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Environmental education plays a crucial role in modern curricula, emphasizing sustainability and ecological responsibility to address global challenges. This study compares faith-based and secular environmental education strategies, focusing on how theological reflection and ecological consciousness are integrated into teaching frameworks. Faith-based schools, particularly those rooted in Christianity and Islam, incorporate ecological ethics within religious teachings, framing environmental stewardship as a moral and spiritual duty. In contrast, secular models prioritize scientific literacy and environmental problem-solving. The study reveals that faith-based models promote both scientific understanding and moral engagement with environmental issues through religious values like Imago Dei (in Christian schools) and khalifah (in Islamic schools). These values instill a sense of moral accountability, motivating students to act sustainably. The research also highlights how curriculum design, teacher involvement, and experiential learning contribute to the effectiveness of both models in fostering ecological responsibility. By comparing these approaches, the study proposes an integrative eco-theological pedagogical framework that combines the strengths of both methods to promote long-term commitment to sustainability. The findings have implications for educational policy, curriculum development, and teacher training, especially in pluralistic school settings where diverse perspectives must be considered. Integrating ecological ethics into education can cultivate a generation committed to sustainability and ethical responsibility.

This article examines the implementation of digital literacy within the Islamic Religious Education (PAI) curriculum as a response to educational transformation in the digital era. The study aims to analyze strategies for integrating digital literacy into the PAI curriculum, identify the challenges of its implementation, and formulate a contextual model for developing PAI learning based on digital literacy. Using a qualitative research method with a literature review approach and analysis of current curriculum documents, the study found that the implementation of digital literacy in the PAI curriculum remains partial and unsystematic. The findings indicate the need to reformulate the PAI curriculum by comprehensively integrating digital literacy competencies through digital project-based learning, online collaborative learning, and the use of social media for reflective learning. The implications of these findings highlight the urgency of transforming the PAI curriculum to prepare students to become critical, creative, and ethical digital Muslims in the era of technological disruption.

Education is an important character foundation in forming a generation of the nation with integrity, honesty, and responsibility. In the context of the national curriculum, educational character has been integrated as part of the national education goals that not only emphasize cognitive aspects, but also affective and psychomotor. This article aims to examine the role of educational character in building a generation with integrity through a literature study approach to various educational policies and theories of character education. The results of the study show that the implementation of educational character in the national curriculum, such as through the 2013 Curriculum and the Merdeka Curriculum, has provided space for strengthening values ​​such as honesty, hard work, tolerance, and responsibility. However, challenges remain in its implementation, especially related to the consistency of implementation in schools, the readiness of educators, and the measurement of non-academic results. Therefore, synergy between schools, families, and communities is key to creating an effective character education ecosystem. This study recommends the need for intensive training for teachers and a more comprehensive curriculum evaluation to ensure that educational character truly forms students with integrity.

The rapid development of digital technology and the increasing complexity of financial products, from digital wallets and bank loans to cryptocurrency and investment platforms, highlight the urgent need for financial literacy education, particularly for vocational high school (SMK) students in Indonesia. Many SMK graduates directly enter the workforce or pursue entrepreneurship without attending university, making financial decision-making skills crucial. This article explores the potential of Android-based e-books as an innovative and accessible learning medium to enhance students’ financial literacy. Designed to be interactive, contextual, and engaging for Gen Z learners, the proposed e-book serves as a pedagogical supplement, not a replacement, to classroom teaching. Drawing from literature reviews, examples of existing apps, and relevant educational frameworks, the article emphasizes the importance of developing localized, curriculum-aligned digital resources. The paper concludes with suggestions for evaluating financial learning apps and recommends steps for integrating them effectively into SMK education.

The transformation of the Islamic education curriculum based on digital literacy is an essential step to enhance student engagement in higher education learning. This study aims to examine the implementation of digital literacy in the Islamic education curriculum and its impact on the quality of learning. A qualitative approach was used, involving observation, interviews, and documentation. The findings show that although some Islamic higher education institutions have integrated technology into learning, challenges related to lecturer readiness, digital access inequality, and limited resources remain major obstacles. Students responded positively to digital-based learning, which provided easier access to study materials and facilitated online interaction. However, the digital access gap needs to be addressed promptly to create a more equitable learning experience. The implications of this study suggest the need for ongoing lecturer training, improved technological infrastructure, and curriculum policies that support more effective integration of digital literacy in Islamic higher education.

