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Globalization is a major phenomenon that brings rapid changes in the mindset, behavior, and culture of society, including students in formal educational settings. This condition presents significant challenges for Islamic Religious Education, which plays a crucial role in shaping character and internalizing Islamic values. This study aims to analyze how globalization influences students’ understanding, attitudes, and practices of Islamic values, as well as how Islamic Religious Education can respond adaptively to these changes. This research employs a qualitative approach using a literature study method that reviews books, scholarly articles, and relevant documents related to globalization, Islamic education, and character formation. Data were analyzed through processes of collection, classification, and interpretation to identify patterns of global influence on Islamic values. The findings reveal that globalization offers two major impacts: opportunities for the development of religious literacy through technological and informational access, and threats in the form of external values such as hedonism, individualism, and decreasing religious sensitivity. These findings highlight the need for educational strategies that balance the use of technology with the reinforcement of Islamic character, including the integration of Islamic values into digital-based learning, strengthening teacher role modeling, and habituating moral behavior within school activities. The implications of this study emphasize the importance of innovation in Islamic Religious Education to maintain the relevance of Islamic values amid the ongoing developments of globalization.

The Indonesian language holds a strategic role as a unifying national language as well as the medium of instruction in education. However, this role has not been fully internalized within indigenous communities such as the Baduy Dalam tribe, which is known for its strong adherence to tradition and the use of the Baduy dialect of Sundanese in daily life. This study aims to reveal the role of the Indonesian language in communication and education within the Baduy Dalam community and to analyze how the national language is adopted amidst the strong local culture. This research employs a qualitative method with data collection techniques including in-depth interviews, participatory observation, and document studies conducted within the Baduy Dalam community in Lebak Regency, Banten. The results indicate that the Indonesian language is beginning to be used in educational contexts, especially in formal schools around the Baduy area, although its use remains limited in everyday interactions among community members. Proficiency and understanding of Indonesian are more dominant among the younger generation who receive formal education. The social implications of these findings include the opening of access to broader information and knowledge for the Baduy Dalam people, but also present challenges in preserving local language and cultural values. This study recommends educational approaches based on local wisdom to ensure that the role of the Indonesian language progresses in harmony with the preservation of the Baduy Dalam cultural identity.

Islamic boarding schools (pondok pesantren) are the oldest Islamic educational institutions in Indonesia, playing a significant role in shaping the moral, spiritual, and intellectual character of society. Alongside the growing integration of formal education, pesantren are required to develop more modern and adaptive leadership models without abandoning their traditional values. This study aims to design a pesantren leadership structure that integrates transformational, distributive, and instructional leadership principles rooted in local culture. The analysis conducted at Pondok Pesantren Al-Mukhlisin in Deli Serdang Regency indicates that leadership patterns remain centered on the kiai figure, resulting in suboptimal coordination and delegation of authority. Transformational leadership is needed to foster inspiration and motivation; distributive leadership to strengthen collaboration and participation; and instructional leadership to ensure instructional quality and teachers’ professional development. The integration of these three leadership models is believed to create a pesantren leadership system that is visionary, participatory, and quality-oriented, while remaining aligned with local cultural values such as gotong royong, musyawarah, and familial solidarity. Thus, pesantren can evolve into innovative, adaptive, and sustainable Islamic educational institutions in the modern era.

 Islamic boarding schools (pesantren) play a strategic role in shaping the character, morality, and spirituality of the Indonesian nation as traditional Islamic educational institutions that have long contributed to social and religious life. Although their existence has been legally recognized through Law Number 18 of 2019 on Pesantren, the integration of Pancasila values into pesantren curricula continues to face several challenges, particularly in aligning these values with the provisions of the National Education System Law (UU Sisdiknas). This study aims to analyze the legal standing of pesantren within the national education system, identify opportunities and obstacles in implementing Pancasila Education in pesantren environments, and formulate policy recommendations that strengthen the internalization of national values. Using a normative juridical approach, this research examines national education regulations and religious education frameworks to understand the role of pesantren in supporting national development based on Pancasila. The findings of this study are expected to serve as a reference for the government, education stakeholders, and pesantren administrators in optimizing the role of pesantren as centers of character and civic development, as well as enhancing public understanding of the importance of harmonizing religious education with national civic education.

