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This community service activity addresses the growing need for adaptive education in the digital era by focusing on strengthening the character and competence of students in line with rapid technological developments. The Pancasila Student Profile, which serves as the foundation of the Merdeka Curriculum, outlines six core dimensions: faith and piety, global diversity, cooperation, independence, critical reasoning, and creativity. Among these, creativity, independence, and critical thinking are crucial for preparing students to become innovators and problem-solvers in the digital world. However, schools in developing regions often face limitations in implementing these dimensions due to lack of resources and digital literacy. This program was implemented at SMA Negeri 2 Sorong Regency with the objective of strengthening the Pancasila Student Profile by providing training in the use of Thunkable, a visual programming platform for creating drag-and-drop mobile applications. The activity used a Project-Based Learning (PjBL) approach, enabling students to actively engage in designing simple educational applications that align with their learning context. The method encouraged hands-on exploration, teamwork, critical analysis, and creative thinking. Throughout the training, students not only learned how to navigate the Thunkable platform but also developed functional mobile apps addressing real-life learning challenges. The outcomes of the program showed a marked improvement in students’ digital literacy, problem-solving ability, innovation, and collaboration. Furthermore, students began to view themselves not just as consumers of technology but as producers of meaningful digital solutions. This initiative demonstrates that integrating digital technology with project-based learning can effectively support the implementation of the Pancasila Student Profile, even in remote or underdeveloped areas. It provides evidence that with the right approach and tools, students can be empowered to become digitally literate, creative, and socially responsible individuals who are ready to act as agents of change in the 21st century.

This study examines how project-based learning is used in Makassar State University's Educational Exhibition course for the Educational Technology Study Program. The purpose of this study is to outline the phases of project-based learning in the Educational Exhibition course, along with its benefits and drawbacks. The research method used a descriptive qualitative approach with a single case study type on the educational exhibition course. The findings demonstrated that there are multiple steps involved in implementing project-based learning in educational exhibition courses: determining the fundamental questions, project planning, scheduling, monitoring project progress, assessing results or project presentations, and the final stage of experience evaluation. Other research findings indicate that project-based learning in this course provides several benefits for students, such as active participation in the learning process, the ability to integrate theory and practice, team learning and collaboration, as well as the development and enhancement of students' skills.   However, a number of issues that need to be addressed, such as uneven student contributions, lack of open communication, and time management problems, can make the educational exhibition project less successful. The findings support designing effective project-based learning programs that meet workforce demands and enhance student's interpersonal skills through authentic experiences.

The rapid development of artificial intelligence technology, particularly through the use of language models such as ChatGPT, has brought about significant changes in educational practices in Indonesia. The use of this technology has contributed to the creation of a more efficient learning process while enriching students' abilities to master and understand material more comprehensively. However, the use of AI in academic activities presents a number of problems, particularly related to scientific integrity, including an increased risk of digital plagiarism and a decline in critical thinking skills. In view of these developments, this study focuses on examining how the use of ChatGPT affects academic integrity and the quality of digital learning at UIN North Sumatra. This study applies a descriptive qualitative method, in which data is collected through interviews with five students from the Faculty of Economics and Islamic Business (FEBI) to gain a deeper understanding of their perceptions of the use of artificial intelligence in learning activities. The findings show that although ChatGPT provides convenience and efficiency in the learning process, students emphasize the importance of supervision and knowledge of ethics so that this technology can be used appropriately and responsibly. Therefore, universities need to strengthen digital literacy and ethics among students and increase supervision to ensure that the use of this technology does not compromise academic integrity. This research contributes to a deeper understanding of the impact of AI use on academic integrity in Islamic universities in Indonesia.

