Publication Search

This study aims to uncover the concept of compassion in the Qur'an and analyze its role in character development, particularly in character education in the contemporary era, which faces the challenges of individualism and the decline of social values. Using a thematic interpretation approach (tafsīr mauḍū‘ī) and a qualitative method based on library research, this study explores the values of compassion, such as empathy, solidarity, and social responsibility, through an analysis of Qur'anic verses. The findings reveal that the values of compassion in the Qur'an encompass spiritual, social, and environmental dimensions, which can be implemented in various aspects of education, including formal, non-formal, and informal settings. Values such as charity (ṣadaqah), almsgiving (zakāh), mutual assistance, and environmental conservation are recommended to be integrated into the education curriculum. The conclusion emphasizes that character education based on Qur'anic values significantly contributes to shaping individuals who are not only intellectually excellent but also empathetic and morally responsible. This study recommends strengthening collaboration between families, schools, and communities to support the implementation of compassionate values, as well as utilizing digital technology to broaden the reach of Qur'an-based character education.

This paper aims to describe the implementation and development of the Merdeka Curriculum at SD IT Permata Hati Entrop, an Integrated Islamic Elementary School. As an educational institution with a vision of integrating general knowledge with Islamic values, SD IT Permata Hati adapts the national curriculum to create learning that is more flexible, focused on essential content, and character-based. This curriculum is developed to optimize students’ potential holistically, encompassing cognitive, affective, and psychomotor aspects through the strengthening of the Pancasila Student Profile.The main focus of curriculum development at this school consists of three pillars: innovative intracurricular learning, the Project for Strengthening the Pancasila Student Profile (P5), and extracurricular activities that support students’ interests and talents. In its implementation, the school applies active learning methods such as Problem-Based Learning (PBL) and contextual learning linked to daily life and Islamic principles. The evaluation process is conducted through formative and summative assessments that are humanistic and reflective in nature. The outcomes of this development are expected to equip students with 21st-century skills and strong religious character in accordance with the demands of the times.

This study aims to examine the influence of internship experience, work competencies, and career flexibility on the employability readiness of students from the Management Study Program at Universitas Maritim Raja Ali Haji in entering the workforce. A survey method with a quantitative approach was applied to 114 respondents selected randomly. Data was collected through questionnaires and analyzed using multiple linear regression with SPSS version 22. The results show that internship experience does not significantly affect students' readiness to enter the workforce. However, work skills and career flexibility variables have a positive and significant impact on employability readiness. Overall, these three factors contribute positively and significantly to students' readiness to enter the workforce. The findings highlight the importance of integrated development within the higher education curriculum, including improving work skills and career adaptation to better prepare students for professional challenges. Therefore, higher education institutions need to consider these factors when designing more relevant and adequate educational programs for students.

This study aims to describe the implementation of school promotion at SDI Technopreneur An Nadwah as an effort to increase the interest of prospective new students. The research employs a descriptive qualitative method with data collection techniques including observation, informal interviews, and document analysis. The results show that the basic concept of SDI Technopreneur An Nadwah is based on the national curriculum integrated with technopreneurship programs, tahfiz, and the cultivation of Islamic character habits. The promotional strategies used include publication through social media, school branding programs, collaboration with PAUD/TK institutions, open house activities, and the distribution of printed media. Promotional implementation is carried out in a structured manner through the creation of digital content, the organization of public events, and the provision of digital-based PPDB (new student admission) information services. The obstacles encountered include limited promotional human resources, content consistency, and competition among schools; however, these can be addressed through the formation of a dedicated promotion team, strengthening the school’s flagship content, and optimizing digital media. This study concludes that effective school promotion can enhance institutional visibility and attract the interest of prospective new students more optimally.

The phenomenon of students displaying lazy attitudes and a lack of learning motivation represents a major challenge in the teaching and learning process of Islamic Religious Education (PAI) in various schools across Indonesia. This condition has a direct impact on low levels of student engagement and the achievement of expected learning objectives. This article provides an in-depth analysis of the multidimensional causes of this phenomenon, including internal student factors such as learning interest, levels of self-efficacy, intrinsic motivation, and learning styles, as well as external factors encompassing the role of teachers, particularly in the selection of instructional methods, classroom management, and pedagogical interactions. In addition, the family environment, peer influence, and digital culture are also important factors affecting students’ learning motivation. The article also presents various practical and integrated strategies that can be implemented by PAI teachers to enhance students’ learning motivation. The proposed approaches include strengthening value-based classroom management rooted in Islamic principles, applying active, participatory, and contextual learning methods, and reinforcing collaboration between schools and families in building a positive learning culture. Using a descriptive qualitative approach and classroom action research (CAR), the analysis shows that teachers’ emotional engagement, the implementation of educational reward systems, reflection on religious values, and experiential learning are able to increase students’ intrinsic motivation. This study implies the importance of curriculum innovation and strengthening professional development for PAI teachers to better orient learning toward fostering students’ enthusiasm for learning and the sustainable development of religious character in the digital era.