This study explores the integration of Qur'anic ethical values in modern educational settings, focusing on how philosophical hermeneutics, combined with reflective pedagogy, can enhance students' ethical consciousness. The Qur'an, with its emphasis on key ethical principles such as justice (adl), compassion (rahmah), and responsibility (amanah), provides a foundational framework for cultivating moral behavior in students. The study highlights the potential of reflective pedagogy to contextualize these ethical teachings, ensuring they remain relevant to contemporary issues. The findings suggest that when Qur'anic values are approached through an interpretative and dialogical lens, they can be effectively internalized by students, promoting not only theoretical knowledge but also practical ethical behavior. This study also examines the challenges of integrating religiously oriented ethical frameworks in secular educational systems and the complexities of making Qur'anic teachings resonate with diverse student populations. The implications for educational practice are significant, suggesting that the incorporation of Qur'anic values can bridge the gap between religious teachings and moral actions, fostering a more ethically aware and responsible student body. The research concludes with recommendations for further exploration into the practical implementation of this approach in varied educational contexts, especially in multicultural and multi-faith settings, and highlights the need for long-term studies to assess the impact on students' ethical development.

This study aims to describe the nature of children from an Islamic educational perspective. This study uses a library research method by examining various relevant literature, including classical texts, the Qur'an, hadiths, and contemporary scientific works that discuss the concept of children in Islam. The results of the study indicate that children, from an Islamic perspective, have a very noble and strategic position, encompassing six main aspects. First, children are seen as a trust from Allah SWT. Second, children are a potential that needs to be developed. Third, children function as the next generation and bearers of the future of the community. Fourth, children have the right to receive a good and proper education. Fifth, children are positioned as subjects who have rights and roles in social life, not just objects of education. Sixth, children are also a source of happiness and well-being for their families and their surroundings. In the context of Islamic education, there are several methods that can be applied to educate children, including the method of role model, reward and punishment, the story method, and the advice method. These four methods play an important role in shaping children's character, faith, and morals in accordance with Islamic values. Understanding the nature of children in Islamic education is the main basis for building a generation that is faithful, has noble morals, and is responsible for themselves, their families, and society.

Indonesia’s diversity is a valuable asset that must be wisely managed to prevent potential conflicts. Article 29 Paragraph 2 of the 1945 Constitution guarantees freedom of religion, in line with Islamic teachings on tolerance. Ma’had Al-Zaytun serves as an example of an Islamic educational institution that instills Islamic and national values in a moderate and inclusive manner, shaping students to live harmoniously within a pluralistic society. This study aims to determine the role of Ma’had Al-Zaytun in shaping attitudes of tolerance based on Article 29 Paragraph 2 of the 1945 Constitution and Islamic Law. The research employs a descriptive approach with a library research method. Primary data were obtained from Article 29 Paragraph 2 of the 1945 Constitution and Hukum Islam by Sofyan Hasan, while secondary data were derived from journals, theses, dissertations, documents, and previous relevant studies. The results show that Ma’had Al-Zaytun plays an important role in fostering tolerance through two perspectives. Based on Article 29 Paragraph 2 of the 1945 Constitution, Al-Zaytun creates an educational environment that values diversity through curriculum design, exemplary teachers, social activities, and intercultural dialogue. From the perspective of Islamic Law, tolerance is reflected through the preservation of religion and intellect, emphasizing peace, respect for other religions, and freedom of thought and dialogue. The combination of these perspectives produces students who are religious, open-minded, and socially responsible in a pluralistic national life.

