serve as a foundation for the comprehensive moral formation of children. The aim of this study is to analyze how God's attributes such as love, holiness, justice, and faithfulness can be applied in the educational process so that the moral values formed are not formalistic but grow from a deep spiritual awareness. The research findings show that a proper understanding of God helps children recognize moral standards rooted in God's character, develop ethical attitudes, and strengthen the internal drive to live according to His will. This research is also expected to contribute to Christian educators in developing theological, contextual, and effective learning strategies to continuously cultivate children's morality in accordance with the principles of the Christian faith.

Learning and teaching from the perspective of the Qur'an are not only understood as intellectual activities, but also as spiritual, emotional, and moral processes that shape the whole human personality. Learning is an obligation for every individual to develop their human potential and get closer to Allah SWT, while teaching is seen as worship and a social responsibility in spreading knowledge and good values. This study aims to examine the interpretation of the verses of the Qur'an related to the obligation of learning and teaching, namely QS. At-Taubah: 122, QS. Al-Ghasiyah: 17–20, QS. Al-'Ankabut: 19–20, QS. Al-Qalam: 1–4, and QS. Al-'Alaq: 1–5. The method used is a literature study with a thematic interpretation approach (maudhu'i). The results of the study indicate that the obligation of learning and teaching is lifelong (long life education) and is an important foundation in building an Islamic civilization that is moral, knowledgeable, and competitive.  

The development of modern education demands that teachers play a broader role beyond merely delivering subject matter, including building professional reputation, credibility, and positive influence on students, colleagues, parents, and society. For Christian Religious Education teachers, personal branding has a deeper dimension because they also serve as role models and ambassadors of Christian values. This study aims to describe the formation of personal branding among Christian Religious Education teachers based on spiritual and theological values, as well as its impact on teaching and student character development. The method used is descriptive qualitative through a literature study of books, journals, notes, and relevant reports, with narrative analysis to illustrate the practices and values that shape teachers’ personal branding. The findings indicate that the personal branding of Christian Religious Education teachers is an integration of professional competence, personal integrity, and Christian values, encompassing authenticity, consistency, professionalism, spiritual and moral role modeling, inspirational and communicative abilities, adaptation to technology, and positive relationships with students and the community. Spiritual and theological values such as Christian love, integrity, humility, patience, justice, service, and commitment to God’s Word form the main foundation that strengthens teachers’ credibility, motivates students, and establishes them as living examples of Christian life. Personal branding for Christian Religious Education teachers is not merely an image or popularity, but a real reflection of faith, character, and daily behavior consistent with Christian teachings, thus supporting effective learning, student character formation, and the teacher’s reputation as an authentic, inspiring, and professional educator.  

This study elaborates on the concept of humanism in Islamic educational philosophy by highlighting in greater depth the role of humans as caliphs on earth. Humanism from an Islamic perspective not only focuses on humans as rational beings but also emphasizes the moral, spiritual, and social responsibilities inherent in the mandate of the caliphate. This study applies a qualitative approach with a literature study, where data is obtained from various written sources such as scientific articles and academic publications that discuss humanism in Islamic education and the concept of the human caliphate. The data collection process is carried out through searching, selecting, and organizing literature relevant to the focus of the study. The collected data are then analyzed using descriptive-qualitative techniques through the stages of simplifying information, grouping findings, and formulating systematic conclusions. The results of the study indicate that the position of humans as caliphs requires the development of intellectual, ethical, and spiritual potential in an integrated manner in the educational process. Therefore, Islamic education needs to be directed towards a holistic humanization process, which not only strengthens reasoning and social character but also fosters a transcendental awareness of human relationships with God, fellow humans, and nature. Thus, humanism in Islamic education is not secular, liberal, or anthropocentric, but is firmly rooted in divine values ​​that harmoniously unite the divine and human dimensions.

This community service program was initiated in response to the need to strengthen collaboration between parents and schools in fostering character development and noble morals among elementary school students. The main issue addressed was the lack of structured and sustainable educational collaboration between parents and the school in supporting character-building practices. The program aimed to develop a participatory and reflective collaboration model through a systematic parenting initiative. A qualitative participatory approach based on community engagement was employed, consisting of needs assessment, joint discussion and planning, parenting program design, workshops and Focus Group Discussions (FGDs), mentoring and monitoring, as well as evaluation and reflection. The results highlight significant improvements in two-way communication between parents and teachers, increased collective awareness of the family’s strategic role in character education, and the establishment of a regular communication forum as a new social structure within the school community. Positive changes were also observed in parenting practices, including the implementation of positive discipline and empathetic communication at home aligned with school values. The emergence of local parent leaders further strengthened program sustainability. Overall, the participatory educational collaboration model proved effective in promoting social transformation and reinforcing sustainable character and moral development among students.

Buddhist teachings play a crucial role in addressing various social problems that continue to develop in the modern era. Rapid social change, globalization, and technological advancement have brought not only positive impacts but also serious challenges, such as increasing social conflicts, moral degradation, individualism, and the weakening of social awareness within society. In this context, Buddhism offers universal ethical guidance that remains relevant across time, particularly through the principles of compassion (karuṇā), loving-kindness (mettā), wisdom (paññā), and mental equanimity (upekkhā), which guide individuals toward harmonious and responsible living. This study aims to analyze the role of Buddhist values in providing solutions to contemporary social problems. The research employs a descriptive qualitative method based on library research, using a hermeneutic approach to Buddhist sacred texts and relevant scientific studies. The findings indicate that the application of Buddhist values contributes significantly to the development of social morality, the strengthening of social solidarity, conflict resolution, and the formation of individual character marked by empathy, tolerance, and responsibility. Furthermore, these values play an essential role in fostering interreligious harmony and cultivating collective awareness of the importance of peaceful coexistence within pluralistic and multicultural societies.

This study aims to analyze and synthesize research findings related to the integration of Buddhist values in the development of interactive learning media. The research employed a qualitative approach using a systematic literature review method on fifty selected articles published between 2018 and 2025. Data were collected through a structured process of identification, screening, and extraction from primary sources consisting of accredited national journals and reputable international journals. The data were analyzed using thematic and comparative synthesis techniques to identify patterns, effectiveness, and research gaps. The results show that interactive learning media based on Buddhist values can enhance students’ motivation, moral understanding, and engagement through the use of technologies such as gamification, educational animation, augmented reality, and mobile applications. The effectiveness of these media is strongly influenced by the alignment between Buddhist ethical principles, instructional design, and the cultural context of learning. Furthermore, the study reveals that the successful integration of spiritual values into digital media depends on educators’ readiness, digital literacy, and technological infrastructure support.

This article examines the role of axiology as a value dimension in the philosophy of science, which serves to guide science so that it not only produces knowledge but also provides benefits that align with humanitarian, ethical, and sustainable values. This research uses a library study method by reviewing various literature discussing the concept of axiology. The results of the study indicate that science cannot be viewed as a value-free activity, because every stage of the scientific process, from problem selection and method development to data interpretation and application of research results, is constantly influenced by social norms, moral considerations, and certain values. Therefore, axiology plays a crucial role in ensuring that scientific progress prioritizes human welfare and does not have destructive impacts. Furthermore, critical thinking skills are an important element in the application of axiology, as they enable humans to assess and consider the benefits and consequences of science more deeply. This study also emphasizes that scientists have a moral responsibility both internally, such as maintaining academic integrity and scientific objectivity, and externally, namely ensuring that research results are utilized for the common good. Thus, this article highlights the importance of integration between science, ethics, and values ​​as a foundation for developing knowledge that is not only scientifically correct, but also morally good and beneficial for the sustainability of life.