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Learning outcomes refer to the abilities that students possess after undergoing learning experiences, including their understanding and knowledge. This study examines the improvement of learning outcomes in Islamic Religious Education (PAI) by implementing differentiated instruction on the topic of Faith in the Messengers of Allah in Grade IV of SD Negeri 8 Limboto Barat, Gorontalo Regency. This research is a Classroom Action Research (CAR). Data collection techniques included observation, interviews, and documentation using research instruments such as teacher activity observation sheets, student activity observation sheets, tests, and student learning outcome sheets. The data analysis technique followed the procedures of classroom action research, employing both descriptive and quantitative analysis. The results of this study show that the implementation of differentiated instruction improved students' learning outcomes in the PAI subject on the topic of Faith in the Messengers of Allah. This improvement can be seen in the increase in teacher activity, which rose from 69% in Cycle I to 100% in Cycle II. Similarly, student learning activity increased from 56% in Cycle I to 83% in Cycle II. Student learning outcomes in PAI also improved significantly. In the pre-cycle phase, only 8 out of 20 students (40%) achieved mastery. This increased to 14 students (70%) in Cycle I with an average mastery score of 78.00, and further improved in Cycle II, with 19 students (95%) achieving mastery and an average score of 85.00.

This study aims to explain the management of Full Day School in shaping the character of students at SD IT Nurul Fikri Sidoarjo. The research employs a descriptive qualitative method, with data collected through interviews, observations, and documentation. The results show that Full Day School management is implemented through three main stages: planning, implementation, and evaluation. In the planning stage, the school formulates visions, missions, and goals focused on developing students' character values. Organization is carried out by clearly assigning duties and authorities to the principal, teachers, and educational staff so that each party can perform their roles in a directed and coordinated manner. Implementation involves integrating character values into learning activities, religious practices, extracurricular programs, and teacher role modeling. Evaluation is conducted regularly through work meetings to review achievements and identify challenges. Supporting programs for character development include habituation of worship such as congregational prayers and tahfidz, social activities, extracurricular programs, and Character Building Life Skills (CBLS), which instill values of independence, leadership, and responsibility. These activities are designed not only to support students’ daily routines but also to instill moral values applicable in daily life. The active role of teachers, staff, and the school environment significantly contributes to the program’s effectiveness, creating an educational system that balances academic aspects with consistent character development.

Conflict is a universal phenomenon that emerges in various aspects of life, ranging from education, social interactions, and law to ecological systems. Its complex dynamics require a deeper understanding of both the underlying sources and levels of conflict to enable constructive management. This study aims to systematically review the literature on conflict with a focus on two key aspects: *sources of conflict* and *levels of conflict*. The method employed is a literature review by searching articles through Google Scholar and Publish or Perish (PoP) using the keywords “sources of conflict” and “levels of conflict.” From an initial pool of 30 articles, screening was conducted based on relevance, recency (2019–2025), and open access availability. The final selection yielded 7 articles for in-depth analysis. The findings indicate that sources of conflict include internal factors (psychological, values, communication), external factors (ecological, socio-cultural), and structural dimensions (legal, political). Levels of conflict were identified at the intrapersonal, interpersonal, group, and structural levels. This review highlights that conflict is a multidisciplinary phenomenon requiring integrative examination. The implications suggest the need for developing a cross-disciplinary conceptual framework to understand conflict comprehensively and to provide a stronger basis for more effective resolution strategies.

Service excellence has become a strategic issue in modern educational management because it is directly related to service quality, customer satisfaction, and the image of educational institutions. In the context of global competition and demands for public transparency, educational institutions are required to provide services that are effective, efficient, and oriented to the needs of students and the community. This study aims to systematically examine how the concept of service excellence is implemented in educational institutions and its impact on customer satisfaction. The method used was a systematic literature review, searching articles in national databases such as Google Scholar, Garuda, and campus journal portals using the keywords "service excellence," "service excellence," "education," and "customer satisfaction." Of the 20 articles found, seven met the analysis criteria. The results of the study revealed three main themes: improving the professionalism of educational staff, implementing the TQM concept in service, and strengthening a customer-oriented service culture. This literature synthesis concluded that service excellence significantly increases customer satisfaction and loyalty in educational institutions. Future research should focus on an integrative model of digital-based service excellence in educational institutions.  