This study examines the role of Artificial Intelligence (AI) in piano education through a qualitative review of six recent academic sources. AI technology has brought about significant transformations in music learning methods, particularly for the piano instrument. Various AI applications such as automated performance feedback systems, musical accompaniment generators, technical error detection devices, and adaptive learning platforms have enabled new approaches to teaching and learning. AI provides instant feedback, tailored exercises to individual abilities, and creates more interactive and flexible learning environments. These innovations are considered to support the development of students' technical skills more effectively, while increasing learning motivation through personalization and ease of access. Furthermore, this study examines the information systems that support these AI applications, including human-computer interaction, audio signal processing, and the use of machine learning models to recognize playing patterns and technical errors. While AI offers significant benefits, concerns arise regarding its limitations in understanding and responding to the emotional aspects of music. AI is not yet capable of fully supporting the development of subjective and complex musical expression. Over-reliance on this technology is also feared to undermine students' critical thinking, artistic sensitivity, and creativity. Therefore, this study emphasizes the importance of a balanced integration between AI technology and human pedagogical roles, with the teacher remaining the primary facilitator in fostering expression, interpretation, and artistic values in piano learning. The study recommends further research on emotionally responsive AI, blended learning models, and long-term evaluation of AI's impact on students' artistic and musical development.  

One type of food that is widely consumed by adolescents is packaged food. In Indonesia, the prevalence of adolescents aged 16-18 years with overnutrition status reached 13.5%. One striking phenomenon is the increasing consumption of ultra-processed foods (UPF), which are commonly found in the daily diet of adolescents. These products include items such as chips, candy, biscuits, bread, cereals, nuggets, sausages, instant noodles, sweetened drinks, and many more. The consumption of these foods has raised concerns due to their potential health risks, including the risk of overnutrition, obesity, and other related diseases. As adolescents are at a critical stage of growth and development, it is essential to address the issue of UPF consumption and its impact on their health. Efforts to combat this issue require educational interventions that inform adolescents about the dangers and long-term effects of consuming UPF. This includes counseling on the importance of selecting healthier food options. The aim of this extension program is to evaluate the effectiveness of education on UPF consumption through counseling sessions at SMAN 37 Jakarta. The educational program used an interactive technology-based learning approach combined with visual media, offering a digital learning experience that engages students effectively. Based on the results of the extension activities conducted at SMAN 37 Jakarta, it can be concluded that the educational intervention successfully improved students' knowledge, attitudes, and behaviors regarding healthy food consumption. The results from the pre-test and post-test revealed a significant increase in students' understanding of the harmful effects of UPF consumption and the importance of making healthier food choices.

The advancement of digital technology has driven significant transformation in the field of education, particularly in the innovation of learning media that is interactive and easily accessible to students. The subject of Pancasila and Civic Education (PPKn), as a crucial component of character education, must adapt to these developments to ensure that the material remains relevant and engaging for today’s digital generation. This community service activity aimed to enhance students' learning motivation by conducting a training program on creating educational applications using the no-code platform Thunkable. The focus of the training was on the topic of national political figures, which is part of the core competencies in the PPKn curriculum. The activity was held at SMA Ampera in Sorong City, involving 11th-grade students as active participants. A participatory and project-based learning (PjBL) approach was employed, in which students were guided to design, create, and test their own educational applications based on their ideas and creativity. The program was carried out in three stages: preparation (developing modules, training materials, and technical setup), training and practice (introduction to the Thunkable platform, interface design, and basic programming), and testing and evaluation (application trials by other students and effectiveness assessment). The results of the activity showed a significant increase in students' learning motivation, basic digital skills, and active engagement in the learning process. The participants successfully created educational application prototypes featuring visual content, brief narratives, and interactive quizzes about national political figures. Moreover, students demonstrated collaborative attitudes, innovation, and confidence when presenting their work. This activity demonstrates that a project-based learning approach supported by Thunkable technology can be an effective alternative for creating meaningful, contextual, and empowering learning experiences. It is especially beneficial for schools with limited access to digital technology. By integrating creativity and digital tools into civic education, students are encouraged to become not only technologically literate but also more engaged in understanding national identity and political history in a modern, accessible way.

