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The Merdeka Curriculum, as a new educational policy in Indonesia, emphasizes the cultivation of the Pancasila Student Profile, which is rich in citizenship values. This study aims to analyze the application of citizenship values in Pancasila and Civic Education (PPKn) learning within the framework of the Merdeka Curriculum at the high school level. This research employs a qualitative descriptive method, collecting data through classroom observations, semi-structured interviews with PPKn teachers, and analysis of teaching modules and project-based learning documents (P5). The findings indicate that the application of citizenship values is primarily integrated through Project-Based Learning to Strengthen the Pancasila Student Profile (P5). Values such as mutual cooperation (gotong royong), critical reasoning (bernalar kritis), and global diversity (berkebinekaan global) are the most frequently emphasized. However, teachers face challenges, including the need to adapt pedagogical approaches, difficulties in assessing value-based outcomes authentically, and a lack of specific reference materials aligned with the new curriculum. The implication of this research is the urgent need for structured professional development for teachers and the development of comprehensive teaching guides to ensure the effective and standardized implementation of citizenship values in PPKn learning across all educational units.

This research aims to analyze how gender and culture are represented in the Grade VIII Indonesian language textbook of the Merdeka Curriculum. The focus is on various aspects of gender representation, such as the depiction of characters, their roles, activities, attributes, social status, gender equality, and stereotypes related to gender. Additionally, the study explores cultural representation, which encompasses cultural forms, diversity, local traditions, context, ways of presentation, and the cultural values expressed in the textbook's texts and illustrations. The methodology employed is descriptive qualitative research with a content analysis framework. Data were gathered through documenting and note-taking methods on the content of the textbook, followed by an analysis process that includes identification, classification, interpretation, and drawing conclusions. Findings indicate that the gender representation in the textbook predominantly portrays men as leading figures in public roles, leadership, and decision-making, whereas women are mainly shown in nurturing, domestic, and supportive capacities. On the other hand, the cultural representation illustrates the variety of Indonesian culture by showcasing regional customs, languages, art forms, traditional cuisine, practices, and societal norms. The study concludes that although the textbook presents cultural diversity adequately, there is a need for improvement in gender representation balance to better reflect equality values in the educational experience.

The development of digital technology has driven significant changes in learning practices, including Indonesian language learning, which increasingly utilizes online platforms such as YouTube. In this context, digital literacy is not only related to the technical ability to access information but also encompasses ethical, critical, and character-building aspects of students. This study aims to analyze the integration of digital literacy and character education values in online learning through Indonesian language educational videos on YouTube. The research employed a qualitative approach using content analysis methods. The research data consisted of Indonesian language learning videos selected purposively based on the relevance of the material, channel popularity, and consistency of educational content. The findings reveal that Indonesian language learning videos on YouTube contain various character education values, such as responsibility, academic honesty, hard work, independence, tolerance, and communicative attitudes. These values are integrated through the presentation of materials, the use of polite language, contextual examples, and reflective invitations that encourage students to think critically. In addition, aspects of digital literacy are reflected in the ability of video content to guide students toward the wise, selective, and responsible use of digital media. However, the study also identified several limitations, particularly the lack of systematic explicitness of character values and the suboptimal two-way interaction between educators and students.

This study aims to analyze the relevance of Robert Raikes' Christian educational thinking to the character formation of children in contemporary Sunday School services. This study uses a qualitative approach with a library research method. Data were obtained from various literature sources such as books, scientific journals, and research articles related to Christian education, character education, and the history of Sunday School development. Data analysis techniques were carried out through the stages of data reduction, grouping themes, interpretation, and drawing conclusions using descriptive qualitative methods. The results show that Robert Raikes' thoughts remain relevant in modern Christian education, especially in the formation of children's character through the teaching of God's Word, discipline, role models, and the instilling of Christian values. Sunday School plays an important role as a means of fostering faith, morality, and social responsibility in children from an early age. In addition, the challenges of the digital era require churches to develop more creative, interactive, and contextual learning methods without abandoning the basic values ​​of the Christian faith. This study confirms that the success of children's character formation depends not only on the church, but also on the role of Sunday School teachers and families who work together to build a conducive spiritual environment. Thus, Robert Raikes' thinking makes an important contribution to the development of Christian education that is relevant in the modern era.