This study examines the implementation of Hablum Minal Alam (human-nature relationship) learning in fostering environmentally conscious behavior at MI Bukit Pelangi Nature School in Karanganyar, Pekalongan. Using a qualitative approach, this research explores how Islamic values are integrated into an environmentally-focused curriculum based on direct experience with nature. The findings show that MI Bukit Pelangi effectively implements a contextual learning approach through activities such as farming, ecosystem observation, eco-brick projects, and nature reflection sessions. The curriculum combines the national "Merdeka Curriculum" with local contextualization and experiential learning methods. The study reveals that nature-based Islamic education successfully nurtures ecological awareness and environmental behavior through six core values: environmental consciousness, resource management, cultivation activities, gratitude for nature, stewardship responsibility, and experiential learning. This educational model offers potential as a sustainable environmental education framework that integrates spiritual values with ecological responsibility.

The Pancasila Student Profile Strengthening Project (P5) is a program under the Merdeka Curriculum that should be implemented routinely, in a structured manner, and with supportive conditions from all parties involved. This study aims to explore the challenges faced by educational institutions in implementing the P5 program, serving as an evaluation reference for improving educational success. Using a qualitative research method with interviews, this study involves validation and verification from relevant stakeholders and educators who directly experience the situation in the field. The data collected is based on direct communication with teachers and field observations, which are then analyzed and presented in a descriptive format. The findings reveal several significant challenges that affect the effectiveness of the P5 program, including issues related to understanding and implementation, as well as inadequate infrastructure and facilities. However, this study primarily evaluates the effectiveness and productivity of the Merdeka Curriculum without directly measuring its success. Therefore, further in-depth research is recommended to achieve higher validity and a more comprehensive understanding of the program’s impact.    

This article discusses "Contemporary Islamic Education Problems and Development Strategies," highlighting the various challenges faced by the Islamic education system in Indonesia. Issues such as value crisis, unclear educational goals, and curriculum inconsistency are the main focus of the analysis. The author emphasizes the importance of returning to the sources of Islamic teachings, such as the Qur'an and Hadith, to ensure that education is not only academically intelligent, but also rooted in moral and ethical values. In an effort to overcome these problems, educational development strategies that include curriculum innovation, improving teacher quality, and instilling spiritual values ​​are suggested. With a holistic approach, this article aims to provide guidance in a more relevant and effective Islamic education reform, which is able to produce a superior generation with noble character and is ready to face global challenges.

This study explores the role of Islamic education in supporting the achievement of the Sustainable Development Goals (SDGs) through a library research approach. Islamic education, with its emphasis on moral, spiritual, and social values, aligns closely with the principles of sustainable development. The study reveals that Islamic teachings on justice, equality, social responsibility, and environmental stewardship are in harmony with the goals outlined in the SDGs. Islamic educational institutions contribute to poverty alleviation, environmental awareness, and gender equality through curriculum content and practical programs rooted in Islamic values. However, challenges such as limited curriculum integration and lack of teacher capacity remain obstacles. Therefore, it is essential to enhance the curriculum, empower educators, and build partnerships between Islamic educational institutions and broader development stakeholders to ensure Islamic education becomes a significant agent in achieving the global goals.

Islamic education has a strategic role in shaping the character and morals of students in line with the principles of democracy. This article aims to examine how democratic values ​​such as equality, justice, deliberation, and tolerance can be instilled through the process of Islamic education, both formally in educational institutions and in non-formal contexts such as religious studies and socio-religious activities. With a qualitative descriptive approach and literature study, this study shows that Islamic education can be an effective instrument in instilling democratic values ​​through the integration of religious teachings, teacher role models, and strengthening the curriculum that encourages dialogue, freedom of thought, and respect for differences. Instilling democratic values ​​in Islamic education is not only relevant to the development of national character, but also becomes an important foundation in forming a civilized civil society.

This study aims to analyze the role of environmental education in raising ecological awareness and to identify the supporting and hindering factors in its implementation. Using a qualitative approach, data were collected through literature reviews, interviews, and observations at both formal and non-formal educational institutions. The findings indicate that environmental education plays a significant role in shaping environmentally friendly awareness and behavior among learners. It encourages a deeper understanding of ecological issues and fosters a sense of responsibility toward the environment. However, in practice, the implementation of environmental education still faces various challenges. The main obstacles identified include limited resources, a shortage of educators with specific competencies in environmental topics, and a lack of policy support from both government and educational institutions. On the other hand, practice-based learning methods—such as field activities, environmental projects, and collaborations with local communities—have proven more effective in enhancing active participation and engagement among students. The main contribution of this study is to provide insights into optimal strategies for the implementation of environmental education, along with recommendations for policymakers to improve its effectiveness through curriculum strengthening and innovative teaching methods. These findings also serve as a foundation for developing more contextual and applicable learning models. For future research, it is recommended to broaden the scope of the study by examining the effectiveness of environmental education in various socio-economic contexts and exploring the use of digital technologies in environmental learning.

