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Muhammad Abduh was a reformer of the Islamic world in the 19th century who was famous for his efforts to raise the spirit and glory of Muslims. One of his focuses was on the renewal of the Islamic education system. In this article, we will review his biography, fundamental works, history of political struggle, ideas of renewal, methods in the renewal of Islamic education, portraits of his thoughts, and his influence on Islamic education, especially in Indonesia. Muhammad Abduh emphasized the importance of religious education that is balanced with general knowledge, as well as teaching methods that do not only rely on memorization but also on deep understanding. His thoughts developed in the aspects of religion, education, and socio-political society. His influence and relevance in the context of Indonesian Islamic education are prominent especially through organizations such as Muhammadiyah which were inspired by his thoughts. Through his works and ideas, Muhammad Abduh left a significant mark on the renewal of Islamic education.

The rapid growth of digital financial technology has introduced new economic instruments that require re-evaluation through the lens of Islamic economic law, one of which is Bitcoin. This study aims to analyze the legal standing of Bitcoin as a means of transaction and investment using a normative legal approach. Data were obtained through extensive literature review involving primary and secondary sources, including Islamic jurisprudence, maqāṣid al-sharī‘ah, qawā‘id fiqhiyyah, official fatwas, and contemporary technological and economic studies. The analysis employed normative and reconstructive methods to assess the compatibility of Bitcoin’s characteristics with the principles of Islamic law. The findings indicate that Bitcoin may be classified as a form of digital māl because it possesses utility, can be lawfully owned, and is tradable within open market mechanisms. However, its extreme price volatility, limited public acceptance, and absence of state-backed legitimacy make it unsuitable as a lawful medium of exchange in Islamic transactions. Conversely, Bitcoin may be permitted as an investment instrument under strict conditions, provided the activity avoids speculative motives, ensures transparency, and follows prudent financial conduct. Based on these assessments, this study concludes that Bitcoin is more appropriately categorized as a digital commodity rather than a transactional currency. This research contributes conceptually to the development of sharia-compliant crypto-asset regulations and opens avenues for further exploration on designing more stable and ethically aligned digital financial instruments.

One of the skills in facing global challenges in the application of 21st century skills is critical thinking skills in solving problems with a scientific attitude (Eka et al., 2020) critical thinking skills enable them to be able to face complex situations and make wise decisions. The application of case-based learning can be a learning solution including in learning with limited meetings in class because it is oriented towards developing critical thinking skills in solving cases. This study uses a descriptive-analytical library research method, where data is collected from various library sources such as books, journals, and scientific articles. This research is a qualitative descriptive type that relies on analysis to determine, interpret, and clarify the data or information collected. This method aims to obtain an overview of the Case Method Learning Design on Halal Haram Material in the Al-Qur'an Hadith Subject of Class XII Madrasah Aliyah at Dayah Modern Ihyaaussunnah Lhokseumawe. This study successfully designed a case-based learning method as an innovative approach in teaching the Qur'an and Hadith on the topic of Halal and Haram in grade XII of Madrasah Aliyah. However, the implementation of this method also faces challenges such as the need for teacher readiness in designing and moderating cases, limited class time, and variations in students' abilities in analyzing cases

The weakness of the scientific tradition among Muslims and the complex problems of Islamic education have left Islamic education consistently lagging behind, theoretically unable to provide answers to the demands of liberalism and humanization. A reconstruction of the epistemological structure appropriate to the current context is necessary. This paper aims to analyze and critique Ibn Rushd's epistemology. The article is a study of the figure to look specifically at his epistemology with critical reasoning to produce findings on the research questions. The results of the study show that Ibn Rushd's epistemology is a critical synthesis of Greek philosophy and Islamic religion, which places reason and revelation as complementary paths to true knowledge and happiness in the afterlife. He critiques the thought that separates the two, especially by emphasizing the importance of scientific methods and rational reasoning, and highlights its critical aspects through criticism of Al-Ghazali and the development of the theory of the unity of the intellect which has had a significant impact on philosophical thought and education. Ibn Rushd's thinking sparked the Averroist movement in Europe, which later ushered in the Renaissance. His epistemology had positive implications for the development of Islamic education, encouraging the development of reason-based knowledge and scientific analysis. His concept of the unity of philosophy and religion, along with his emphasis on the scientific method, inspired scientists in the development of general knowledge in the modern era .