To address the negative impacts of teenage romantic relationships on peer dynamics and academic achievement at SMP Negeri 5 Sipahutar, school authorities implemented a regulation prohibiting dating, in line with Pancasila character education principles. This study aimed to evaluate the influence of this policy on fostering positive social behavior among ninth-grade students. The research employed a quantitative descriptive approach and involved 81 students as respondents. Data were collected using a four-level multiple-choice agreement questionnaire consisting of ten items. The analysis results showed a total score of 2707, a mean score of 33.42, a standard deviation of 4.8, and an average scale score of 3.34. The findings revealed that 78.2% of students agreed that the regulation encouraged peer cooperation, improved discipline in obeying school rules, and supported effective group learning. In addition, the policy appeared to contribute to a more positive school environment by reducing distractions associated with adolescent dating behavior. These findings indicate that school-based regulations can play an important role in shaping adolescent character and social behavior based on national values. Therefore, such policies may serve as an effective preventive strategy for educational institutions that aim to strengthen character education and promote responsible student conduct.

This study aims to analyze the influence of a halal lifestyle on consumer preferences in selecting Sharia-compliant retail products. The study employed a Systematic Literature Review method, reviewing various empirical and conceptual studies published between 2017 and 2025. The analysis focused on the relationship between halal awareness, religiosity, ethical consumption values, and Muslim consumer behavior in making choices about Sharia-compliant retail products and services. The results indicate that a halal lifestyle is viewed not only as a form of compliance with Islamic law but also as a social identity and a modern consumption pattern that influences consumer purchasing decisions. Consumers with high levels of halal awareness and religiosity tend to have a greater preference for Sharia-compliant retail products that guarantee halal certification, quality, transparency, and ethical values ​​in their business processes. Furthermore, trust, Islamic brand image, and marketing strategies based on Islamic values ​​contribute to strengthening consumer loyalty to Sharia-compliant retail. This research provides managerial implications for Sharia-compliant retail businesses to develop innovative, educational, and tailored marketing strategies to meet the halal lifestyle needs of modern Muslims.

This study aims to describe the implementation of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah at TPQ Fattuhul Qulub, Doyo Baru District. The background of this research is based on the importance of Islamic religious education in shaping children’s character and morals from an early age amid the decline in the morality of the younger generation. TPQ, as a non-formal educational institution, has an important role in instilling Islamic values through learning the Qur’an, aqidah, and morals. However, in its implementation, several obstacles are still found, such as the low understanding of students regarding religious values, varying abilities in reading the Qur’an, and the lack of support from family and community environments.This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation at TPQ Fattuhul Qulub, Doyo Baru District. The focus of the research includes the planning, implementation, and evaluation processes of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah.The results of the study indicate that the instillation of Islamic Religious Education values has been carried out through structured stages of planning, implementation, and evaluation. The learning process was conducted using the methods of Iqra’, tahsin, tahfidz, talaqqi, lectures, role modeling, habituation, and exemplary stories. In the Qur’anic aspect, students were guided to read the Qur’an according to tajwid rules and memorize short surahs, while in the Aqidah aspect, students were taught the pillars of faith, the attributes of Allah and His Messenger, and the formation of Islamic morals. The evaluation results showed improvements in Qur’anic reading skills, memorization, understanding of aqidah, and changes in students’ religious behavior, such as becoming more disciplined, polite, and diligent in worship. This success was supported by the exemplary behavior of the teachers and the involvement of parents in the learning process.

Surau is the oldest traditional Islamic educational institution in Minangkabau and played an important role in the development of Islamic education in Indonesia before the twentieth century. This study is motivated by the modern shift in understanding the function of surau, which is often viewed merely as a place of worship, whereas historically it possessed broader educational, social, and cultural functions. The research aims to analyze the origins and transformation of surau, identify the roles of influential figures in its development, and examine its social functions within Minangkabau society. This study employs a qualitative approach using the historical research method through library research based on various primary and secondary sources. Data analysis was conducted through the stages of heuristics, source criticism, interpretation, and historiography to produce a systematic and factual historical account. The findings reveal that surau transformed from a Hindu-Buddhist ritual center into an Islamic educational institution that functioned as a center for religious instruction, character building, intellectual development, and social integration. Figures such as Syekh Burhanuddin Ulakan, Tuanku Nan Tuo, and Syekh Muhammad Djamil Djambek made significant contributions to the reform and development of the surau educational system. In addition, surau also served as a center for community deliberation, a residence for young men, and a space for moral and cultural development. The study implies that surau became an important foundation in shaping the Islamic educational system in the Nusantara by harmoniously integrating religious values, local culture, and social life.

