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Globalization influences various aspects of life. One impact of globalization is the ease of access to information technology, which also influences moral and character issues. Islamic education is a strategic effort in shaping religious character in response to the challenges of the globalization era. This study aims to examine the role of Islamic Religious Education as a strategic step in strengthening religious character to face the challenges of globalization. The method used is a literature study with a qualitative approach, analyzing phenomena, concepts, and theories based on literature such as books, journals, and articles relevant to the research topic. The main findings of this study indicate that Islamic Religious Education has the potential to build religious character as a provision to face the impact and influence of global culture. This study identifies obstacles in strengthening religious character through Islamic Religious Education and offers solutions and strategies to strengthen that character. The implications of this study emphasize the importance of responding to moral and character issues in the era of globalization with an adaptive approach through solutions and strategies of Islamic Religious Education.

Current advances in information technology have encouraged universities to utilize student academic data as a basis for decision-making, one of which is predicting academic achievement. This study aims to apply the C4.5 algorithm to develop a system for predicting student academic success in the Islamic Religious Education Study Program. This method was chosen because it produces a decision tree model that is easy to understand and has a high level of accuracy. The data used comes from student achievement indexes from semesters 1 to 5. The research results showed that the prediction system achieved 99.62% accuracy and achieved high recall precision across each class category. This demonstrates the effectiveness of the C4.5 algorithm in predicting student academic achievement and has the potential to serve as a valuable tool for decision-makers in higher education.

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

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.

The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

The main objective of the Citizenship Education (PKn) course in higher education is to develop students into individuals with nationalist, participatory, and critical characters towards national dynamics. Conventional learning approaches that are still dominant in higher education, such as one-way lectures and memorization of materials, are considered less able to encourage active participation and the development of critical thinking patterns of students in the Citizenship Education (PKn) course. This study aims to identify the effectiveness of the application of innovative learning methods in improving students' activeness and critical thinking skills. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with lecturers and students, and analysis of lecture documents from three study programs at Merdeka University of Malang. The results of the study showed that the application of learning strategies such as Project Based Learning, role playing, utilization of interactive multimedia, collaborative discussions, and nationality-based simulations were able to significantly increase students' participation and critical understanding. This method is relevant to the needs of learning in the era of globalization that demands digital literacy, cross-disciplinary collaboration, and contextual problem solving. Based on these findings, this study recommends the integration of innovative methods into the Civics curriculum in higher education, pedagogical training for lecturers, and the provision of technological infrastructure that supports the implementation of competency-based learning in the era of globalization.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This quasi-experimental study examines the effectiveness of Artificial Intelligence (AI)-assisted learning in enhancing critical thinking skills among undergraduate history students. The study involved 60 students divided into experimental and control groups. The experimental group received AI-supported instruction integrating adaptive learning modules, scaffolded source-analysis prompts, and guided argumentative discussions facilitated by conversational AI tools, while the control group followed conventional lecture-based instruction. Data were collected using a validated critical thinking test, classroom observation protocols, and semi-structured interviews. Quantitative data were analyzed using paired and independent sample t-tests, while qualitative data were examined through Miles and Huberman’s interactive analysis model. Results indicate statistically significant improvements in critical thinking scores in the experimental group compared to the control group. Thematic findings reveal enhanced sourcing, contextualization, corroboration, and evidence-based argumentation skills. However, minor risks of over-reliance on AI highlight the need for instructional scaffolding and ethical guidance. The findings suggest that AI can function as a cognitive scaffold that strengthens historical thinking and metacognitive awareness when implemented within a structured pedagogical framework.

This study aims to examine the use of artificial intelligence (AI) in transforming Buddhist Sunday School education at the Shimakalingga Temple in Jepara in the digital era. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation studies. The results show that AI technology is beginning to be utilized in the learning process, such as the use of interactive visual media, Dharma quiz applications, and digital platforms for distance learning. The use of AI has been proven to increase student interest and understanding of Buddhist teachings, as well as support more inclusive and adaptive learning. However, challenges remain, including limited resources, lack of teacher training, and the need for ethical guidelines for the use of AI in the context of religious education. This study concludes that AI plays a significant role in supporting the transformation of Buddhist education, but its use must remain balanced with spiritual values and the role of teachers as moral guides. Therefore, collaboration between the temple, educators, and technology is needed to create a sustainable learning system based on Dharma values.