The development of digital technology has transformed how university students access and process information. Digital literacy has become an essential skill encompassing the ability to search for, evaluate, and effectively use information. This study aims to analyze the factors influencing university students' digital literacy, the role of technology in supporting these skills, and effective strategies that can be implemented to improve digital literacy in academic environments. The research method employed is a mixed-method approach with data collection techniques through digital questionnaires administered to 25 students from various majors, as well as a literature review from various sources. The results of the study show that 52% of students use the internet for more than six hours a day, 83.3% actively seek information daily, and 60% always verify information before sharing it. The main obstacles in improving digital literacy include limited access to digital learning resources (54.2%) and a lack of literacy training (54.2%). Proposed strategies to address these challenges include integrating digital literacy materials into the curriculum, organizing regular training and seminars, and optimizing the use of educational technology platforms. The conclusion of this study emphasizes that digital literacy is not just about technical skills but also involves critical thinking and filtering accurate information. Therefore, systematic efforts are needed from various parties, including universities, lecturers, and students, to create an academic environment that supports the optimal development of digital literacy.

This study aims to identify and address the challenges of early childhood character education in facing the digital era full of exposure to inappropriate content. Through a qualitative approach with the Community-Based Research (CBR) method, this study involved early childhood, teachers, parents, and religious/community leaders in designing practical solutions. The identification results showed several challenges, such as exposure to inappropriate content, lack of parental supervision, and dependence on digital technology. The solutions implemented include increasing the role of parents, the use of positive content, alternative non-digital activities, and collaboration with educational institutions. By implementing a community-based faith and piety strengthening program, through religious value story activities, role-playing, and discipline activities, it is hoped that there will be an increase in understanding, positive behavioral changes in children, and more targeted use of digital technology. Recommendations include increasing parental digital literacy, compiling an educational curriculum that supports character strengthening, and providing a safe and child-friendly educational space. This study contributes to the understanding of the importance of strengthening the faith and piety of early childhood in the digital era and provides practical guidance for parents, educators, and the community in guiding early childhood towards the formation of good character according to religious values.

This study aims to examine the understanding of students of SMAN 1 Surakarta towards the Electronic Information and Transaction Law (UU ITE), especially in the aspect of social media rights and the importance of background verification when applying for a job. This study used a qualitative approach with interview and participatory observation methods. The results showed that although students have basic knowledge of the prohibitions in ITE Law, their understanding of specific articles and legal consequences is still low. Formal education on ITE Law has not been optimally integrated in the school curriculum, so students obtain information from the media or personal experience. When it comes to verifying information when applying for a job, students tend to focus on the technical aspects, with no awareness of the importance of building a digital reputation. These findings underscore the need for educational approaches that are contextualized and based on students' digital experiences, such as case study-based learning and collaboration with legal practitioners. This research contributes to the development of digital law learning designs that are responsive to the needs of Generation Z and opens up opportunities for further research on digital legal literacy at the secondary education level.

Islamic education management has a strategic role in integrating spiritual values with modern managerial principles to strengthen the quality of Islamic educational institutions. This article aims to conceptually examine the five fundamental pillars of Islamic education management, namely value-based planning, prophetic leadership, adaptive Islamic curriculum, holistic human resource development, and character-oriented evaluation. This study uses a qualitative approach with a library research method. The data sources in this study are 17 secondary sources, including scientific books and reputable national and international journal articles from 2012 to 2025 that are relevant to the theme of Islamic education management. Data was searched using the Publish or Perish application with purposive sampling, i.e., only literature relevant to the five main pillars of the study, namely value-based planning, prophetic leadership, adaptive Islamic curriculum, holistic human resource development, and ethics-oriented evaluation, was used as material for analysis. Data search was conducted using the Publish or Perish application. The results of the study indicate that strengthening these five pillars is the main foundation in developing an integrative Islamic education management that is relevant to the demands of the modern era. The integration of spirituality and rationality in the management of Islamic educational institutions is central to the formation of a generation with excellent character, professionalism, and noble morals. This study emphasizes the importance of the conceptual framework of Islamic education management as the basis for developing managerial strategies that are adaptive to global transformation without abandoning Islamic identity.

