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 Education in the 21st century demands a paradigm shift from passive learning to collaborative and student-centered learning, in line with the Merdeka Curriculum’s emphasis on the value of mutual cooperation. However, challenges arise due to the younger generation’s heavy reliance on technology, which tends to foster individualism. This study aims to examine the implementation of cooperative learning strategies as a solution to foster social interaction and student engagement. Cooperative learning strategies constitute a conceptual framework for a series of learning activities within heterogeneous small groups to achieve shared goals. Through a literature review, it was found that the implementation of these strategies involves systematic steps ranging from group formation, problem-solving discussions, to group recognition. The results of the analysis indicate that cooperative strategies have significant advantages in enhancing students’ self-confidence, independence, responsibility, and academic achievement. Although they have limitations regarding time management and the need for specific skills among educators, these strategies are considered highly relevant for fostering students’ character to be inclusive, tolerant, and capable of collaborating amidst differences.

This study aims to examine the factors that influence students’ interest in learning Islamic Religious Education (PAI) at SMA Daruttaqwa Dahanrejo Kebomas Gresik. The research applies a qualitative method using a case study approach. Data collection was carried out through in-depth interviews with students, teachers, and administrative staff, as well as direct observation of the PAI learning process. The results reveal that students’ learning interest is shaped by both internal and external factors. Internal factors include individual characteristics, intellectual ability, and psychological conditions. Meanwhile, external factors consist of the role of competent teachers, parental support, the availability of facilities and infrastructure, and a supportive learning environment. The implementation of PAI learning involves various methods, such as lectures, storytelling of prophets and pious scholars, question-and-answer activities, the use of social and visual media, assignments, discussions, and role modeling. Factors that enhance learning interest include teacher motivation, family support, a conducive environment, alignment with students’ interests, and the quality of learning materials. The primary obstacle identified is the suboptimal management and scheduling of instructional time.

This study aims to examine the authority of Islamic Education teachers as a form of moral capital in shaping character education among elementary school students. The research employed a qualitative method using a case study approach at SD Negeri 104267 Pegajahan. The primary subjects of the study were Islamic Religious Education (PAI) teachers, while the informants consisted of students, fellow teachers, and the school principal. Data were collected through observations, in-depth interviews, and documentation studies, then analyzed thematically to identify patterns related to teacher authority and character formation. The findings indicate that the authority of Islamic Religious Education teachers functions as a moral force recognized and respected by students, making it an important asset in the internalization of character values. This authority was formed through exemplary behavior, consistency in attitudes, and the establishment of humanistic pedagogical relationships between teachers and students. Through these qualities, teachers became moral role models who positively influenced students’ character development both inside and outside the classroom. The study concludes that strengthening teacher authority as moral capital is an effective strategy for realizing authentic, meaningful, and sustainable character education in elementary schools, as teacher authority should not only be viewed institutionally but also as a moral resource that significantly contributes to students’ personal and social development.

Article 210 of the Compilation of Islamic Law (KHI) limits gifts to a maximum of one-third of the donor’s assets as a form of protection for the rights of heirs and to uphold social justice. However, in practice, land gift deeds drawn up by PPATs/PPATSs are still found to exceed this limit, thereby giving rise to controversy and legal disputes in the form of lawsuits seeking the annulment of such deeds in court. This phenomenon indicates a disconnect between legal principles and practical implementation, leading to legal uncertainty. This study aims to analyze the legal status of land gift deeds that exceed the maximum limit, legal protection for bona fide donees, and the responsibility of PPATs in their drafting. The research method employed is a normative legal approach using legislative, conceptual, and case-based analyses, along with primary, secondary, and tertiary legal sources analyzed qualitatively. The results indicate that a land grant deed exceeding the maximum limit retains limited legal validity, specifically only for the portions compliant with the provisions of the KHI. Legal protection for the grantee can be guaranteed if there is consent from all heirs. Furthermore, the PPAT bears civil, criminal, administrative, and ethical responsibilities regarding the deed drafted. Therefore, strengthening regulations, enhancing public legal literacy, and ensuring the PPAT’s due diligence are necessary to guarantee legal certainty and reduce disputes.

