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The digital era, with 78% internet penetration in Indonesia (2025), brings information advancement but also threats like cyberbullying, hoaxes, and SARA polarization through social media. This study aims to analyze the relevance of Pancasila values as an ethical filter in mitigating these negative digital impacts through social media usage case studies. Employing a qualitative approach based on library research, data was gathered from 18 Sinta-accredited journals (2021-2026), 2 Pancasila digital theory books, UU ITE regulations, and APJII reports. Content analysis with Miles & Huberman (2024) data reduction was applied to code the implementation of each Pancasila principle. Results show that the first principle combats religious intolerance, the second suppresses cyberbullying (25% reduction), the third reduces 2024 election polarization (40%), the fourth promotes digital deliberation, and the fifth closes rural literacy gaps through gotong royong crowdfunding (Rp1T collected). Viral disinformation and Lombok 2025 disaster cases prove Pancasila's effectiveness beyond formal regulations. It is concluded that Pancasila is adaptive as a moral algorithm in the digital era, transforming social media from conflict breeding grounds into national integration spaces. Recommendations include strengthening the "Pancasila Digital Ethics" curriculum for Gen Z/Alpha, national AI literacy applications, and platform collaboration with BPIP-Kominfo.

This study aims to examine the development of Islamic educational institutions in Indonesia from the classical to the modern era, as well as the factors influencing their transformation and strategies for strengthening them to remain relevant to contemporary needs without abandoning Islamic values. The research method used is a literature review (library research) by analyzing books, scientific journals, and official documents related to Islamic education, both nationally and internationally, published within the last five years. The findings indicate that Islamic education evolved from informal learning through majelis taklim, surau, and langgar, to the establishment of pesantren, madrasahs, and modern Islamic higher education institutions that integrate religious and general knowledge. The transformation of these institutions is influenced by local cultural factors, international scholarly networks, political pressures and colonialism, reformist figures, globalization, economic demands, social mobility, and national education policies. In the era of globalization and the Fourth Industrial Revolution, Islamic educational institutions face challenges such as technological access disparities, limited teacher competence in digital pedagogy, curriculum integration, and the risk of educational commodification. Strengthening strategies include developing integrative curricula, professionalizing teachers, utilizing digital technology, promoting media literacy based on Islamic values, developing entrepreneurship, revitalizing traditional knowledge, and enhancing alumni networks and visionary leadership. This study emphasizes that the synergy among pesantren, madrasahs, and Islamic higher education institutions forms a national Islamic education ecosystem that is adaptive, rooted in spiritual values, and capable of producing Muslim generations who are morally upright, knowledgeable, and globally competitive.

This research focuses on comprehensive analysis of the crucial role of English proficiency as a vital instrument in enhancing the holistic communication competence of English Literature students amdist the dynamics of globalization. Utilizing a literature study research method trough a systematic review of various scholarly references, academic journals, and empirical findings, this study evaluates interaction barries such as limited vocabulary, syntatic complexity, and psychological constraints including low self confidence. The findjngs demonstrate that proficient language mastery is directly proportional to the improvement of critical literary work analysis and active participation in broader academic discourse. Furthermore, this study confirms that the implementation of interactive active learning methodologies such as role playing, thematic debates, and collaborative presentations integrated with cutting edge technology acts as a primary catalyst. These strategies not only mitigate communicative barriers but also substantially enhance self directed learning efficiency and career readiness in multilingual professional environment. Ultimately, this research offers a new theoretical contribution to higher education curriculum roadmaps that are more adaptive, responsive, and outcome oriented for learners domestically and internationally. Through this approach, educational institutions are expected to produce competitive graduates ready to face the dynamic challenges of the rapidly evolving global stage.

Islamic education in the global era faces various complex problems and challenges, ranging from conventional teaching methods, varying teacher quality, to curriculum unpreparedness in addressing social and technological dynamics. The globalization of information and culture also significantly influences students’ behavior and identity, requiring digital literacy, critical cultural awareness, and resilience in religious values to remain aligned with Islamic principles. This study employs a library research approach with a descriptive qualitative method, analyzing various books and scientific journals related to Islamic education in the global era. The findings indicate that the problems of Islamic education include the gap between traditional methods and 21st-century needs, teachers’ unpreparedness in using technology, and the lack of integration between religious education and contemporary social contexts. Other challenges involve education management, family and community involvement, and policy-making that responds to global changes. To address these issues, recommended solutions include revitalizing an integrative curriculum that combines Islamic values with 21st-century skills, utilizing technology wisely, enhancing teacher competence, strengthening collaboration between schools, families, and communities, and developing media literacy and inclusive pedagogical approaches. Implementing these strategies is expected to produce students who are competent, adaptive, character-driven, and globally competitive without losing their moral and spiritual identity. These findings contribute to the development of Islamic education that is relevant, adaptive, and sustainable in the global era.