Digital transformation in the world of education is a strategic step to improve efficiency and quality of services, including in terms of attendance recording. This study aims to examine the change in the manual attendance system to digital in an effort to improve the quality of learning documentation at PPTQ Al Huda. The method used is a descriptive qualitative approach with data collection techniques through distributing questionnaires to teachers and academic staff. The results of the study indicate that the implementation of digital attendance has been significantly beneficial for the majority of respondents. This system is considered more practical, accurate, and efficient than manual methods. Digital attendance not only makes it easier to record student attendance, but also strengthens transparency, accountability, and supports data-based decision making. In addition, this system plays a role in improving student discipline and responsibility. Digital attendance has also been proven to reduce the practice of asking for attendance, minimize recording errors, and facilitate real-time data access by Islamic boarding school administrators. Ease of use and convenience of the system are also supporting factors for successful implementation. Moreover, the adoption of digital attendance encourages the development of a technology-based culture within the institution. It fosters digital literacy among educators and students, enhancing their adaptability to technology in daily academic routines. This transformation aligns with the broader educational goal of integrating technology to create a modern, effective, and sustainable learning environment. Therefore, the shift to a digital attendance system is not only a technical innovation but also a reflection of institutional commitment to continuous improvement and educational excellence. This innovation proves to be a relevant and strategic solution for strengthening educational administration in Islamic boarding schools.

In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.

This qualitative descriptive research explores the principal’s efforts to enhance teacher performance through the implementation of educational supervision at SDI Puudhombo, East Nusa Tenggara. The study aims to understand the strategies, processes, and impacts of educational supervision in improving teaching quality. Purposive sampling was used to select three informants consisting of one school principal and two classroom teachers. Data were gathered through structured interviews, allowing for in-depth exploration of participants’ experiences and perceptions. Analysis was conducted using the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing to ensure the credibility and reliability of the findings.The results reveal that educational supervision is systematically implemented twice a year, guided by a well-structured plan that outlines objectives, schedules, and targeted competencies. The principal applies a collaborative supervision approach, using classroom visitation techniques to observe teaching practices in real contexts. Post-observation, constructive feedback sessions are conducted to highlight strengths, identify areas for improvement, and provide practical recommendations for pedagogical development. Teachers demonstrate notable progress in preparing lesson plans, delivering interactive learning activities, and applying effective evaluation methods. However, certain aspects such as the integration of technology in teaching and differentiation strategies still require further enhancement. The findings indicate that educational supervision not only improves technical teaching skills but also fosters teacher professionalism, boosts work motivation, and promotes a culture of continuous improvement within the school. The study underscores the importance of consistent, supportive, and developmental supervision in elevating instructional quality. It concludes that systematic and ongoing educational supervision represents a highly effective strategy for advancing teacher performance in elementary education. This research enriches the body of literature in educational management and provides practical implications for strengthening school leadership, particularly in rural and resource-limited contexts such as East Nusa Tenggara.

In the digital 4.0 era, language literacy and digitalization are key elements in the process of community empowerment, especially in rural areas that still face the challenge of limited access to information and technology. This study aims to analyze the effectiveness of language literacy strengthening and digitalization programs in supporting community empowerment in Takalar Regency, with an integrative approach that considers local context and cultural wisdom. The method used is a qualitative approach through participatory action research, which allows for the active involvement of the community in the process of identifying problems and finding solutions. The community service activity (PKM) was held in Ujung Baji Village, Sanrobone District, Takalar Regency on July 10, 2025, involving 25 participants with diverse social and educational backgrounds. The literacy expert team from ADPERTISI plays a role in designing and implementing multilingual-based training programs and approaches that are sensitive to local culture. This program has succeeded in significantly increasing people's digital literacy, with 60% of participants able to utilize technology for MSME development and 40% of participants successfully accessing public services independently through digital platforms. The "Techno-Linguistic Integration" model applied has proven to be effective in overcoming language barriers in the digital technology adoption process. The integration of local languages with digital devices creates an inclusive and relevant learning environment for rural communities. The results show that a holistic and contextual approach to strengthening language literacy and digitalization can empower communities in a sustainable manner, strengthen local capacity, and encourage digital transformation at the grassroots level. These findings make an important contribution to the development of technology-based community empowerment strategies and local culture in the digital era.