The rapid development of information and communication technology in the digital era has brought massive disruptions to all aspects of human life, including the educational paradigm and societal morality. Generation Z, as digital natives who grow up alongside these technological advancements, faces significant vulnerabilities regarding character degradation and moral decadence due to boundless exposure to global information. This research aims to critically analyze the strategic role of Islamic Religious Education in shaping and fortifying the character of Generation Z amidst the complexities of the digital landscape. The method used in this study is a qualitative literature review, which systematically synthesizes and analyzes twenty relevant academic sources. The findings indicate that Islamic Religious Education serves as an irreplaceable moral compass by internalizing the fundamental values of Tawhid and prophetic ethics. Furthermore, the integration of modern digital pedagogy with classical Islamic traditions, accompanied by the teacher's role as a moral exemplar (mu'addib), is crucial for effective character building. In conclusion, a collaborative educational ecosystem involving the family, school, and society is mandatory to ensure the continuous moral resilience of the younger generation in facing future technological disruptions.

This Community Service (PKM) activity aims to improve the religious understanding of students through reading the book at the Ar Rohman TPQ, Candinegoro Village, Wonoayu, Sidoarjo. The context of this activity is the limited skills of students in reading and understanding the contents of the book in depth, so that a more interactive and effective learning method is needed so that students are not only able to read, but also understand and practice religious values ​​in everyday life. The method used is Participatory Action Research (PAR) which involves active participation between the activity implementer, TPQ administrators, and students, with the stages of planning, implementation, observation, and reflection. The activity was carried out through reading the book together, explaining the material, as well as question and answer sessions and direct practice that were adjusted to the level of understanding of the students to be more communicative and easy to understand. The results of the activity showed that the reading the book went well and received a positive response from students, marked by an increase in reading ability and understanding of the contents of the book, activeness, enthusiasm, and courage in practice and discussion. Furthermore, this activity contributes to character development, including discipline, responsibility, patience, and self-confidence. Therefore, it is effective in enhancing religious understanding while simultaneously shaping the character of students and deserves continued development.

The development of globalization, digital technology, and social change has influenced the way young people understand and live out their faith. Secularism tends to place religion in the private sphere, so that religious values do not always become the basis for decision-making in daily life. This study aims to analyze the challenges of secularism to the formation of the identity of Catholic youth in the modern era and to formulate relevant religious education responses in addressing these dynamics. This research uses a qualitative approach with a literature study method that examines various scientific literature, Church documents, and research findings related to the phenomenon of secularism and the formation of the religious identity of Catholic youth. The results of the study indicate that secularism has a complex impact on the faith life of young people, including decreased participation in Church activities, the emergence of individualistic attitudes, and the tendency to view religion merely as a formal identity. However, on the other hand, the modern era also opens opportunities for young people to develop their faith creatively through the use of digital technology and involvement in faith communities. Therefore, Catholic religious education and pastoral accompaniment that are dialogical, contextual, and participatory are very important in helping Catholic youth integrate their faith into daily life. This study is expected to provide theoretical and practical contributions for educators and pastoral ministers in fostering the faith identity of Catholic youth in modern society.

This research is motivated by the urgency of effective Islamic Education Management (MPI) as a prerequisite for enhancing the role of Islamic Education (PAI) teachers in shaping students’ religious character amid the challenges of digitalization and institutional coordination constraints. The purpose of this study is to analyze the implementation of MPI experienced by PAI teachers, the interaction among stakeholders, and the teachers’ perceptions of its effectiveness at PKPPS Minhajurrosyidin, East Jakarta. Using a descriptive qualitative method with a case study and phenomenological approach, data were collected through triangulation (interviews, observations, and document studies) and analyzed using the Miles and Huberman interactive model. The findings indicate that MPI is an essential structural mediating variable. The optimization of MPI—particularly in terms of digital facility support and professional training—significantly enhances the effectiveness of PAI teachers as Uswah Hasanah and as facilitators of adaptive and scientific learning. However, the main obstacle lies in the lack of horizontal coordination among teachers in holistically integrating Values-Based Education. The implications of this study emphasize the need for formal managerial policies to ensure collective responsibility in character formation.