This study compares curriculum strategies in Indonesia, Finland, Singapore, Japan, and the United States to identify common goals and distinctive approaches in facing global educational challenges. Using a qualitative descriptive method through library research, data were collected from academic journals, policy documents, and official reports. The findings show that all five countries view the curriculum as a strategic tool for developing human resources with 21st-century skills, such as critical thinking, creativity, collaboration, and communication, while also emphasizing character education. Indonesia's curriculum has evolved into the flexible and student-centered Merdeka Curriculum, though challenges remain in teacher readiness and regional disparities. Finland applies a trust-based and holistic approach centered on equality and teacher autonomy. Singapore implements a systematic and adaptive curriculum guided by the vision of "Thinking Schools, Learning Nation." Japan emphasizes stability, discipline, and moral education, while the United States adopts a decentralized and innovative system focused on inclusivity and competency-based learning.

Islamic education in Indonesia plays a strategic role in shaping students’ religious character as well as their national identity, and therefore cannot be separated from the ideological foundations of Pancasila and the Unitary State of the Republic of Indonesia (NKRI). Islamic education functions not only as a means of transmitting religious values, but also as a medium for internalizing national ideology in line with the goals of national education. This study aims to analyze the ideological foundations of Islamic education based on the values of tauhid, Pancasila, and NKRI, as well as to examine their relevance to national education policies and curricula. This research employs a qualitative approach using a library research design. The data were obtained from secondary sources, including scholarly books, journal articles, education policy documents, and relevant legislation. Data collection was conducted through documentation studies, while data analysis applied a descriptive-analytical method to systematically examine the interrelationships among concepts. The findings indicate that the ideological values of Pancasila are substantively aligned with Islamic teachings, particularly in the aspects of divinity, humanity, unity, deliberation, and social justice. Within the framework of NKRI, Islamic education contributes significantly to the formation of religious-nationalist character and the strengthening of national integration. The integration of Pancasila values, religious moderation, and Islam rahmatan lil ‘alamin into national education policies and curricula, particularly through the Merdeka Curriculum and the Pancasila Student Profile, reflects a systematic effort to develop Islamic education that is adaptive and contextual. The implications of this study emphasize that strengthening the ideological foundations of Islamic education is a crucial prerequisite for producing learners who are faithful, knowledgeable, morally upright, and responsible citizens of Indonesia.

Education in Indonesia continues to face significant challenges in transforming its curriculum to meet 21st-century competency demands, especially with the implementation of the Merdeka Curriculum, which emphasizes flexibility, contextual learning, and a student-centered approach. This study aims to analyze teachers’ roles in implementing student-centered learning, identify the challenges they encounter, and examine strategies used to address these obstacles. Using a qualitative library research method, the study reviews primary and secondary literature related to student-centered learning theory, learning experiences, authentic assessment, and the implementation of the Merdeka Curriculum. Findings show that teachers serve as the central factor in ensuring the success of active and student-centered learning. Those who are adaptive and innovative are able to design meaningful learning experiences even when confronted with limited facilities, diverse student needs, and classroom management constraints. Nevertheless, many teachers still struggle with differentiated instruction, authentic assessment, and the flexible learning management required by the Merdeka Curriculum. This study underscores the need to improve teachers’ pedagogical competence, provide sufficient learning resources, and develop responsive educational policies to strengthen the overall implementation of the Merdeka Curriculum in schools.

This study aims to describe the implementation of scientific learning strategies in the 2013 Curriculum in Islamic Religious Education and its impact on the activeness of third-grade students at SD Negeri 101765 Bandar Setia. This research employed a qualitative approach with a phenomenological design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that the application of scientific learning steps (5M), namely observing, questioning, collecting information, associating, and communicating, effectively enhances students’ activeness in asking questions, participating in discussions, and communicating learning outcomes. The learning process becomes more interactive, enjoyable, and meaningful. However, several challenges remain, including limited instructional time, differences in students’ literacy abilities, and less conducive classroom conditions. Therefore, more structured lesson planning and adaptive learning strategies are required to achieve optimal learning outcomes in Islamic Religious Education.