This study aims to explore Al-Syarqawi’s concept of learning motivation and its relevance to the development of students’ interest in learning within the framework of modern Islamic education. The research adopts a qualitative approach with a library research method and applies content analysis to Al-Ta’allum: Al-Nadhariyat wa Al-Tatbiqiyyah and other relevant references. The results show that Al-Syarqawi places motivation as a fundamental condition that determines the continuity and success of the learning process. Motivation, both intrinsic and extrinsic, covers spiritual, psychological, social, and biological dimensions that guide students toward meaningful learning experiences. Al-Syarqawi emphasizes that spiritual motivation should be integrated into the educational process to create balance between intellectual development and moral-spiritual growth. His thought remains relevant to holistic and character-based education, especially in the context of the Merdeka Curriculum, which promotes student independence, creativity, and moral responsibility. Thus, this study contributes to enriching Islamic educational thought by providing an integrative perspective that harmonizes spiritual, psychological, and pedagogical values to enhance students’ motivation and learning engagement.

Early Childhood Education (PAUD) plays a fundamental role in shaping children's character, moral values, and intellectual potential from an early age. However, many PAUD institutions in Indonesia still face serious challenges in management, where attention is focused more on operational sustainability than on improving educational quality. This study aims to describe the actual condition of PAUD institutions, analyze the causes of weak management, and identify the impact of operational orientation on educational quality. The method used is a literature study through analysis of various sources such as books, scientific journals, research reports, and government policies related to PAUD implementation. The results of the study indicate that weak management is caused by limited human resources, low managerial competence, minimal funding, weak planning, and a lack of supervision and community support. The impact is seen in the decline in educational quality and low public trust in PAUD institutions. Therefore, it is necessary to strengthen quality-based management that emphasizes improving educator competence, community involvement, effective management of infrastructure, utilization of educational technology, and implementation of continuous evaluation. Professional and adaptive PAUD management is key to realizing superior, high-quality institutions that are relevant to the developmental needs of early childhood in the modern era.

Improving the quality of education has become a crucial issue in the era of globalization, marked by increasing competition between institutions and public expectations for superior educational services. Integrated Quality Management (TQM) emerges as a strategic approach to improve the effectiveness, efficiency, and satisfaction of various educational stakeholders. This study aims to review the development of studies related to TQM implementation in education through a qualitative literature review. Data were collected from scientific articles published between 2020 and 2025 using Google Scholar and Publish or Perish with the keywords "TQM implementation in education." From the initial 30 articles, five of the most relevant main articles were selected. The analysis revealed three main themes: (a) the application of TQM to strengthen institutional resilience, (b) the integration of Islamic values ​​in quality management, and (c) the challenges and opportunities of TQM in vocational education. This study concluded that the stakeholder satisfaction dimension remains underexplored and requires further empirical research.

This study aims to analyze the meaning of the message in Pertamina’s advertisement “Gerakan Kebaikan Lampaui Batasan” (Movement of Kindness Beyond Limits) using Charles Sanders Peirce’s semiotic theory, which consists of three main elements: representamen (sign), object, and interpretant. The advertisement features various social and visual actions that reflect the spirit of kindness, inclusivity, and care for others. Through the analysis of visual signs such as gestures, facial expressions, and symbols of solidarity, the study reveals that Pertamina seeks to build a positive corporate image through a strong humanitarian message. The signs used in the advertisement convey the importance of empathy, social collaboration, and respect for diversity. The advertisement not only promotes the brand but also functions as an educational tool, instilling moral and social values in the audience. By using Peirce’s semiotics, this research uncovers the deeper meanings embedded in the advertisement’s visual elements, demonstrating how the company connects with society through values that transcend business objectives.