The customary forest of Sub-Tribe Afsya, Bariat Village, South Sorong Regency, Southwest Papua is a lowland tropical rainforest of approximately 2,500 hectares managed under the indigenous "Sasi Adat" system. This study aimed to determine bird species diversity, evenness of distribution, and the relationship between bird communities and vegetation structure. Research was conducted in January 2026 using a combination of line transect and point count methods along five 1,000-meter transects, observed in the morning (06:00–10:00 WIT) and afternoon (15:30–18:00 WIT). Data were analyzed using the Shannon–Wiener Diversity Index (H’), Simpson's Dominance Index (D), Evenness Index (E), and vegetation Important Value Index (IVI). The study recorded 30 bird species from 16 families with 492 individuals, including 12 Papua-endemic species protected under Minister of Environment and Forestry Regulation No. P.106/2018. H’ values ranged from 1.197 to 2.472 (moderate to high); dominance was low to moderate; and evenness ranged from 0.668 to 0.933, with most transects showing high evenness (E > 0.75). Vegetation was dominated by damar trees (Agathis labillardierei) and fruiting trees synergistically supporting frugivore, insectivore, and nectarivore bird guilds. The Sasi Adat management system demonstrably contributes to habitat quality, rendering this forest of significant conservation value for Southwest Papua's avifauna.

This study aims to analyze the practice of interfaith communication in the process of institutionalizing multicultural values ​​in Pekalongan City. The study uses a qualitative approach with ethnographic methods through in-depth interviews, observation, and documentation of religious leaders involved in interfaith communication activities. The results show that the practice of interfaith communication occurs through dialogue between religious leaders and open communication interactions in various community forums. From the perspective of George Herbert Mead's symbolic interaction, this communication process demonstrates an exchange of meaning (mind) that builds a shared understanding of tolerance and respect for differences. In addition, interfaith communication also shapes the self-awareness of religious leaders as social agents maintaining harmony (self) while strengthening inclusive social relations in a multicultural society (society). The research findings indicate that interfaith communication functions in two ways: first, as a means of dialogue between religious leaders, and second, as a social mechanism in the institutionalization of multicultural values ​​that supports the realization of religious harmony in Pekalongan City.

This study aims to analyze the implementation of pedagogical competence among Christian Religious Education teachers and its implications for students’ learning interest at SMTK Katharos Bekasi. The study is based on the importance of teachers’ pedagogical competence in creating effective learning environments and increasing student engagement in the classroom. A qualitative approach with a descriptive design was applied in this research. Data were collected through classroom observations, questionnaire-based interviews with students, and literature review. The findings show that teachers’ pedagogical competence is categorized as good, with an average score of 33.8 or 75.1% of the maximum score, reflecting effective classroom management, appropriate material delivery, and proper student guidance. Students’ learning interest is also categorized as good, with an average score of 32.8 or 72.9%, indicating active participation and positive engagement in the learning process. Therefore, pedagogical competence positively influences students’ learning interest, and continuous improvement is needed to enhance learning effectiveness.

This research is motivated by the diversity of ethnicities, cultures, and religions in Indonesia, which makes religious moderation a crucial key to creating harmony and tolerance, including in Naramben Village, Skanto District, Keerom Regency. The research problem formulation focuses on how religious moderation is practiced and its impact on community dynamics in the village. The aim is to determine the practice and impact of religious moderation in the Naramben Village community. The results of the study indicate that the practice of religious moderation is realized through deliberation and the rejection of violence. As a result, strong social harmony is established, characterized by mutual cooperation and mutual respect regardless of differences. The results of this study are also in line with Peter L. Berger's social construction theory and Lukman Hakim Saifuddin's views, where social reality is shaped through interaction and concrete actions. In conclusion, religious moderation has become the main foundation of social harmony in Naramben Village. As a suggestion, this research has implications for adding to the scientific body and providing input for the village government in formulating policies related to the practice of religious moderation.

The diversity of students’ study motivations in theological higher education presents both challenges and opportunities in shaping the spirituality of prospective Christian Religious Education (CRE) teachers. Not all students enter the CRE program based on a calling to ministry, resulting in varying levels of initial spiritual readiness. This study aims to analyze the process of spiritual formation among CRE students as prospective teachers at STT Katharos Indonesia Bekasi in the context of diverse study motivations, referring to James W. Fowler’s theory of faith development. This research employs a qualitative descriptive approach using observation, in-depth interviews, and documentation involving CRE students. The findings reveal that despite diverse initial motivations, the integrated theological education process through academic learning, ministry practices, community life, and spiritual formation effectively fosters faith growth and personal encounters with Christ. This process contributes to the development of students’ spiritual maturity. The study concludes that CRE education functions as an effective means of faith transformation in preparing prospective teachers with strong spiritual integrity and readiness for ministry.