This study investigates the integration of computational thinking (CT) principles with adaptive curricula to enhance problem-solving skills in undergraduate programming education. Traditional programming curricula often emphasize syntax and basic concepts, neglecting critical problem-solving strategies. The adaptive curriculum framework used in this study combines CT skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking with personalized learning experiences. A mixed-method approach, combining qualitative and quantitative research, was employed to assess the effectiveness of this integrated approach. The results show significant improvements in students' problem-solving abilities, conceptual understanding, and engagement compared to a control group following a traditional curriculum. Students in the experimental group, which received the adaptive curriculum, demonstrated better performance in applying algorithms and debugging code. Additionally, students expressed higher levels of engagement and motivation, suggesting that the personalized learning environment fostered greater academic involvement. The study highlights the importance of integrating CT principles with adaptive learning frameworks to create a more inclusive and effective learning environment that accommodates diverse learning needs. The findings suggest that adaptive curricula can bridge gaps in traditional education by providing personalized support and ensuring that students progress at their own pace. This approach is especially beneficial for programming education, where both conceptual understanding and practical problem-solving skills are critical for success. Future research should explore the long-term impact of adaptive learning frameworks and investigate how these technologies can be integrated with traditional teaching methods to maximize their effectiveness.

This research aims to analyze the adaptive role of a dance teacher in teaching the subject of music art at SMK Asta Mitra Purwodadi, as well as identifying the patterns of collaborative approaches and the implementation of the Deep Learning strategy in the learning process. This phenomenon attracts researchers due to the case of a teacher teaching cross-disciplinary subjects, although still within the domain of the arts. This study employs a qualitative method using observation, semi-structured interviews, and documentation techniques. The main subject of this research is Bu Evi, a dance teacher who also serves as the music art instructor. The research results indicate that the non-specialist teacher (with a dance background) successfully overcomes limitations in teaching music by performing a role transformation into a facilitator focusing on expression, rhythm, and performance. The implementation of Deep Learning is realized effectively through a kinesthetic approach, where abstract music concepts (such as tempo and dynamics) are translated through body movement exploration, which is proven to increase student enthusiasm and understanding. Furthermore, the teacher implements a strategic collaborative pattern with the music extracurricular teacher, where responsibilities are divided between aspects of expression/movement and the deepening of theory/vocal technique, ensuring talented students still receive adequate technical development. Assessment focuses on performative aspects (expression, tempo, teamwork, and self-confidence). This research concludes that the teacher's professionalism and pedagogical creativity are the main keys to bridging competency gaps, while simultaneously ensuring the achievement of the goals of the Merdeka Curriculum in shaping student character and 21st-century skills.

This study seeks to analyze the ideas and practices of transnational Islamic educational ideologies and their impact on Islamic educational institutions across diverse local settings. Employing a Systematic Literature Review (SLR) method, the research systematically reviews a range of relevant scholarly sources, including peer-reviewed journal articles, dissertations, and research reports published between 2014 and 2024. The findings demonstrate that transnational movements such as Salafism, the Muslim Brotherhood, and Hizbut Tahrir significantly influence curriculum design, religious orientation, and the institutional culture of Islamic education. Nevertheless, this influence does not operate in a straightforward or uniform manner; instead, it is shaped through continuous negotiation with local contexts, particularly via state regulations, sociocultural conditions, and adaptive educational practices. The study highlights that local actors actively reinterpret and mediate transnational ideological frameworks to align them with national educational policies and community needs. Overall, this research offers comprehensive insights into the complex interactions between transnational Islamic ideologies and the ongoing transformation of contemporary Islamic education in different socio-political environments.

The era of globalization presents serious challenges for Christian Religious Education (PAK) through the currents of value relativism, consumerism, and digital influences that threaten the formation of the spiritual character of the younger generation. This study aims to analyze strategies for integrating spiritual values ​​into Christian Religious Education (PAK) to ensure its relevance and effectiveness in facing the dynamics of the times, with a focus on a holistic approach that combines a contextual curriculum, hybrid learning media, faith-based digital literacy, and strengthening teacher competencies. The research method uses a qualitative descriptive approach based on library research through thematic content analysis of books, scientific journals, and related literature. The results indicate that effective integration of spiritual values ​​through strategies such as interactive digital learning, school-church-family collaboration, and systematic evaluation produces students who are strong in faith, critical of global influences, and ethical in character. In conclusion, the need for ongoing synergy to shape a generation of Christians who are adaptive and imbued with integrity in the era of globalization is emphasized.