This study discusses the position of women in the creation of humankind based on Amina Wadud's feminist hermeneutics perspective as an effort to critique classical interpretations of the Qur'an that tend to be gender biased. For centuries, the tradition of interpretation dominated by male exegetes has shaped a theological understanding that places women in a subordinate and inferior position, especially in the narrative of human creation. Amina Wadud, as one of the contemporary Muslim feminists, offers a feminist hermeneutics approach that emphasizes the importance of historical context, linguistic analysis, and women's experiences in understanding the Qur'anic text in a more fair and comprehensive manner. This study specifically examines Wadud's interpretation of QS. An-Nisa 'verse 1, which states that humans were created from nafsun wahidah (one soul). Wadud asserts that this concept indicates the equality of origin between men and women, thereby rejecting the patriarchal view that women were created from men's ribs as second-class beings. The research method used was qualitative with a literature study approach, through analysis of Amina Wadud's works and relevant academic literature. The results of the study show that Wadud's feminist hermeneutics not only serves as a critique of classical interpretations that are laden with patriarchal bias, but also provides a strong theological basis for the recognition of gender equality in Islam. This approach opens up space for women to play an equal role in the social, political, and religious spheres. Thus, Amina Wadud's thinking contributes significantly to building a more inclusive, egalitarian, and gender-equitable understanding of Islam in accordance with the universal values of the Qur'an.

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.

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 study aims to analyze the process of processing fruit peel waste from juice traders into eco-enzymes as an effort to reduce environmental pollution. The research uses qualitative descriptive methods through direct observation, documentation, and literature studies. Fruit peel waste is fermented at a ratio of 1:3:10 (molasses : fruit waste : water) for three months under anaerobic conditions. The fermentation results show good eco-enzyme characteristics, characterized by a pH of 3, a fresh sour aroma, and a brownish color as an indicator of fermentation success. These findings show that the process of processing eco-enzymes from fruit peel waste can be done simply, cheaply, and environmentally friendly. In addition, the use of eco-enzymes has the potential to reduce the volume of organic waste disposed of in landfills and reduce water and soil pollution. The resulting eco-enzyme also has potential applications as natural cleaners, liquid fertilizers, and odor controllers. Thus, the treatment of fruit peel waste not only supports sustainable environmental management practices, but also encourages the implementation of the circular economy as well as community empowerment ecologically and economically.

Madhhab fanaticism in Islamic education, which appears in fiqh teaching practices that tend to absolutize a single madhhab, restrict dialogical space, and insufficiently appreciate the diversity of scholarly opinions. Such conditions may foster exclusive and intolerant religious attitudes among students. To respond to this problem, the study employs a qualitative approach with a library research design by critically examining books, journal articles, and documents related to fiqh madhhabs, Islamic education, religious moderation, and multicultural education. The data are analyzed using content analysis and descriptive–analytical techniques to map the forms of madhhab fanaticism in the learning process, the stages of transformation in madhhab understanding, and the pedagogical strategies that support the emergence of tolerant attitudes. The findings indicate that the transformation toward a more tolerant understanding of madhhabs is supported by curricula that accommodate comparative fiqh (multi-madhhab), inclusive learning materials, dialogical teaching methods, and teachers’ role modeling of moderate attitudes. Inhibiting factors include deeply rooted madhhab fanaticism, the dominance of conservative curricula, ideological bias in textbooks, and a weak culture of critical thinking. It is concluded that strengthening fiqh instructional design that consciously integrates religious moderation and multicultural education is essential for shifting madhhab understanding from patterns of fanaticism to patterns of tolerance within Islamic educational institutions.