This study aims to examine the contribution of educational psychology in the context of Christian education, particularly for educators, school principals, Christian Religious Education (CRE) teachers, Sunday school teachers, pastors, elders, and church servants. This theoretical study shows that educational psychology helps in understanding the characteristics of learners, optimizing teaching methods, building effective teacher-student relationships, and enhancing motivation and involvement in the learning and preaching process. The research method used is a descriptive qualitative approach, collecting data through a review of books, literature, journals, notes, and relevant reports. Educational psychology plays a significant role for all those involved in Christian education and ministry. CRE teachers and Sunday school teachers have a crucial role in instilling faith values in the younger generation by understanding the learning needs of children according to their cognitive and spiritual development stages. This enables them to deliver God's word in an engaging and meaningful way. Meanwhile, pastors, elders, and church servants require an understanding of educational psychology to carry out more wise pastoral ministry. Psychological understanding helps them provide spiritual guidance, counseling, and support for members who are struggling. Educational psychology also equips church servants to lead with empathy, listen with their hearts, and guide the congregation towards true spiritual restoration. The integration of educational psychology with Christian faith significantly impacts the improvement of learning and church ministry, producing individuals who are intellectually, emotionally, and spiritually balanced.

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.

This study aims to examine in-depth the cultural, social, and religious values ​​embodied in the traditional Jaipong dance and their relevance to cultural development in Islamic Religious Education (PAI). The approach used was a qualitative study based on literature review with an ethnopedagogical perspective, which views local culture as a source of learning. The results indicate that Jaipong Dance not only possesses aesthetic elements as part of artistic expression, but also contains moral, social, and spiritual values ​​that reflect the character of the Sundanese people. These values ​​include discipline, creativity, cooperation, courtesy, self-confidence, and a spirit of togetherness and nationalism. All of these values ​​align with the principles of Islamic education, which emphasize noble morals, respect for culture, and the development of student character. Therefore, the integration of local arts and culture, such as Jaipong, into Islamic Religious Education (PAI) learning, can enrich educational methods, provide contextual learning, and foster students' love for Islamic values ​​that are more humanistic, inclusive, and applicable in everyday life.

This study aims to analyze the transformation of the educational pattern at the Indonesian Naval Academy (AAL) from a four-year to a three-year system and its impact on graduate competencies and operational readiness. This educational system change responds to budget efficiency needs and accelerated officer formation filling, yet raises questions about the new system's ability to maintain the quality of officer education. The research employs a mixed methods approach with a concurrent embedded design, involving 250 respondents comprising graduates from both educational systems, AAL instructors, and unit commanders receiving graduates. Quantitative data were collected through structured questionnaires and analyzed using descriptive and inferential statistics (independent sample t-test and regression), while qualitative data were obtained through in-depth interviews, observations, and document studies analyzed using thematic analysis. Results indicate no significant difference in overall Grade Point Average (GPA) between the two groups (p=0.470), but significant differences in competency patterns emerged: four-year system graduates excelled in theoretical competencies (p=0.001), while three-year system graduates excelled in practical competencies (p=0.003). Operational readiness evaluation shows that four-year system graduates obtained higher scores (82.5) compared to three-year system graduates (78.3), with significant differences (p=0.012), particularly in strategic leadership and complex decision-making aspects. Qualitative analysis identified five major themes: high learning time pressure, orientation shift from comprehensive to pragmatic, gaps in character formation and corps values, concerns about theoretical understanding depth, and need for more intensive post-graduation mentoring programs. This study concludes that educational time compression successfully increased operational efficiency but involved trade-offs in learning depth and professional maturity. To optimize the three-year educational system, a comprehensive approach is required, including curriculum revision with integrated learning methods, utilization of modern learning technology, strengthening of leadership development programs, and development of continuous professional mentoring systems. The recommendations of this research are expected to provide input for AAL and the Indonesian Navy in refining the officer education system to produce officers who are not only technically competent but also mature in leadership and strong in character.

The rapid advancement of digital technology requires teachers to serve not only as educators but also as digital role models for their students. This study aims to analyze the teacher’s role in instilling digital ethics and responsibility among Generation Z, as well as to identify effective strategies in shaping students’ digital character. A qualitative approach with a case study method was employed in several secondary schools in Lampung Province. Data were collected through observation, in-depth interviews, and documentation, and analyzed descriptively through data reduction, presentation, and conclusion drawing. The findings reveal that teachers play a central role in fostering digital ethics awareness through exemplary behavior, ethical communication, and digital responsibility habituation within the school environment. Teachers’ consistency in using social media, managing information, and engaging ethically in online interactions significantly influences students’ digital behavior. This study highlights the need to strengthen teachers’ digital literacy capacity based on moral and spiritual values. The implications suggest that educational policies should integrate the teacher’s role as a digital role model into the broader strategy for developing ethical and responsible digital citizens in the era of technological transformation.