Quality culture in educational institutions has become a strategic issue to improve learning service quality and school accountability. However, its implementation still faces challenges such as limited human resources, resistance to change, and weak sustainable quality management strategies. This study aims to answer the question: how are the implementation strategies and supporting factors in strengthening quality culture within educational institutions based on previous research findings? This study employs a Literature Review (LR) method by collecting scientific articles from Google Scholar and Publish or Perish (PoP) using the keyword “budaya mutu” (quality culture) with a publication range from 2020 to 2025. From a total of 30 identified articles, a screening and eligibility process was conducted, resulting in 5 main articles analyzed thematically. The synthesis reveals three key themes: (1) the role of leadership and Total Quality Management (TQM) in reinforcing quality culture, (2) the application of the PPEPP/MBBS cycle for sustainable educational quality, and (3) supporting factors and challenges in developing a culture of quality. In conclusion, strengthening quality culture requires effective leadership, systematic management strategies, and cross-sector collaboration; future research is encouraged to develop field-based intervention models to test the effectiveness of quality culture strategies.

Quality control is a crucial aspect in various fields, such as education, the food industry, and manufacturing, as it functions to maintain the consistency of service or product quality. Inaccuracy in managing quality can cause financial losses, damage an institution's reputation, and reduce stakeholder trust. Based on this urgency, this study reviews recent literature to answer the main question of how quality control strategies can be effectively applied in diverse organizations. The review was conducted through a qualitative literature review approach by exploring scientific publications via Google Scholar and the Publish or Perish (PoP) application. Article selection was based on the relevance of keywords related to quality control and was limited to publications from 2020–2025. Out of 24 articles found, filtering was done until 5 of the most relevant articles remained for in-depth analysis. The analysis reveals three main findings. In higher education, a strong internal quality system and a sustainable quality culture are needed. The food industry emphasizes the standardization of raw materials and optimization of production processes. Meanwhile, the manufacturing sector makes extensive use of statistical techniques and tiered inspections. Overall, the effectiveness of quality control requires a combination of technical, managerial, and organizational culture aspects. Future research is recommended to explore the integration of digital technology and sustainability principles in quality control practices.

This study aims to analyze the forms of conflicts that arise within the educational environment and their implications for educational management. The research employs a quantitative approach based on library research by reviewing relevant journal articles published between 2020 and 2025 that address value conflicts, educational policies, and inter-stakeholder interests. The results indicate that value conflicts are often influenced by cultural differences, parenting styles, technological developments, and friction between traditional and modern values in schools. Policy conflicts emerge when national policies are not aligned with the readiness of facilities, teachers’ competencies, and school contexts. Meanwhile, conflicts of interest occur due to differing priorities among teachers, school principals, parents, and the government. These findings emphasize the importance of implementing adaptive and collaborative management strategies. This article provides an overview of an ideal educational management model to address conflicts and identify opportunities for improvement in the future.  

Equal access to education is a crucial issue in Islamic educational institutions in Indonesia. Ensuring that all students, without exception, have equal access to quality education is vital for the advancement of education in the country. In this context, Management Information Systems (MIS) play a crucial role in enhancing the efficiency, effectiveness, and transparency of educational services. The implementation of MIS can streamline administrative processes, improve decision-making, and facilitate more equitable access to educational resources. This research employs a literature study approach, relying on books and journal articles as primary sources. The findings indicate that the application of MIS provides significant benefits in terms of planning, management, and evaluation. By providing real-time data, MIS enables educational institutions to make better decisions, monitor student progress, and allocate resources more effectively. Additionally, MIS enhances the transparency of educational services, ensuring that all stakeholders—students, parents, and educators—have access to important information related to educational processes and outcomes. However, challenges in the implementation of MIS remain, such as technical barriers related to inadequate infrastructure and limited access to technology, as well as human resource issues like insufficient training. To address these challenges, the research recommends providing comprehensive training programs for educators and administrators, investing in technological infrastructure, and promoting data integration across educational institutions. Overall, while MIS offers many advantages in promoting equal educational access, addressing technical and human resource challenges is crucial to fully realizing its potential in Islamic educational institutions in Indonesia.