This community engagement program was initiated in response to the predominance of academically oriented perceptions among parents regarding children’s intelligence, which tend to limit the recognition of children’s potential to cognitive achievement alone. The program aimed to enhance parents’ literacy and awareness of the Multiple Intelligences framework as a foundational basis for holistic child education in an Islamic elementary school context. A Participatory Action Research (PAR) approach was employed, encompassing participatory planning, conceptual socialization sessions, child potential mapping workshops, collective reflection, and continuous evaluation. The findings highlight substantive outcomes. Parents experienced a significant paradigm shift in understanding the diversity of children’s intelligences, moving from a single-dimensional academic perspective toward a more comprehensive and appreciative view of individual potential. Parenting practices became more supportive, dialogical, and less comparative. In addition, a parents’ communication forum emerged as a new social institution within the school community, accompanied by the rise of local leadership that contributes to program sustainability. These results demonstrate that educational mentoring grounded in the Multiple Intelligences framework effectively promotes social transformation in Islamic elementary education through strengthened collaboration between school and family.

In this study, we will discuss the concept of Islamic education from Buya Hamka's perspective. Buya Hamka was an Indonesian Muslim cleric and scholar with a profound perspective on the relationship between knowledge, faith, and morality. The purpose of this study is to analyze aspects of Islamic education according to Buya Hamka and their relevance to the modern education system. This research was conducted using a qualitative descriptive approach, drawing on relevant academic literature such as journals, books, and articles. This research concludes that Buya Hamka views Islamic education as an effort to shape a holistic human being, balancing spiritual, intellectual, moral, and social aspects. Hamka emphasized that education is not only intended to cultivate the intellect but also to purify the heart and develop noble character. According to Hamka, Islamic education must be grounded in monotheism, direct educators as role models of morality, and integrate religious and intellectual knowledge for the benefit of the community. Buya Hamka's perspective is sufficient to address the challenges of modern education, which tends to focus on academic values ​​without considering the instilling of moral and spiritual values.

The development of the Industrial Revolution 4.0 to the Society 5.0 era presents new challenges for education, including Islamic Religious Education (PAI). PAI is required not only to transfer religious knowledge but also to shape character, morality, and 21st-century competencies. This study aims to examine the philosophical foundations, characteristics, and application of PAI learning models to ensure their relevance in modern education. The research employed a qualitative approach with a library research design, involving the exploration of primary and secondary literature, critical reading, systematic note-taking, and content analysis validated through triangulation of classical and contemporary sources. The findings indicate that PAI learning models are conceptual, theoretical, systematic, and rooted in religious, philosophical, psychological, and sociological foundations. Four main models behavioristic, information processing, social, and humanistic each have strengths and limitations, yet their integration is relevant to forming insan kamil, a holistic human being balanced in cognitive, affective, psychomotor, spiritual, and social aspects. Therefore, developing PAI learning models based on Islamic philosophy and adaptive to technological advancements is a strategic necessity to face global challenges.

This research was conducted with the aim of analyzing and finding out about the empowerment of orphans at LAZNAS PPPA Daarul Qur'an Lampung through Islamic philanthropy-based educational funding. The approach used in this research is descriptive qualitative, using a case study method. The data collection process involved observation, interviews, and document review. Data analysis included data collection, data reduction, data presentation, and conclusion drawing, as well as data validation through triangulation. This study revealed that educational funding rooted in Islamic philanthropy at LAZNAS PPPA Daarul Qur'an Lampung includes budget revenues and expenditures with allocations prepared at the beginning of each year. The expenditure period can be tracked through the LAZNAS PPPA Daarul Qur'an Lampung online system. Distribution efforts include eliminating educational costs for orphans, providing basic necessities, distributing Mushabs for orphaned students who memorize the Qur'an, and supporting orphans. The evaluation of Islamic philanthropy-based education funding at LAZNAS PPPA Daarul Qur'an Lampung involved an analysis that showed that the role of the nadzir (manager) remains limited. All responsibilities and functions of the nadzir, particularly those of branch heads and fundraisers, are aimed at improving management. Furthermore, accountability is a factor taken into account when drafting the budget for the upcoming period.