Community service activities with the theme "My Home is My First Madrasah" were held on September 20, 2025 in Tarowang Village, South Galesong District, Takalar Regency. This activity aims to provide education to the community, especially parents and children, regarding the importance of the role of the family as the first and primary educational institution in the formation of children's character. The activity methods used were educational lectures, discussions, and question and answer sessions which took place from 08.30 to 12.30 WITA. The results of the activity showed that participants gained a better understanding of the importance of parental role models, the habituation of religious values, effective communication within the family, and the importance of maintaining a clean home environment as part of children's character education. The enthusiasm of the participants was seen through active participation in the discussion and question and answer sessions. This activity had a positive impact in the form of increased parental awareness in implementing good parenting patterns, the formation of positive habits in the family, and increased public concern for a clean and harmonious environment. Thus, the "My Home, My First Madrasah" outreach program is expected to be the first step in developing a generation with noble character, religious character, and responsibility in family and community life.

This article reviews the history and transformation of madrasah management in Indonesia. Emerging in the early twentieth century, madrasahs developed as educational institutions that combined the traditional values of Islamic boarding schools (pesantren) with the organizational structure of modern schools. This study employs a literature review method to examine the evolution of madrasah governance from the colonial era to the reform era. The findings reveal three major stages in the development of madrasah management. The first stage was the early period, during which madrasahs were independently managed by religious leaders and Islamic organizations with limited government involvement. The second stage was the post-independence integration period, characterized by increasing government intervention in curriculum development, institutional regulation, and legal recognition. The third stage was the modernization era, marked by the issuance of the Joint Decree of the Three Ministers in 1975 and the enactment of the National Education System Law of 2003, which strengthened the position of madrasahs within the national education system and placed them on an equal footing with public schools. These developments encouraged madrasahs to adopt Madrasah-Based Management (MBM) as a strategy to improve educational quality, effectiveness, and competitiveness. Overall, the transformation of madrasah management reflects an adaptive process that enables madrasahs to respond to educational reforms and societal changes while maintaining their distinctive Islamic identity and educational mission.  

Madrasas as formal Islamic educational institutions in Indonesia have undergone a long evolution from traditional systems to modern institutions that are integrated into the national education system. This study aims to examine the role of Islamic education management in the development of madrasah history using a literature research method with an analytical descriptive approach. The results of the study show that the development of madrassas takes place through several historical phases that are mutually sustainable. In the early 20th century, madrassas emerged in response to the limitations of the traditional pesantren system. In the pre-independence period, the discriminatory policies of the Dutch colonial encouraged the birth of modern madrassas that combined religious and general sciences. Post-independence, the establishment of the Ministry of Religion in 1946 strengthened the position of madrassas in the national education system. During the Old Order period, the number of madrassas increased rapidly even though the management was still community-based. Entering the New Order, the Decree of 3 Ministers of 1975 and Law Number 2 of 1989 encouraged the formal integration of madrasas, although they tended to be centralistic. The Reform Era through Law Number 20 of 2003 provided equal recognition to public schools and encouraged decentralization based on School-Based Management. Although the quantitative and legal development of madrasas is significant, the challenges of quality, funding, and relevance in the era of globalization remain a concern so that madrasas are able to produce graduates who excel intellectually and are solid in Islamic values.

This article examines the leadership of Bu Nyai at Al-Azhar Azzayadiyah Islamic Boarding School as a representation of gender equality within traditional Islamic educational institutions. This study employs a descriptive qualitative approach using in-depth interviews, participatory observation, and documentation studies as data collection techniques. The research focuses on how Bu Nyai exercises leadership authority within a pesantren environment that has long been influenced by patriarchal values.\n\nThe findings reveal that Bu Nyai’s leadership is not only cultural and spiritual in nature, but also reflects the transformation of women’s roles within Islamic boarding schools. In carrying out her leadership, Bu Nyai applies charismatic, transformational, and value-based leadership styles grounded in Islamic teachings on justice and equality. This leadership is reflected in her ability to guide students, manage educational activities, build harmonious social relationships, and motivate members of the pesantren community.\n\nFurthermore, the presence of Bu Nyai as a leader demonstrates that women possess equal capabilities in developing Islamic educational institutions. The findings of this study provide important contributions to the development of gender studies in Islamic education in Indonesia, particularly regarding the strategic role of women in pesantren leadership.