Islamic law faces significant challenges from the rapid advancements in bioethics and artificial intelligence (AI). The current responsive approach, based on ad-hoc fatwas, is deemed inadequate to address the systemic ethical dilemmas posed by these disruptive technologies. This research aims to propose a proactive and systematic ijtihad framework capable of anticipating and guiding technological innovation to align with the higher objectives of Shari'ah (Maqasid al-Shari'ah). Using a qualitative, library-based method with a juridical-normative and philosophical approach, this study analyzes primary and secondary Islamic legal sources through the Maqasid al-Shari'ah theoretical framework. The research finds the current model to be limited and, as a solution, offers a novelty in the form of the Hierarchical Model of Technological Ijtihad (HI-Tech). This model is a structured, interdisciplinary reasoning process, supported by a proposed institution, the Bio-Artificial Ijtihad Council (MIBA), and a digital platform, "Nur-Fatwa," for dissemination. The implication of these findings is the need for a paradigm shift for Islamic legal institutions towards an anticipatory, interdisciplinary, and institutionalized approach to address contemporary technological issues, thereby ensuring the continued relevance of Islamic law.

Believers, both in the time of Jesus and in today’s context, live in situations shaped by social, political, economic, religious, and cultural influences that often give rise to anxiety and doubt about God’s providence. In Luke 12:22–32, Jesus delivers a teaching that prohibits worry and calls His followers to direct their hearts toward the Kingdom of God. For those living under Roman rule, these words were a source of comfort and encouragement to remain steadfast in their faith in God’s power, and for believers today, the same message continues to be relevant as guidance for managing worry with trust and hope. This study seeks to analyze Luke 12:22–32 from the perspective of the theology of God’s providence and to explain its implications for contemporary Christian life. The findings emphasize three key points: first, the passage affirms God as a sovereign, loving Father who cares deeply for His people; second, God’s providence includes both physical and spiritual needs, thus framing faith as an active trust that combines prayer, hope, and concrete action; and third, reflection on God’s providence strengthens believers to face modern anxieties by prioritizing the Kingdom of God, practicing spiritual discipline, and embodying solidarity with others. Although limited in scope as a textual study without cultural or empirical application, this research contributes significantly to understanding God’s providence in Luke 12:22–32 and underlines its relevance for addressing contemporary challenges while encouraging Christians to live out their faith in tangible ways.

This study explores the phenomenon of eclipses from the perspective of Islamic prophetic traditions (hadith), aiming to understand the theological and ritual responses to such celestial events in Islamic teachings. Despite being predictable astronomical occurrences, eclipses have often been associated with myths and superstitions in various cultures. The study investigates how Islamic teachings demystify these phenomena through authentic hadiths. Using a qualitative method with a thematic and historical approach, primary data were drawn from digital hadith sources such as Maktabah Syamilah, Hadith Soft, and the Encyclopedia of Hadith: The Nine Imams. The analysis identified ten relevant hadiths, which were grouped into three main themes: the meaning of eclipses, the spiritual wisdom behind them, and prescribed religious practices. Findings show that Islam emphasizes eclipses as signs of God's greatness, unrelated to death or birth events, and calls for reflective acts such as prayer and charity. This research contributes to the discourse on how religious texts provide a rational and spiritual framework for  natural phenomena

This writing is intended for equality between women and men so that there are no differences in education. Through the hadith texts of the Prophet and History from pre-prophecy, it cannot be denied that women are second class in life so that many people exclude women compared to men, contrary to what was taught by the Prophet Muhammad SAW who was sent to the face of the earth. This is one way of elevating a woman's status or perfecting her morals to this day, but currently many people in the community think that women's education is not important because women will return to home affairs serving their husbands and educating their children. In contrast to the current life where women can become leaders and can hold positions that men usually hold, such as in government and pubic society. In writing this, the author hopes to change society's mindset to change and improve thinking that does not provide access to women so that women can develop themselves so that they can become useful women in society, especially in their households, in this case not a few women complain. to be able to study and be educated as a man who values ​​education in high regard. This article concludes the importance of women's education that we must change our mindset and provide access to women so that they can develop their potential.  