Islamic Religious Education (PAI) learning has a strategic role in shaping the character of students who are religious, tolerant, and have noble morals. Amidst the reality of Indonesian multicultural society, PAI learning is required to be able to internalize the values of religious moderation as an effort to prevent extreme, radical, and intolerant attitudes. Religious moderation is an important paradigm in Islamic education to instill a balanced and contextual religious attitude. This proceedings article aims to examine the concept, strategy, and implications of moderation-based Islamic Religious Education learning through the Systematic Literature Review (SLR) approach. The SLR method is used to examine journal articles, scientific books, and proceedings relevant to the topic of PAI learning and religious moderation in the last ten years. The results of the study indicate that moderation-based PAI learning is based on the values of wasathiyah, tawazun, i'tidal, and tasamuh which are integrated into the curriculum, learning methods, and the role models of educators. The implementation of moderation-based PAI learning has a positive impact on the formation of inclusive, tolerant attitudes and the ability to live peacefully together in students. This article is expected to be an academic reference for educators and researchers in developing Islamic Religious Education learning that is relevant to the social challenges and diversity of Indonesian society.

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 study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This study aims to describe and analyze in depth the actualization of school leadership based on the values of Ahlussunnah Wal Jama'ah (Aswaja) at SDIT Mutiara Palabuhanratu, Sukabumi Regency. The research method uses a descriptive qualitative approach with a case study design. Data was collected through interviews, observations, and documentation studies of various parties involved in school management. The results of the study show that school leadership integrates Aswaja values, namely tawassuth (moderate), tawazun (balanced), i'tidal (firm/straight), and tasamuh (tolerant), in policy making, curriculum management, and character development of students. The actualization of these values has an impact on the creation of a harmonious, inclusive, and oriented learning environment for the development of moderate Islamic character. An important point found is the integration of Aswaja values in the school's visions and missions, student discipline, and religious programs such as morning dhikr and dawn lectures. These programs support the formation of righteous, intelligent, and outstanding students, while strengthening the school's identity as an educational institution based on moderate Islamic values. This research confirms that Aswaja-based leadership not only serves as a normative guideline, but also as a practical strategy in building a school culture that is sustainable and relevant to the needs of the community.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to analyze the implementation of Nusantara Islamic values ​​in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values ​​in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

Islamic Religious Education (PAI) faces serious challenges from the crisis of integrity and trust in the digital era, which is manifested in the weakening of social solidarity (ukhuwah) and the emergence of a toxic social environment due to disinformation and fragility of commitment. This study aims to analyze and formulate an implementation model for the values ​​of Shiddiq (honesty and truth) and Amanah (trustworthiness and responsibility) in PAI, as well as to examine their role in building Ukhuwah and a Positive Social Environment among students. The method used is library research with a qualitative-analytical approach, involving a critical review of relevant scientific literature, journals, and books. The results of the study indicate that the implementation of these two prophetic values ​​must be carried out transformatively through integrated Project Based Learning (PjBL) and Problem Based Learning (PBL) methods, not merely cognitive transfer, but through real practice. The value of Shiddiq plays a central role in building trust and countering hoaxes, while Amanah ensures commitment and social responsibility, which collectively strengthen the bonds of ukhuwah. These findings imply the urgency of developing an Islamic Religious Education (PAI) curriculum that is responsive to digital ethics and strengthens teacher exemplary behavior (uswah hasanah) as a model of integrity. It is recommended that future research conduct empirical tests of the proposed implementation model to strengthen the generalizability of the findings.

Textbooks are the heart of the learning process, therefore an in-depth analysis of the suitability, relevance, and pedagogical potential of textbooks is crucial to ensure that learning outcomes can be achieved optimally. This study aims to analyze and describe based on aspects of content, presentation, language, graphics in the Indonesian language textbook for grade II elementary school revised independent curriculum published by Erlangga by Dr.A. Indradi, M.Pd & Rahmah Purwahida, S.Pd., M.Hum. The method used is qualitative descriptive analysis by referring to textbook feasibility guidelines. The results of the analysis show that this textbook is generally suitable for use. The suitability of the material with learning outcomes includes the development of four language skills, namely listening, speaking, reading, and writing, which are presented in an integrated and contextual manner. The presentation of the material is considered effective through the use of simple language, logical flow, and varied assignments. Overall, this textbook is a relevant and supportive learning resource in implementing the independent curriculum at the grade II elementary school level.