In today's era of rapid globalization and modernization, each generation in Indonesia has distinct characteristics, particularly in their ways of thinking, interacting, and facing life's challenges. Generation Y (millennials) and Generation Z, who are now entering the world of education, have very different mindsets and adaptation methods compared to previous generations. One of the major challenges faced by educators is how to address these differences, particularly in teaching Islamic religious values and shaping students' religious character amidst the rapid development of technology and social dynamics. The transition from Generation Y to Generation Z brings significant changes in the world of education, particularly for Islamic Religious Education (PAI) teachers. Generation Z, more familiar with digital technology and the internet, often has a more interactive and visual learning style. They tend to prioritize fast and easily accessible information, and are more open to global cultural influences. This phenomenon presents new challenges for PAI teachers in delivering Islamic religious learning materials that are contextual, relevant, and easily understood by students. The transformation of PAI teachers in shaping students' religious character in this transitional era requires a deep understanding of existing social, technological, and cultural changes. Islamic Religious Education teachers are not only required to possess in-depth knowledge of religious teachings but also to be able to adapt teaching methods to suit the needs of today's students. For example, the use of digital technology in Islamic religious education can facilitate students' access to various relevant information sources, such as Islamic preaching videos, Islamic learning apps, or e-books that can enhance their understanding.  

Developments in the digital era require communities to have the ability to access, understand, and utilize technology as part of their preparedness for global change. However, not all community groups have equal access and digital skills, particularly regional communities such as the Central Mamberamo Community Association (HMMT) in Sorong City. This community service activity aims to empower members of this community through training in developing mobile learning-based digital teaching materials using the Thunkable application. The method used was a direct, participatory, project-based approach, allowing participants to be actively involved in every stage of the activity. The results of the activity showed an increase in participants' understanding of the concept of mobile learning, their ability to use the Thunkable platform, and the creation of simple teaching material prototypes relevant to the local context. The training also succeeded in increasing learning motivation and a sense of ownership of the developed digital products. These findings support the effectiveness of no-code and project-based learning approaches in improving digital literacy in non-technological communities. This activity serves as an initial model for inclusive and sustainable technology-based community empowerment. Furthermore, this activity also had a positive impact on strengthening collaboration among HMMT community members. By working together in teams, participants not only improved their technical skills but also developed more effective collaboration and communication skills. Using the no-code Thunkable app allows them to create digital learning materials without requiring a deep technical background, making them more accessible to a wide range of communities. The success of developing a prototype of learning materials tailored to local needs also opens up opportunities for the community to continue developing their digital products in the future, with the hope of expanding access to more equitable and quality education in the region.

The integration of digital technology in education serves as a strategic solution to enhance learning access, particularly for students in regions with limited educational infrastructure, such as Sorong City, Southwest Papua. This community service program was designed to introduce and provide training to junior high school students in the use of the Thunkable application as a tool for mobile-based learning media. Thunkable is a visual drag-and-drop platform that enables users to design functional mobile applications without the need for prior programming knowledge. The method employed in this activity is based on the Research and Development (R&D) approach using the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. In the Define stage, the needs and digital readiness of the target group were assessed. The Design and Develop stages involved creating a training module and conducting hands-on workshops where students were guided step-by-step to create simple educational apps. In the final Disseminate stage, the outcomes were evaluated and shared for broader use. The results of this initiative revealed high levels of enthusiasm among the participants. Students were actively engaged and demonstrated the ability to independently design simple learning applications by the end of the training. This indicates that the use of Thunkable not only increases students' digital literacy but also enhances their self-directed learning, creativity, and technological confidence. Overall, this activity illustrates the potential of mobile learning tools to support inclusive and adaptive education in remote communities. By equipping students with practical digital skills, it lays the foundation for long-term educational innovation and empowerment. Therefore, the use of Thunkable can be considered an effective and accessible alternative to foster meaningful learning experiences across diverse educational contexts.