This study examines the influence of globalization on the YOLO (You Only Live Once) culture and hedonistic behavior among students at UIN Raden Mas Said Surakarta and offers solutions based on Islamic values. Globalization, fueled by technological and social media developments, has accelerated the spread of consumer culture. This encourages students to prioritize immediate pleasure without considering the long-term impact.The research method used was descriptive qualitative, using interviews and literature analysis. The results show that social pressure, the influence of digital trends, and easy access to a consumer lifestyle play a significant role in the rise of hedonistic behavior among students. This phenomenon indicates a shift in mindset that tends to prioritize instant gratification. From an Islamic perspective, this lifestyle is inconsistent with the principle of wasathiyah, or balance, which emphasizes simplicity, responsibility, and a meaningful life orientation. Therefore, the solutions offered include strengthening character education based on Islamic values, developing a da'wah community close to the realities of students, and providing alternative programs that can channel the energies of the younger generation toward productivity and spirituality.Through this approach, students are expected to be able to act more wisely in facing the strong currents of globalization and adopt a balanced lifestyle, not get caught up in hedonism, and still adhere to Islamic teachings

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

The character crisis and the weakening of Islamic understanding among the younger generation have become serious issues that need to be addressed starting from early childhood education. Kindergarten children are at a phase of fitrah development, which significantly determines the formation of their personality in the future. Islamic education is expected to provide a comprehensive solution in shaping the child's personality from an early age, balancing cognitive, emotional, social, and spiritual aspects. This study aims to examine the theoretical implementation of Islamic Montessori learning as a means of forming an integral Islamic personality in early childhood. Using a literature review approach and qualitative content analysis, this study examines various theories, previous research findings, and expert views sourced from books, journals, and scientific works related to early childhood education and Islamic education. The results show that Islamic Montessori significantly contributes to the development of an integral Islamic personality. Children not only develop cognitively and psychomotorically but also become accustomed to the habits of worship, discipline, responsibility, empathy, and respect for others. Through a conducive learning environment and direct practices of Islamic life, Islamic Montessori serves as a strategic tool in preparing a Muslim generation that is faithful, noble in character, with strong Islamic personality and independence.

This study aims to examine the implementation of the cooperative learning model Think Pair Share (TPS) in improving students’ learning outcomes in Arabic language learning at Pesantren Paqusatta, as well as to identify the supporting and inhibiting factors in its application. This research employs a qualitative descriptive method and is categorized as field research. Data were collected through observation, interviews, and document studies using a descriptive technique. The findings reveal that the implementation of the Think Pair Share model in Arabic language learning is effective in enhancing students’ learning outcomes and engagement. Students became more active and confident through the three main stages of the Think Pair Share model: first, providing a question or problem for students to think about individually (think); second, asking them to discuss in pairs (pair) to share answers and refine their understanding; and third, selecting several pairs to present their discussion results in front of the class (share), followed by correction and feedback. The supporting factors include providing opportunities for students to think independently, encouraging peer discussion, presenting ideas in front of the class, fostering collaboration among students, accelerating comprehension of learning materials, and helping improve Arabic speaking skills. Meanwhile, the inhibiting factors consist of limited vocabulary, difficulties in constructing sentences, students’ shyness or lack of confidence and fear of making mistakes when speaking, the need for more time in discussion and presentation, and limited facilities.

This study aims to explore the implementation of the Resource-Based Learning (RBL) model in enhancing the critical thinking skills of tenth-grade students in Islamic Religious Education (PAI) at SMA Negeri 1 Sangatta Selatan. It also examines the factors that support or hinder the use of the RBL model among these students. A qualitative approach was used, with field research as the research type. Data sources included both primary and secondary materials. Informants consisted of Islamic Religious Education teachers and tenth-grade students. Data collection methods involved observation, interviews, and document analysis, and the data were analyzed descriptively. The findings reveal that the RBL model enables students to analyze information critically, engage more actively and reflectively with the material, enhance their logical thinking, deepen understanding, and develop the ability to find and evaluate appropriate solutions. Supporting factors for the model’s success include the availability of diverse learning resources, engaging teaching methods, teacher support as facilitators, and effective group collaboration and discussion. On the other hand, limited active participation from some students was identified as a barrier. Overall, the application of the RBL model significantly improved students’ critical thinking skills compared to traditional teaching methods. This was evidenced by an increase in the average critical thinking test scores in the experimental group. Therefore, the RBL model proves to be an effective alternative strategy for enhancing both the quality and outcomes of Islamic Religious Education at the high school level. Moreover, students showed greater engagement, improved collaboration skills, and increased independence in accessing and utilizing learning materials. These results highlight the effectiveness of the RBL model in fostering critical thinking and meaningful learning experiences in PAI subjects.