This study aims to examine K.H. Ahmad Dahlan's thoughts on the integration of Islam and science and its application at Muhammadiyah University Malang. The background of this study is the challenge of modern Islamic education, where religious and general knowledge are often separated, while Ahmad Dahlan emphasizes the need for synergy between the two to shape a generation of Muslims who are faithful, knowledgeable, and moral. This study uses a qualitative approach with a literature review method, utilizing primary and secondary literature as well as UMM academic documents. Descriptive-analytical analysis was conducted to understand Ahmad Dahlan's philosophical foundations and to examine their implementation through the curriculum, AIK courses, and academic and non-academic activities. The results of the study show that Ahmad Dahlan's thinking forms a solid foundation for the integration of religious and general knowledge, while its implementation at UMM is reflected in the strengthening of Islamic values throughout the academic process. In conclusion, the integration of Islam and science at PTM shapes individuals who are balanced between faith, knowledge, and deeds, and serves as a model of Islamic education that is adaptive to the demands of modern times.

Globalization and the penetration of digital culture have accelerated the homogenization of values, which has weakened the cultural identity and social character of the younger generation. This condition places local wisdom as a source of values that not only needs to be preserved but also systematically transformed in education. This article offers a critical analysis of the integration of local wisdom in character education as a mechanism for social transformation. Using a structured literature review approach, this study analyzes the concept of local wisdom, the role of teachers as agents of cultural preservation, the challenges of implementation in the context of modern education, and strategic models for integrating local values into the curriculum and school culture. The findings show that local values such as gotong royong (mutual cooperation), tepa selira (harmony), Tri Hita Karana (harmony between humans, nature, and the divine), Silih Asah Asih Asuh (mutual encouragement, love, and care), ABS-SBK (mutual respect, honesty, and integrity), and various traditional philosophies of the archipelago have proven effective in strengthening students' social character, enhancing social cohesion, and strengthening national identity. However, obstacles such as the dominance of global culture, low cultural literacy among teachers, and weak national curriculum support are significant hindrances. This article proposes a three-layer integrative model of contextual curriculum, culture-based pedagogy, and participatory school culture as a strategy for transforming social values that are adaptive to the challenges of the digital age. The conclusion emphasizes that character education based on local wisdom is not only an instrument for cultural preservation but also a strategic framework for building social resilience and national identity amid rapid global change.

The Merdeka Curriculum demands the development of teaching materials that are adaptive, contextual, and relevant to the demands of 21st-century learning. This article aims to examine the strategy for developing teaching materials based on the Merdeka Curriculum that can support the strengthening of 21st-century competencies, such as critical thinking, creativity, collaboration, and digital literacy. The method used is a literature review of various studies related to the Merdeka Curriculum, teaching material development, and 21st-century learning. The findings show that effective teaching material development must consider the integration of local context, the use of digital technology, and project- and problem-based approaches. In addition, it is also important to conduct continuous reflection and evaluation in the teaching material development process. With the right strategy, teaching materials based on the Merdeka Curriculum can become a key tool in creating meaningful, flexible learning that aligns with the needs of 21st-century learners. Through the implementation of this strategy, it is hoped that a more effective learning process that aligns with the times can be created.

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.

This study discusses the relevance and role of hybrid learning strategies as a conceptual solution to the crisis of effectiveness in traditional fiqh learning in Islamic boarding schools in the digital age. The background of this study stems from the problem of declining efficiency and interactivity of classical learning methods such as sorogan and bandongan amid technological developments that demand pedagogical innovation. This study aims to analyze theoretically how the integration of traditional pesantren values and modern learning approaches can be applied without eliminating spiritual identity and scientific sanad. The method used is library research with a descriptive-analytical approach through a review of the latest scientific literature on Islamic education and hybrid learning. The results show that a hybrid learning model based on synchronous and asynchronous approaches can increase flexibility, effectiveness, and student participation in the learning process, while maintaining personal relationships with teachers. The theoretical implications enrich the concept of integrating Islamic education and technology, while the practical implications offer an adaptive curriculum model for Islamic boarding schools to respond to the challenges of the digital age without abandoning Islamic values.

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

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 analyze the implementation of artificial intelligence in economics learning within the context of the Merdeka Curriculum and to examine its alignment with deep learning principles. The study employed a qualitative approach using a case study design conducted at SMAN 1 Boyolali. The research participants included economics teachers and eleventh grade students. Data were collected through classroom observations, in depth interviews, and document analysis. Data analysis was carried out interactively through data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of artificial intelligence in economics learning remains limited and has not been systematically integrated into pedagogical design. AI is primarily utilized as a supporting tool for lesson preparation and concept clarification rather than for adaptive learning, data driven assessment, or the enhancement of students’ critical thinking skills. Although students demonstrated positive responses toward AI assisted learning, several constraints were identified, including teachers’ limited pedagogical competence in AI integration, the absence of deep learning based instructional design, and infrastructural challenges. These findings suggest that the effectiveness of artificial intelligence in economics education depends not merely on technological availability, but on the alignment between pedagogy, curriculum policy, and human resource readiness.