Histology practicum, as one of the compulsory practicum courses, offers a great opportunity to practice various aspects of science process skills through microscopic tissue observation activities, identification of cell and tissue structures, and analysis of tissue functions in organisms. This study aims to analyze the science process skills biology education students through histology practicum activities. This study uses a quantitative descriptive approach with a survey method to analyze the science process skills of biology education students through histology practicum activities. Data collection in this study used three main techniques, namely science process skills tests, direct observation, and analysis of practicum report documents. Furthermore, the data were analyzed descriptively quantitatively using descriptive statistics to describe the profile of students' science process skills. Analysis per aspect revealed that students had good skills in the aspects of observing (78.50%), classifying (76.33%), interpreting data (71.67%), applying concepts (73.25%), and communicating results (73.40%), which indicates that histology practicum is effective in developing basic science process skills. However, the aspects of formulating hypotheses (58.17%) and planning experiments (54.83%) were still in the sufficient category, indicating that students experienced difficulties in integrated science process skills that require higher-order thinking skills. The findings this study provide important implications for the development of more comprehensive histology practicum learning strategies, including the integration of inquiry approaches, the use of continuous formative assessment, the application of differentiated learning, and strengthening the connection between theory and practice to optimize the development of all aspects of science process skills of prospective biology teachers.  

Diabetes mellitus is a metabolic disorder characterized by chronic hyperglycemia which can lead to serious complications if not properly managed. This community service activity aimed to increase public knowledge regarding diabetes mellitus and its prevention among residents of Rejomulyo Village, Jati Agung District, South Lampung. The method used was health education through lectures supported by leaflets and blood glucose screening, followed by evaluation using pre-test and post-test. A total of 25 community members participated in this activity. The results showed a significant improvement in participants’ knowledge after the educational intervention. Pre-test results indicated limited understanding of blood glucose control and dietary management, while post-test results showed increased knowledge levels in both aspects. This activity demonstrates that health education is effective in improving community awareness and knowledge regarding diabetes mellitus prevention and management. This educational program is effective in increasing the knowledge of the people of Rejomulyo Village, Jati Agung District, South Lampung Regency regarding diabetes mellitus.

This community service activity aimed to strengthen the capacity of Percik staff and Sobat Anak facilitators through basic sign language training in collaboration with the Sahabat Tuli Salatiga community. Inclusive multicultural education requires educators and facilitators to be able to engage all children, including those with hearing disabilities. The Sobat Anak Program initiated by Percik Salatiga promotes interfaith and multicultural education for children from diverse backgrounds; however communication barriers remain due to facilitators’ limited knowledge of sign language. The community service employed a needs assessment, participatory training sessions, and evaluation using pre-test and post-test analyzed through N-Gain scores. The results show an N-Gain value of 0.79, categorized as high, with an effectiveness level of 78.89%. These findings indicate that basic sign language training is effective in improving participants’ understanding in supporting more inclusive multicultural educational practices. This activity highlights the importance of collaboration between higher educations, civil society organizations and disability communities in advancing the No One Left Behind principle within inclusive education initiatives.

This study discusses the role of FoGuangShan Humanistic Buddhism in building compassion-based communities through education in Indonesia. As one of the schools of modern Buddhism, FoGuangShan transmits the values of compassion, wisdom, and humanity in educational practices, both formal and informal. Using a qualitative descriptive approach, this study explains how these values are applied in curriculum, learning activities, and social programs involving interfaith and cultural communities. The results of the study show that education based on Humanistic Buddhism plays an important role in fostering tolerance, strengthening moral character, and encouraging social solidarity in Indonesia's multicultural environment. Furthermore, FoGuangShan managed to create a learning space that not only focuses on academic knowledge, but also on the development of empathy, social skills, and collective awareness for living in harmony. In addition, an inclusive and dialogical approach to education is able to strengthen social relations between individuals and minimize potential conflicts based on religious and cultural differences. These findings confirm that the educational model implemented by FoGuangShan can be a significant contribution to the development of character education, interfaith dialogue, and the strengthening of social cohesion in a pluralistic society in Indonesia, as well as an alternative reference for human values-based educational practices.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.