This training activity on application development using the Thunkable platform was designed to enhance digital literacy, logical thinking skills, and strengthen the character of adolescents through a Project-Based Learning (PjBL) approach. In today’s digital age, digital literacy is an essential competency, and equipping young people with the ability to create meaningful technology empowers them to be not just users but also creators of impactful digital solutions. The training took place on May 17, 2025, at a member’s house from the GKI Kasih congregation in Perumnas, Sorong. It was attended by 20 participants aged between 12 and 17 years. The choice of a familiar and friendly setting was intended to create a comfortable and collaborative learning environment. The training materials were structured step-by-step, starting with an introduction to the Thunkable platform, user interface (UI) design, navigation logic development using visual block programming, and culminating in group presentations and reflections on the final projects. The project theme chosen for the training was "Prophets as Role Models," aimed at integrating spiritual values and character development into an educational digital application. Through this project, participants not only gained technical skills but also reflected on the moral and inspirational values of prophetic figures in the Christian faith. Evaluation results showed that the training had a significant positive impact. Participants demonstrated increased understanding of app development concepts, were able to explain their project workflows and features, and showed high levels of enthusiasm and creativity throughout the process. Furthermore, character values such as teamwork, responsibility, and a strong learning spirit were fostered. This initiative serves as a concrete example of how technology-based education can be effectively combined with character formation. It also provides a replicable training model for other communities, particularly for church-based youth development programs that aim to nurture digitally literate and morally grounded future generations.

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

This service program aims to provide mentoring to students of SMK Negeri 3 Sorong through the utilization of mobile learning technology using the Thunkable application. Thunkable is a drag-and-drop-based platform that allows users to design interactive mobile applications without complex programming. The mentoring program was designed to enhance students’ digital literacy, foster creativity, and strengthen their understanding of subject materials through the development of self-made interactive media. The method employed in this activity involved a participatory approach, including workshops, technical guidance, and learning outcome evaluations. The results showed that students were able to develop simple applications tailored to their learning needs and demonstrated increased motivation and independence in the learning process. Furthermore, students gained hands-on experience in designing and implementing technology in practical contexts. This approach has proven effective in bridging the gap between the school curriculum and the technological skills required in today’s workforce. Therefore, using Thunkable as a mobile learning tool presents an innovative alternative in vocational education and training.

In today's digital era, technology plays a crucial role in supporting innovative, interactive, and engaging learning processes. Education is no longer limited to the use of conventional textbooks and whiteboards, but has been transformed through the integration of various digital media. In this context, digital literacy has become a key competency that students must possess. Digital literacy encompasses not only the ability to access and understand information from various digital sources but also involves critical thinking and collaborative skills, as well as the wise, ethical, and responsible use of technology. Studies show that the appropriate and targeted use of digital media can increase students' interest in reading materials and other learning activities. Interactive and visually appealing digital media can stimulate students' curiosity, enrich the learning experience, and increase their motivation. Furthermore, the use of digital technology also provides opportunities to develop creativity, communication skills, and problem-solving skills. Technology-based learning enables more effective learning differentiation, allowing students to learn at their own pace and learning style. This is highly relevant in the context of 21st-century education, which demands information literacy, technology literacy, and media literacy. As learning facilitators, teachers are required not only to be proficient in using technology but also to design learning that integrates curriculum content with available digital potential. Therefore, optimal use of digital technology can be a strategic solution in creating a generation that is digitally literate, creative, innovative, and able to adapt to increasingly dynamic and complex developments. To achieve this goal, collaboration between schools, the government, and parents is essential in providing adequate access to and training in sustainable educational technology.