Land navigation capability is a fundamental competence that must be possessed by Marine Corps cadets to support the success of military training and operations. Along with technological advancements, the utilization of modern navigation devices such as offline maps integrated with smartwatches has emerged as a strategic alternative to enhance the effectiveness of ground operation training. However, the implementation of this technology within military education institutions, particularly at the Indonesian Naval Academy, remains limited. This study aims to analyze the optimization of smartwatch-based offline maps to support ground operation training for Marine Corps cadets. A qualitative research method with a phenomenological approach was employed through interviews, observations, and documentation. The research subjects included instructors from the Marine Department and Marine Corps cadets of the 70th cohort. The findings indicate that smartwatch-based offline maps offer significant advantages in terms of practicality, durability in wet terrain, accessibility of navigation data, and movement efficiency compared to conventional GPS devices. Nevertheless, the utilization of this technology is constrained by the absence of structured curriculum integration, limited specialized training, and insufficient technological proficiency among instructors and cadets. Therefore, this study recommends incorporating smartwatch-based offline map training into the formal curriculum to enhance the readiness, professionalism, and independent navigation skills of Marine Corps cadets in modern military operations.

This study aims to implement and evaluate the effectiveness of a learning module designed for X grade students (Phase E) at SMAN 4 Palangkaraya, focusing on the Christian values of love, justice, and tolerance within the framework of the Merdeka Curriculum. The implementation involved classroom teaching using lectures, group discussions, and quizzes to foster active and meaningful learning experiences. The objectives included ensuring students' understanding of the core values, developing their ability to articulate these values, and achieving a minimum score on quizzes. The methodology included direct teaching, observation of student responses and engagement, and evaluation of learning outcomes through cognitive and affective assessments. Findings revealed that 90% of students actively participated in discussions, and all groups engaged in answering quiz questions. The use of rewards notably enhanced student enthusiasm and participation. Despite the overall success, some students did not achieve the highest performance level. The implications suggest that integrating technology into the learning process and thorough preparation of teaching materials are crucial for enhancing student outcomes. This study contributes to the understanding of how Christian values can be effectively integrated into the curriculum to promote holistic student development, aligning with the Pancasila Student Profile, which emphasizes faith, moral integrity, global diversity, and collaboration.                                                                     

The global ecological crisis has shifted from being merely a technical issue to a moral-spiritual crisis rooted in an anthropocentric view. This study analyzes the role of eco-theology in Islamic education as the foundation for shaping environmental awareness from a divine perspective. Using qualitative methods with an in-depth literature review approach, this study examines the integration of the values of tawhid, khalifah, and amanah in the framework of the Islamic education curriculum. The findings reveal that Islamic eco-theology offers a transformative paradigm through theological reconstruction that positions nature conservation as a manifestation of worship and religious responsibility. Its implementation through innovative learning strategies such as project-based learning in the “Green Qur'anic School” model and contextual approaches has proven effective in shaping the ecological character of students. The implications of this research encourage the development of a holistic Islamic education model that systematically integrates ecological values through an integrated curriculum, practical habits, and character assessment, thereby producing a generation of Muslims who consistently practice environmental sustainability as a manifestation of divine trust in their daily lives.

This study examines the effectiveness of digital storytelling in enhancing the speaking skills of secondary EFL learners. The research responds to persistent challenges in speaking instruction, particularly students’ limited fluency, low confidence, and insufficient exposure to meaningful communicative tasks. Using a mixed methods design, the study involved an eight week intervention in which students created scripted digital stories through narration, multimedia editing, and collaborative production. Quantitative data were collected through pre-test and post-test assessments measuring fluency, pronunciation, vocabulary, and coherence, while qualitative data were obtained through observations, interviews, and student reflections. The findings reveal substantial improvements in speaking performance, especially in fluency and coherence, accompanied by increased engagement, reduced speaking anxiety, and heightened self awareness during the storytelling process. These results highlight that digital storytelling provides repeated oral practice and authentic communicative opportunities that support learners’ linguistic and affective development. The study offers implications for English teachers and curriculum designers by demonstrating that technology supported narrative tasks can be integrated into regular instruction to foster more interactive, creative, and student centered speaking learning environments.

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.