The era of digital disruption has brought significant changes to various aspects of life, including Islamic education. Islamic educational institutions face various challenges, such as limited digital literacy among educators, minimal use of technology in the learning process, disparities in access to digital infrastructure, and challenges in maintaining Islamic values ​​amidst the flow of information globalization. Furthermore, the changing character of students, who are increasingly familiar with technology, demands innovation in learning methods and media. This study aims to identify the various challenges facing Islamic educational institutions in the era of digital disruption and formulate relevant adaptation strategies. The method used is a literature review analyzing various related scientific sources. The results of the study indicate that possible adaptation strategies include improving educators' digital competencies, integrating technology into the curriculum, strengthening character based on Islamic values, and developing flexible and innovative digital-based learning systems. Thus, Islamic educational institutions are expected to survive and develop adaptively without losing their identity and core values.

This research is motivated by the persistent gap between the ideals of Islamic education and their implementation in practice, which has not yet fully reflected humanitarian values. This condition indicates that the educational process still requires renewal in order to achieve the objectives of Islamic education more optimally. The study aims to examine the concept and implementation of humanism in the philosophy of Islamic education. The method employed is library research, involving the review of various scholarly sources, including books and journal articles relevant to the topic. The findings reveal that Islamic education fundamentally possesses a strong humanistic foundation in developing individuals holistically through the integration of intellectual, moral, and spiritual dimensions. However, current educational practices continue to face several challenges, such as teacher-centered learning, the tendency toward pragmatic educational orientations, and the suboptimal integration of moral and spiritual values. Therefore, more adaptive and human-oriented educational reforms are needed to enable Islamic education to respond effectively to contemporary challenges.

Educational dualism is a phenomenon that emerged in the Indonesian education system since the Dutch colonial era, which separated Western education from indigenous education. Western education introduced by the colonial government was more oriented towards colonial administrative and economic interests, and was generally intended for Europeans and indigenous elites such as the priyayi class. Meanwhile, indigenous communities widely developed religious-based education through Islamic boarding schools (pesantren) institutions that gave birth to communities of santri (Islamic students). This study aims to analyze the forms of educational dualism in the early 20th century by reviewing three developing educational models: European education, priyayi education, and santri education. The method used is a literature study by examining various books, scientific journals, and historical sources relevant to the development of education during the colonial period. The results of the study indicate that European education functioned as a means of developing an educated workforce that supported the colonial administration, while priyayi education became a path of social mobility for indigenous elites who acted as intermediaries between the colonial government and society. On the other hand, santri education through Islamic boarding schools developed independently and played an important role in maintaining religious values and the cultural identity of the community. Thus, the dualism of education during the colonial period not only reflected the inequality of access to education, but also shaped the social structure and intellectual dynamics of Indonesian society in the early 20th century.

This study discusses the role of Islamic educational philosophy in guiding the transformation of pesantren education in the modern era. Islamic education in Indonesia plays an important role in shaping students’ character, spirituality, and intellectual abilities, with pesantren as one of the oldest institutions that preserve Islamic values. However, the rapid development of globalization and technology requires pesantren to adapt without losing their identity. This research aims to explain how Islamic educational philosophy becomes the foundation for transformation and to identify forms of change that are relevant to current challenges. The study uses a qualitative approach through a literature review, collecting data from journals and other relevant sources. Data are analyzed using content analysis by organizing and comparing findings from different studies. The results show that pesantren transformation occurs through a selective adaptation process, combining traditional values such as moral education, spirituality, and classical learning with modern elements like curriculum integration, interactive learning methods, and digital technology. Some challenges still exist, including limited facilities, unequal access to technology, and the need to improve teacher competence. Islamic educational philosophy helps maintain balance between intellectual, spiritual, and moral aspects so that modernization does not eliminate pesantren identity.