The transformation of education in the digital era demands inclusive, creative, and relevant learning innovations in line with technological developments. To address these challenges, utilizing digital platforms is a strategic step in driving the digitalization of education. One innovative solution that is becoming widely used is no-code platforms like Thunkable, which enable users, including students, to create applications without having to master complex programming. This article reviews the results of a community service activity conducted at SMA Negeri 2 Sorong City, focusing on improving digital literacy and strengthening 21st-century skills through training in creating educational applications based on Thunkable. This activity utilized experiential learning and project-based learning approaches, implemented through hands-on training, interactive demonstrations, independent practice, and participatory evaluation. This training not only targeted students as the primary participants but also involved teachers as facilitators who accompanied the learning process and encouraged the application of training outcomes in classroom activities. Evaluation results showed a significant increase in student enthusiasm, critical thinking skills, and creativity in designing simple educational applications tailored to learning needs and local contexts. Despite obstacles such as limited digital devices and uneven internet access, this activity still succeeded in creating an innovative and transformative learning space. Furthermore, this training makes a significant contribution to supporting the implementation of the Pancasila Student Profile, particularly in the areas of digital literacy, independence, mutual cooperation, and creativity. It also serves as an effective means to instill the value of digital responsibility and foster a learning culture that is adaptive to technological change. The success of this program demonstrates that a simple yet applicable technology-based approach like Thunkable can be replicated in other schools, particularly in the 3T (disadvantaged, frontier, and outermost) regions, with the support of structured and collaborative training.

This study aims to examine the extent to which social media is utilized in agribusiness learning among students at Universitas Adzkia. A quantitative descriptive approach was employed, using a Likert scale-based questionnaire as the research instrument. The collected data were tabulated and classified into score percentages to determine the category of social media utilization. The research was conducted from June to July 2024 using a census method, involving all 38 students enrolled in the Agribusiness Study Program at Universitas Adzkia. The findings indicate that overall, the use of social media in agribusiness learning falls into the moderate category, with a score percentage of 55.76%. When broken down into agribusiness sub-systems, the results show that the use of social media in the agricultural input supply sub-system was 55.76%, in farming activities 56.14%, agricultural product processing 49.67%, marketing 44.08%, and agribusiness support services 47.20%. These results suggest that although social media has been used in the learning process, its utilization is still at a moderate level and not yet evenly distributed across all agribusiness sub-systems. This presents both opportunities and challenges for lecturers and educational institutions to develop more innovative, technology-based learning strategies. To enhance the effectiveness of agribusiness learning, it is recommended that lecturers actively encourage students to use social media in a productive manner. This could be implemented through the assignment of structured tasks that require the use of social media platforms for academic discussions, information searches, and the creation or sharing of relevant agribusiness content. Such efforts are expected to make social media not only a tool that enriches students' learning experiences but also a means to deepen their understanding of the dynamic and ever-evolving field of agribusiness. Ultimately, integrating social media into learning can support the development of digital competencies and practical insights among agribusiness students in higher education.

This article discusses the dynamics of Islamic education during the Sultanate of Banten, an Islamic kingdom that developed since the 16th century and became one of the centers of Islamic civilization in the archipelago. Islamic education in Banten not only shapes the Islamic identity of the community, but also strengthens morality, social solidarity, and cultural resilience. Islamic boarding schools are the main pillars of education that integrate the teaching of religious science, character education, and socio-religious practices. The role of pesantren expands, not only as a learning center, but also as a da'wah institution that instills the values of independence, justice, and brotherhood in the midst of a multicultural society. Great scholars such as Sheikh Nawawi al-Bantani and Sheikh Yusuf al-Makassari have an important role in strengthening the scientific network between Banten, the Middle East, and the Islamic world. Their profound works in the fields of jurisprudence, Sufism, and morals had a great influence on the development of Islamic thought in Southeast Asia. The pesantren curriculum that focuses on the yellow book, with the teaching methods of sorogan, bandongan, and wetonan, produces students who are not only knowledgeable, but also disciplined, moral, and sensitive to social problems. The Dutch colonial period brought severe challenges with secular policies and restrictions on Islamic education. However, pesantren still exist as spiritual and intellectual fortresses. This success is supported by the ability of pesantren to develop economic independence and expand scientific networks through the overseas migration of students to various Islamic study centers abroad. Until now, Banten's Islamic education heritage has transformed into a modern Islamic boarding school that is able to combine classical traditions with technology and global insights. This study confirms that traditional Islamic education in Banten has a strategic role in shaping the social, spiritual, and identity structure of the Muslim community, which persists across generations.