This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

Every individual possesses both rights and obligations that must be understood and exercised in a balanced manner to maintain social order, justice, and collective well-being. A clear understanding of citizens’ responsibilities is essential for creating a prosperous and harmonious society. This study examines the rights and obligations of citizens as stipulated in the 1945 Constitution of the Republic of Indonesia, with a primary focus on exploring how the Constitution guarantees, regulates, and implements these fundamental principles in national life. The research employs a qualitative method with a descriptive-analytical approach. Data were collected through desk research, analysis of constitutional provisions, examination of relevant legal documents, and review of related academic literature. The findings indicate that the 1945 Constitution provides strong protection for fundamental human rights, including the rights to education, health services, employment, legal protection, and freedom of expression. At the same time, the Constitution clearly outlines citizens’ obligations, such as obeying the law, paying taxes, respecting the rights of others, participating in national defense, and contributing to social harmony. The study emphasizes that rights and obligations are interconnected and must be carried out proportionally. Understanding and applying these constitutional principles is crucial for strengthening democratic governance, enhancing legal awareness, and fostering a just, orderly, and sovereign nation.

In the era of the Industrial Revolution 4.0, Islamic Religious Education (PAI) must emphasize not only memorizing religious content, but also fostering advanced thinking skills such as analysis, evaluation, and creativity through the Higher Order Thinking Skills (HOTS) method. This study aims to describe the implementation of HOTS-oriented Islamic Religious Education (PAI) learning at SMAN 2 Banjit, focusing on implementation methods, supporting and inhibiting factors, and their influence on students. This study uses a qualitative descriptive methodology with data collection methods such as observation, interviews, and documentation. The subjects of the study were Islamic Religious Education (PAI) teachers. Data analysis was carried out by means of data reduction, data presentation, and drawing conclusions. The results of the study indicate that Islamic Religious Education (PAI) teachers at SMAN 2 Banjit have implemented host-based Islamic Religious Education (PAI) teaching methods. HOTS-based learning through discussion methods, advanced question and answer, and problem-based learning, but the implementation has not been evenly distributed across classes. Teachers understand the basic concepts of HOTS, but still face obstacles in preparing HOTS-based learning devices and assessment instruments. Supporting factors for implementation are the support of the principal, technological facilities, and the enthusiasm of some students. Meanwhile, emerging obstacles include a rote-oriented learning culture, unequal distribution of learning facilities, and teacher administrative burdens. The implementation of HOTS has a positive impact on improving students' critical thinking skills and argumentative skills, as well as helping them understand Islamic values ​​more contextually.

Journal this paper explores the concepts of honorarium, salary, and allowances in the field of educantion from the perspective of Prophentic tradition (hadith). The study is grounded in the undertanding that education plays a central role in shaping future generations, and teachers, as key contributors, deserve fair and proper compensation for their service. Despite their crucial role, many educators especially honorary teachers often face challenges due to insuffient financial recognition. This research examines various hadiths that emphasize the virtue of lawful work, the obligation to provide wages fairly and on time, and the importance of upholding justice and benevolence in human relationships. This study emplos qualitative library research by analyzing classical hadith compilation and scholarly interpretation. The findings  highlight that fair compensation is not merely an economic issue but a moral and religious oblagation, reinforcing the need for enducational institutions to ensure teachers welfare in accordance with Islamic ethical principles.

This study analyzes the implementation of Islamic inheritance law (mawaris) in contemporary Muslim society as a means to realize justice and blessing (barakah) in the distribution of inherited wealth. The research is motivated by the growing number of inheritance disputes caused by limited understanding of faraid principles, the persistence of customary inheritance practices, and the coexistence of national legal systems that often diverge from Islamic inheritance regulations. These conditions frequently lead to unequal distribution and family conflicts. The study aims to examine the relevance of mawaris in modern contexts and to explore how its application, when aligned with the objectives of Islamic law (maqasid al-shariah), can address current social challenges. Employing a qualitative method with a normative library research approach, the study draws on primary sources such as the Qur’an, Hadith, and classical fiqh texts, as well as secondary sources including contemporary books and scholarly journal articles. Data were analyzed through content analysis to identify key concepts and arguments regarding the contemporary application of mawaris. The findings show that proper implementation of Islamic inheritance law fosters justice, minimizes family disputes, strengthens kinship ties, and safeguards the blessing of wealth. Nevertheless, insufficient public literacy on Islamic inheritance law and the dominance of non-sharia considerations remain significant barriers. Therefore, the study underscores the need for enhanced public education, greater involvement of religious scholars in inheritance mediation, and contextual integration of Islamic legal principles to ensure fair and beneficial inheritance distribution in modern Muslim families.