The phenomenon of poor emotional management among students, such as irritability, low empathy, and lack of cooperation skills, poses a challenge in Islamic Religious Education (PAI) learning. This study aims to examine the dimensions of students’ emotional intelligence in the context of PAI learning based on the theories of Daniel Goleman and Salovey-Mayer. Using a literature review approach and qualitative content analysis, this research explores various theories, empirical research findings, and expert opinions derived from relevant journals, books, and scholarly works. The results indicate that emotional intelligence plays a crucial role in the success of PAI learning, particularly in shaping students’ character, Islamic morals, and social skills. Goleman’s theory, which emphasizes five main dimensions self-awareness, self-regulation, motivation, empathy, and social skills can be integrated with the Salovey-Mayer model, which outlines the abilities of perceiving, understanding, and managing emotions cognitively. These dimensions can be synergistically implemented in the PAI learning process to achieve holistic Islamic education goals. In this context, PAI learning is not only oriented toward the transfer of religious knowledge but also toward the formation of an Islamic personality through the integration of emotional management with Islamic values. Teachers, as uswah hasanah (exemplary role models), play a vital role in demonstrating emotional management aligned with Islamic teachings, guiding students through the habituation of Islamic behavior, and providing direction that encourages discipline in worship. A comprehensive understanding of Islam, combined with emotional management skills, shapes students who are not only intellectually intelligent but also emotionally and spiritually mature.

This study aims to analyze the influence of using non-digital or “traditional” learning media on the learning concentration of Grade X students in Islamic Religious Education (PAI). The background of this research is based on the phenomenon of increasing student distractions caused by the use of gadgets and digital media, which often reduce focus during the learning process. Therefore, alternative learning strategies are needed by utilizing simple media that emphasize direct interaction between teachers and students. The research method used is quantitative with a survey approach through questionnaires distributed to Grade X students as respondents. The study population consists of all Grade X students at one senior high school, with the sample determined using Slovin’s formula to ensure representativeness. Data were analyzed using simple regression techniques to measure the extent of the influence of non-digital learning media on students’ concentration levels in PAI learning. The results of the study show a positive and significant effect, where non-digital learning media such as blackboards, flashcards, and simple teaching aids were proven to help increase focus, reduce distractions, and strengthen comprehension of religious subject matter. In addition, the use of traditional media encourages active student participation through discussions and hands-on activities, making the learning process more interactive. Thus, this study concludes that non-digital learning media remain relevant as effective alternatives, particularly in PAI learning for Grade X students, and can serve as a practical solution in addressing the challenges of the digital era, which is filled with potential distractions.

This study aims to analyze the reward system in improving the performance of educators at State Islamic Senior High Schools (Madrasah Aliyah) in Jambi Province. The research focuses on the reward mechanism, its implementation, and the factors that determine its effectiveness in improving educator performance. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research locations include three madrasas: MAN 1 Tanjung Jabung Barat, MAN 1 Kota Jambi, and MAN 1 Merangin. The results show that the implemented reward system includes financial rewards (such as incentives and allowances) and non-financial rewards (such as certificates, training, and job promotions). Rewards have been shown to play an important role in improving educator motivation, discipline, loyalty, and performance. However, the implementation of the reward system has not been optimal due to several obstacles, such as budget constraints, lack of transparency in assessments, and the incompatibility of the types of rewards with the needs of educators. On the other hand, madrasas that implement the reward system appropriately and fairly show an increase in the quality of educator work, marked by increased participation, work performance, and professional responsibility. This study concludes that an effective reward system is one that has clear criteria, is transparent, and responsive to the needs of educators. Recommendations are directed to madrasah principals and the Ministry of Religious Affairs to build a strong culture of appreciation and allocate an adequate reward budget to improve the quality of education in madrasahs.