This study aims to examine the theological meaning of love for the poor in the apostolic exhortation Dilexi Te and to reflect on its relevance within the context of Indonesia’s pluralistic society. The research employs a qualitative method with a literature study approach, using Dilexi Te as the primary source, supported by relevant theological and social literature. The findings reveal that love for the poor in Dilexi Te is not merely a charitable act but constitutes the core of Christian faith, inseparable from one’s relationship with God. This love is integral, encompassing spiritual, moral, and structural dimensions, and calls for active engagement in promoting social justice and addressing the root causes of poverty. Theologically, solidarity with the poor is grounded in the mystery of Christ’s incarnation and the principle of the preferential option for the poor. In the Indonesian context of diversity, this teaching holds strong relevance as a foundation for fostering interreligious solidarity, strengthening social cohesion, and encouraging both the Church and society to work toward a more just, inclusive, and humane social order. Therefore, this study highlights that theological reflection on love for the poor is not merely normative but also carries concrete social implications in a pluralistic society.

Education plays an important role in shaping the quality of human resources, particularly in developing students' critical thinking skills. In the learning process at school, teachers not only act as providers of information but also as facilitators who are able to create active, creative, and participatory learning environments. However, in practice, the learning process is still often dominated by one-way lecture methods, which tend to make students passive and less involved in the learning process. This condition affects the development of students’ critical thinking skills. Therefore, learning strategies that actively involve students are needed, one of which is through the implementation of Problem Based Learning (PBL).This study aims to analyze the strategies used by Islamic Religious Education teachers in implementing Problem Based Learning and its impact on students’ critical thinking skills at SMA Pembangunan V YAPIS Waena. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation, while data analysis used the Miles and Huberman model which includes data reduction, data display, and conclusion drawing.The results of the study indicate that the implementation of Problem Based Learning is carried out through several stages, including presenting problems related to daily life, group discussions, problem analysis, and the presentation of discussion results by students. The implementation of this learning model increases students’ activeness in the learning process and encourages the development of critical thinking skills, such as identifying problems, analyzing information, expressing opinions, and drawing logical conclusions. Therefore, Problem Based Learning can be considered an effective learning strategy for improving students’ critical thinking skills in Islamic Religious Education learning.

Christian Religious Education (PAK) plays a crucial role in helping students develop faith based on the truth of God's Word. Therefore, a theological foundation plays a crucial role in the implementation of PAK, ensuring that educational activities are not only focused on knowledge transfer but also directed toward holistically shaping character and strengthening students' faith. This article aims to examine the theological foundation of Christian Religious Education in the process of developing students' faith based on Christian teachings. The method used in this study is literature analysis, examining various theological sources, the Bible, and writings related to Christian education. The findings of this study indicate that the theological foundation of PAK stems from God's calling as a true educator, the example of Jesus Christ as the Primary Teacher, and the role of the Holy Spirit in fostering and maintaining faith. Christian Religious Education based on strong theology can help students experience true growth in faith, internalize Christian values, and implement them in their daily lives.

Marriage in Islam is not only a civil bond, but also a very strong bond (mitsaqan ghalidzan) to obey Allah's commands and carry it out as worship. The purpose of marriage in Islam is to fulfill religious guidance in order to establish a harmonious, prosperous and happy family, where the relationship between husband and wife is in a strong bond in accordance with the commands of Allah SWT. The purpose of this study is to analyze the legal provisions regarding marriage dispensation, analyze the judge's legal considerations in Decree Number 46 / Pdt.P / 2024 / PA.Lpk., and analyze the implementation of the principle of the best interests of children in determining marriage dispensation at the Lubuk Pakam Religious Court. The research method used is normative juridical legal research with a document study approach to laws and court decisions. Data sources consist of primary data obtained through interviews with judges, clerks, and religious figures, as well as secondary data in the form of primary, secondary, and tertiary legal materials. The data analysis technique uses qualitative analysis. The results of the study show that: Legal provisions regarding marriage dispensation are regulated in Article 7 of Law Number 16 of 2019 which sets the minimum age limit for marriage at 19 years for men and women, with exceptions where dispensation can be requested from the Court for urgent reasons. Supreme Court Regulation Number 5 of 2019 regulates the procedure for examining marriage dispensation cases which requires the judge to listen to the child's statement, verify the absence of coercion, and consider the best interests of the child. The judge's legal considerations in Decision Number 46/Pdt.P/2024/PA.Lpk. have fulfilled formal requirements by considering the authority to adjudicate, the applicant's legal standing, the reasons for the request in the form of a very close relationship, the absence of coercion, the absence of obstacles to marriage, and the economic readiness of the prospective husband. The implementation of the principle of the best interests of the child has been carried out through providing advice on the risks of child marriage, listening to the child's opinions, and suggesting marriage postponement, although there are still limitations such as the lack of referrals to psychologists and minimal consideration of continuing education. The conclusion of this study is that the Lubuk Pakam Religious Court has implemented the provisions of marriage dispensation in accordance with applicable laws and regulations. The judge's legal considerations in Decree Number 46/Pdt.P/2024/PA.Lpk have fulfilled the formal and material aspects, however, the implementation of the principle of the best interests of the child still faces challenges from the normative, institutional, and socio-cultural aspects.