This study aims to analyze the application of Think-Pair-Share (TPS) and Group Investigation (GI) cooperative learning strategies as pedagogical innovations in strengthening Islamic values and student learning independence in Islamic Religious Education (IRE) subjects. This study uses a library research method by examining various relevant scientific sources, including cooperative learning theory, the concept of independent learning, and Islamic educational values. The results of the study show that the integration of TPS and GI strategies can create an active, participatory, collaborative, and reflective learning process. Through paired discussions and investigative group work, students are trained to think critically, be responsible, and be able to work together harmoniously. In addition to improving academic understanding, the application of these two strategies also contributes to instilling Islamic values such as ukhuwah (brotherhood), amanah (trustworthiness), and mutual respect. Thus, this learning innovation is not only oriented towards cognitive aspects, but also towards character building and spirituality of students. The findings of this study are expected to be a reference for PAI teachers in developing effective, contextual, and Islamic character learning strategies.

Understanding tajwid material is an important aspect of learning the Qur'an. However, in practice, students often have difficulty understanding and applying tajwid rules correctly. Therefore, appropriate and effective learning methods are needed to help improve students' understanding. This study aims to improve the understanding of tajwid material in female students of class D2 at the Takhassusul Qur'an Darul Hikmah Institute through the application of the musyafahah method and the drill method. The musyafahah method emphasizes direct learning through examples of the teacher's reading that are imitated by students, while the drill method focuses on practice and repetition of material both inside and outside the classroom to strengthen students' mastery. This study used a classroom action research (CAR) approach with 17 female students in class D2 as research subjects. Data collection techniques included tests, observations, interviews, and questionnaires. The results showed that the application of the musyafahah and drill methods significantly improved students' understanding of tajwid material, as indicated by increased test scores and positive student responses to the learning process. Thus, it can be concluded that both methods are effective in improving students' understanding of tajwid material. Based on these findings, the study recommends that educators consider using the musyafahah and drill methods as alternative tajwid learning strategies to achieve more optimal learning outcomes.

Humans, as creations of Allah SWT, are entrusted with the mandate to prosper the earth; therefore, divine revelations were sent down, culminating in the Qur’an as the ultimate guide for life. Islam, as a universal religion, emphasizes education as a means to achieve a complete and meaningful life. Islamic education, as defined by scholars such as al-Syaebani, Zakiah Drajat, and Muhaimin, is a process of transforming human behavior in personal, social, and environmental contexts based on Islamic values. This study employs a library research method with a thematic tafsir (maudhu’i) approach to examine the Qur’anic foundations of Islamic education. The findings indicate that verses such as QS. Al-‘Alaq [96]:1–5 highlight the importance of literacy as the starting point of education, QS. Al-Mujadalah [58]:11 affirms the elevated status of the learned, QS. An-Nahl [16]:78 emphasizes human innate potential, QS. Luqman [31]:12–19 stresses character education, and QS. Ali Imran [3]:190–191 underscores the integration of spirituality and intellect. Thus, the Qur’anic foundation provides theological, philosophical, and practical bases for the development of Islamic education aimed at forming insan kamil—individuals who are knowledgeable, faithful, and morally upright. QS. Luqman: 13–19 highlights education based on monotheism and morals, where Luqman advises his children to have faith, do good deeds and be patient. QS. Al-Māidah: 67 emphasizes trust and courage in conveying knowledge, as Allah commanded the Prophet to convey revelation without fear

This study aims to describe and analyze the implementation of contextual Islamic Religious Education (PAI) based on agro-education integrated with Islamic values at SMP Nurul Huda Merakurak. The background of this research is the need for a more practical and contextually relevant PAI learning model that aligns with students’ real-life environments, particularly in agrarian-based schools. This study employs a qualitative approach using a case study method. Data were collected through observation, in-depth interviews, and documentation. The results show that PAI learning is directly integrated into agro- educational activities such as plant cultivation, environmental management, and character building through values such as trustworthiness (amanah), hard work, responsibility, and gratitude. PAI teachers play an active role in connecting Islamic teachings with agro-educational practices through contextual and reflective approaches. This research contributes to the development of a contextual and transformative PAI learning model that is relevant to local potential and students’ spiritual needs. The findings are expected to inspire other educational institutions in designing innovative PAI learning models based on environmental engagement and character development.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

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.