This study aims to examine the existence of dayah as a traditional Islamic educational institution in Aceh in facing the challenges of modernization, as well as to analyze its history, curriculum, and the dynamics of educational transformation within it. This research employs a qualitative approach through library research by collecting data from various sources such as books, scientific journals, research articles, and documents relevant to the topic. The findings indicate that dayah is one of the oldest Islamic educational institutions in Aceh that developed since the early spread of Islam in the Indonesian archipelago and has played an important role in the dissemination of Islamic teachings, moral development, and the formation of social life within the community. The educational system in dayah focuses on the study of classical Islamic texts (kitab kuning) and Islamic sciences through traditional learning methods such as halaqah, religious book studies, and direct learning with teungku or Islamic scholars. Over time, dayah institutions have undergone various transformations through the integration of general subjects, curriculum reform, and improvements in educational management systems in order to remain relevant to modern societal needs. Modernization presents challenges for dayah, particularly in maintaining a balance between tradition and educational innovation. Nevertheless, dayah continues to preserve its Islamic identity while gradually adapting to contemporary developments. Therefore, dayah not only survives as a traditional educational institution but also develops into an adaptive and relevant Islamic educational institution that continues to play a significant role in shaping character and religious values in Acehnese society.

This study examines the role of students of IFTK Ledalero in responding to human rights (HR) issues through the integration of theoretical understanding, spirituality, and concrete action. The background of this research is rooted in the increasing complexity of human rights violations in Indonesia, particularly in marginalized communities, which demands a contextual and transformative response from academic institutions. The objective of this study is to analyze how students internalize human rights values from philosophical and theological perspectives and translate them into practical engagement. This research employs a qualitative descriptive method, using literature review and contextual analysis of student involvement in social issues. The findings indicate that while students possess strong theoretical foundations and spiritual motivations, there remains a gap in translating these into consistent and structured advocacy actions. However, emerging initiatives such as community service, pastoral engagement, and social campaigns demonstrate a growing awareness and commitment. The implication of this study emphasizes the need for a more integrative educational approach that bridges theory, spirituality, and praxis, enabling students to become transformative agents in promoting human dignity and justice.

Local wisdom is an important part of a nation's cultural identity, but its existence is beginning to be marginalized in the midst of modernization. The Kajang Indigenous People in Bulukumba Regency, South Sulawesi, are one of the communities that still maintain their traditional values through a customary legal system called Pasang ri Kajang. This community service activity aims to introduce the potential of Kajang cultural tourism to students as an educational effort in instilling the values of local wisdom. The partners in this activity are the Kajang indigenous people and local traditional leaders, including Ammatoa as the traditional leader. The activity is carried out with a participatory and educational method based on direct experience, which involves students in observation, discussion, and reflection on local culture. The results of the activity showed an increase in student knowledge by 31% and a significant change in attitudes towards the preservation of local culture, where more than 80% of participants showed an appreciative attitude towards the values inherited by the Kajang community. This activity also received a positive response from the local community because of its approach that respects traditional values. In addition, this activity produces several outputs, such as cultural introduction modules, activity documentation, and draft service articles. This activity shows that student involvement in the introduction of local culture can be an effective strategy in building multicultural awareness and preserving the nation's cultural heritage.

This study aims to examine the role of Madrasah Ibtidaiyah teachers in shaping students’ Islamic character through a character education approach. The research employs a qualitative method with a library research design by reviewing various literature sources, including books, journal articles, and relevant previous studies. The findings indicate that Madrasah Ibtidaiyah teachers play a strategic role as educators, mentors, role models, facilitators, and guides in instilling Islamic character values in students from an early age. These values include honesty, discipline, responsibility, patience, empathy, humility, gratitude, mutual respect, cooperation, and obedience to Islamic teachings. The formation of Islamic character is carried out through classroom learning activities, daily habituation, exemplary behavior demonstrated by teachers, and various religious programs integrated into school life, such as congregational prayers, Qur’an recitation, and Islamic celebrations. In addition, teachers collaborate with parents and the school environment to create a consistent and supportive atmosphere for character development. The study concludes that the success of Islamic character education at the Madrasah Ibtidaiyah level is strongly influenced by the consistency, commitment, and quality of teachers’ roles in carrying out their educational responsibilities and serving as positive examples for students in everyday life.