Student learning activeness is an important component in achieving effective learning outcomes. However, many classroom learning processes still tend to be teacher-centered, resulting in low student participation. This study aims to analyze the implementation of the Family 100 Quiz Game in improving students' learning activeness in Islamic Religious Education (PAI) learning among eleventh-grade students at SMAN 1 Tambakboyo. This research used a Classroom Action Research (CAR) approach with the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 38 students. Data were collected through observation sheets, field notes, and documentation. Data analysis was carried out using descriptive quantitative and qualitative techniques by calculating the percentage of student learning activeness. The results showed that the implementation of the Family 100 Quiz Game was able to increase student learning activeness. The average percentage of learning activeness increased from 65% in cycle I to 86% in cycle II. The findings indicate that game-based learning strategies can create a more interactive, collaborative, and enjoyable learning environment. Therefore, the Family 100 Quiz Game can be used as an innovative learning strategy to improve student participation in Islamic Religious Education learning.

The phenomenon of digital da'wah has significantly transformed the ways religious knowledge is accessed, interpreted, and disseminated in contemporary society. This study aims to analyze the patterns of actions and perceptions of TikTok and YouTube users toward religious content delivered by Gus Baha within the context of the digital religious space. Using Max Weber’s theory of rationalization as an analytical framework, this research explores how religious authority, knowledge transmission, and user interpretation undergo processes of rationalization on digital platforms.This study employs a qualitative approach using virtual ethnography, content analysis, and in-depth interviews with users of both platforms. Data were collected through observation of uploaded content, analysis of user interactions and comments, and examination of engagement dynamics.The findings indicate that user responses to Gus Baha’s content reflect Weber’s four types of social action. Instrumentally rational actions are evident in the use of short videos as practical and efficient learning tools. Value-oriented rational actions appear in users’ consistent efforts to deepen religious understanding. Affective actions emerge from emotional attachment to Gus Baha’s communicative style, while traditional actions are reflected in the perception of digital da'wah as a continuation of established religious learning traditions. Furthermore, digital rationalization through algorithms, short-video formats, and platform accessibility, shapes how religious knowledge is selected, interpreted, and circulated.This study concludes that digital religious spaces function not only as channels of dissemination but also as arenas for the transformation of religious authority, meaning construction, and religious practice in the digital era.

This study aims to analyze the fundamental role of Islamic Religious Education (PAI) teachers in shaping the noble character of students using a qualitative approach through literature review techniques. Data were collected from various scientific sources published between 2020 and 2026 and analyzed using content analysis methods, which included stages of reduction, categorization, and conceptual synthesis. The main focus of this study is to examine how PAI teachers integrate the values of tawhid and worship into the daily behavior of students, so that religious education does not merely remain at the cognitive level but manifests in noble character. The findings indicate that PAI teachers play a strategic role as murabbi, mu’allim, and muaddib, whose success is determined by the integration of pedagogical, professional, social, personality, and spiritual competencies. Amid the dynamic challenges of the digital era, teachers are required to revitalize their roles not only as educators but also as moral exemplars (uswatun hasanah) and agents of character transformation. The synergy between teachers' competencies and consistent exemplification is the key to safeguarding the students' morality and fostering a resilient personality in the school environment.