This research is motivated by the shift in the meaning of modern education which tends to emphasize cognitive and materialistic aspects, while the spiritual and moral dimensions are increasingly marginalized. The purpose of this research is to reinterpret the nature of education , learning , and schooling from an Islamic educational perspective through a conceptual analysis of the integration of spiritual and scientific values. The research method used is qualitative with a library research approach , using secondary data obtained from various classical and contemporary literature related to Islamic educational philosophy. The results show that Islamic education views education as a process of forming manners and divine awareness, learning as a spiritual and intellectual journey towards divine truth, and schooling as a space of civilization that unites knowledge, faith, and charity. The integration of spiritual and scientific values is the main foundation in the development of a holistic and civilized Islamic education system, so that it is able to produce knowledgeable, faithful, and noble human beings in accordance with the true purpose of Islamic education.

The Molodhen tradition is one of the ways to celebrate the birth of Prophet Muhammad SAW, which is still preserved by the Madurese community to this day. This tradition is not only rich in religious meaning but also contains several crucial Islamic educational values for shaping the character of the community. This study aims to examine the Islamic educational values found in the Molodhen tradition, including values of cooperation, empathy and social care, creativity and aesthetics, as well as educational values. The results of the analysis show that the value of cooperation is evident in the community's togetherness during event preparations, the values of empathy and social care appear through the habit of helping each other and sharing sustenance, the values of creativity and aesthetics can be seen from the beauty of decorations and showcased art, and the educational value is reflected in instilling religious attitudes, a sense of responsibility, and togetherness among the younger generation.  Thus, the Molodhen tradition plays a significant role as a tool for social and spiritual learning that reinforces Islamic values in the life of the Madurese community.

Local culture plays a strategic role in shaping and maintaining the identity of the diverse Indonesian nation. In the context of higher education, local culture does not merely function as a heritage of tradition but also as a source of values and character that can strengthen students’ national consciousness. This research aims to analyze the role of local culture as the foundation of national identity at the university and to identify strategies for implementing cultural values in the educational process and at campus life. This research employes a descriptive qualitative approach using interviews, Focus Group Discussions (FGDs), participatory observation, and document analysis to collect data. The findings indicate that the internalization of local cultural values through curriculum, student activities, and academic culture can strengthen the self-identity of students as the nation’s next generation. Thus, higher education institutions play a crucial role as agents of cultural preservation while simultaneously driving national ideology through the development of academic and non-academic programs rooted in local values. Thus, strengthening local culture in higher education is a strategic step in building a national identity that is characterized, competitive, and uniquely Indonesian.

This research is motivated by the complex phenomena that occur within modern organizations, where the dynamics of power, influence, and empowerment often determine work behavior and leadership effectiveness. In many organizations, poorly managed internal politics can lead to conflict, injustice, and decreased work motivation, whereas empowerment and ethical leadership can foster a highly competitive and collaborative culture. Based on this reality, the study aims to deeply analyze how the concepts of influencing, empowering, and organizational politics interact and affect the dynamics of work behavior, as well as to identify leadership strategies capable of managing organizational politics positively while creating an effective empowerment system for all members. The research employs a qualitative descriptive method using secondary data obtained through a literature review of various academic sources, scholarly journals, and previous relevant studies. The results show that organizational success largely depends on a leader's ability to balance power and participation, control and freedom, as well as individual and collective interests. The application of leadership strategies grounded in ethics, transparency, and empowerment has been proven to transform organizational politics into a positive force that enhances performance, loyalty, and trust among members. Thus, the integration of influence, empowerment, and organizational politics not only strengthens leadership effectiveness but also creates a productive, fair, and sustainable work environment.