The independent curriculum is an innovation in Indonesian education that offers freedom to learn to students, and allows educational units, teachers, and students to design learning processes that are relevant to their individual needs and potential, with an emphasis on developing student character. This study aims to describe in detail how the role of the Independent Curriculum in the formation of student character. This study was compiled with a literature study or Library observation. Data in this literature study were collected through searches on Google Scholar and various other databases, which aim to obtain comparative material. After that, the data that was successfully collected was collected based on its relevance to the research questions and objectives of this article, then summarized into comprehensive study results. The data collection process was carried out by tracing literature from national and international journals available on several websites. The results of the study show that the Independent Curriculum in Indonesia is designed to be freedom for students in the learning process through a flexible approach that is relevant to their lives. This curriculum forms student character based on Pancasila values, using various strategies such as differentiated learning, project-based learning

This study aims to analyze the teaching and learning process of Natural Sciences (IPA) on the topic of the universe in Class VI at SD Negeri 101866 Batang Kuis, Pekan. The study employs a qualitative descriptive method, utilizing data collection techniques such as observation, interviews, and documentation. The results show that the learning process adheres to the applicable curriculum, yet some abstract concepts in the universe material remain challenging for students to grasp. The teacher plays an active role in facilitating student understanding by employing a variety of teaching methods, including lectures, discussions, and demonstrations. However, the study reveals that these methods, while effective, may not fully engage students in the learning process. It is suggested that more innovative and student-centered strategies are necessary to foster greater student involvement and understanding. Additionally, the research indicates that the use of technology-based learning media could significantly enhance the students' learning experience by making abstract concepts more tangible. Furthermore, adopting a contextual learning approach, where students can connect the material to real-life situations, is recommended to increase student comprehension and retention. This study emphasizes the importance of adapting teaching methods to the evolving needs of students and integrating modern educational tools to make learning more interactive and meaningful. Ultimately, the study suggests that incorporating these strategies will improve the overall effectiveness of teaching Natural Sciences in elementary school classrooms.

The Independent Curriculum provides thinking in learning, allowing teachers to adjust the material to the needs of students. However, challenges such as limited resources, teacher readiness, and variations in student learning styles are still challenges in its implementation (Kemendikbud, 2022). This study aims to examine the implementation of adaptive learning modules as a solution to improve learning effectiveness. Adaptive modules that integrate technology and personalization of teaching materials are expected to improve students' understanding in a way that is more appropriate to their individual needs (Mayer, 2009). The approach used in this study includes literature studies and field observations, which show that adaptive modules can significantly improve student learning outcomes. However, the implementation of this adaptive learning module still requires support in the form of adequate teacher training and supporting technological infrastructure so that learning can run effectively and efficiently (Batubara, 2019). This study provides recommendations to strengthen teacher readiness and provide the resources needed in the implementation of adaptive modules.

This study will analyze how the implementation of teacher assessment methods for students in the competency-based curriculum (KBK) with a focus on implementation at the primary school level. This study, using a literature review method using a qualitative approach, examined various literature sources from 2019-2023 to identify the characteristics, challenges, and strategies to improve the KBK assessment method. The results showed that the KBK uses extensive and authentic reviews to highlight students' skill attainment, both individually and classically. The main challenges to implementation include teacher time limits, difficulties in determining indicators and defining criteria, lack of training, and differences in student characters. Recommended improvement strategies are to enhance teachers' skills through continuous training, development of standardized assessment instruments, use of technology in the assessment process, and collaboration among stakeholders. This study provides a comprehensive overview of KBK assessment practices and solutions to optimize implementation in schools.

As a strategy implemented by SD 101766 Bandar Setia in adjusting the curriculum to meet the needs and characteristics of diverse students. In the modern era, the curriculum acts as the main guideline in the learning process, and its effectiveness is highly dependent on the ability of educational institutions to adapt to the diversity of learners. Using a qualitative approach, this research relies on in-depth interviews with teachers to identify the various adaptation strategies implemented. Some of these include the implementation of module-based learning models, the utilization of interactive digital technology, and the use of portfolio-based assessment systems. Although there are still challenges, such as limited infrastructure and gaps in teacher competencies, the efforts made reflect a commitment to creating an education system that is more inclusive and adaptive to change.