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The field of education, especially Islamic Religious Education (PAI), has seen substantial changes as a result of the advancement of digital technology and artificial intelligence (AI). The existence of digital media and AI offers numerous opportunities to improve the effectiveness, efficiency, and quality of education through interactive, flexible, and easily accessible learning resources. The purpose of this article is to analyze how artificial intelligence (AI) and digital media are used in Islamic Religious Education. This includes the idea of AI and digital media, AI-based learning materials, the use of AI in educational activities, ethical considerations of AI use, the effects and difficulties of integrating AI, and the Islamic viewpoint on technological advancement. This study employed a library research method by collecting data from relevant journals, books, and other scholarly sources. The findings indicate that the use of AI and digital media in PAI learning can enhance access to information, personalize learning experiences, improve evaluation effectiveness, and increase student engagement in the learning process. However, the implementation of AI also presents several challenges, such as limited digital literacy among teachers, inadequate facilities and infrastructure, ethical concerns, and the potential decline of direct educational interaction between teachers and students. Therefore, the utilization of AI in Islamic Religious Education should be carried out wisely while maintaining Islamic values, ethics, and the primary goal of Islamic education in shaping students’ character.

The era of globalization has brought significant changes to the world of education, particularly to the role and function of teachers in the learning process. Advances in information technology and easy access to knowledge require teachers to reorient their roles from mere transmitters of material to facilitators, motivators, curators of information, and mentors of student character. This study aims to examine the nature of the reorientation of the role and function of teachers in the era of globalization, the reasons for the need for such changes, the ideal form of teacher roles, and the challenges and strategies in their implementation. The research method used is a qualitative approach with a literature study through analysis of various books, journals, and relevant scientific sources. The results show that the reorientation of teacher roles is necessary due to changes in learning paradigms, technological developments, and the demand for 21st-century skills. However, the process still faces various challenges such as low digital literacy, conventional mindsets, limited training, and a lack of infrastructure support and parental participation. Therefore, strategies are needed such as improving teacher professional development, strengthening digital literacy, simplifying administrative burdens, and strengthening cooperation between schools, parents, and the community. With this reorientation, it is hoped that teachers will be able to play an optimal role in improving the quality of education and developing a generation that is intelligent, has character, and is ready to face global challenges.

In the era of the Industrial Revolution 4.0 and Society 5.0, digital technology is developing rapidly. This has prompted the world of education to make major changes in learning methods, including in Islamic Religious Education (PAI). Until now, PAI has used outdated methods. These methods are inadequate to meet the needs of children who are accustomed to technology. Therefore, there is a need for technology integration in the learning process. This study aims to determine how to use E-Learning, Learning Management Systems (LMS), and Artificial Intelligence (AI) in PAI learning. This study also aims to determine the benefits, challenges, and strategies for implementing these technologies. This study used a qualitative approach with a literature review type. Data were obtained from various sources, such as books, scientific articles, journals, and relevant documents. The results show that the use of E-Learning, LMS, and AI can improve the quality of PAI learning. E-Learning makes learning easier and more flexible. LMS helps manage learning more systematically. AI helps make learning more personalized and tailored to students' needs. However, the implementation of these technologies still faces several challenges, such as limited infrastructure and low digital skills of teachers and students. Therefore, a strategy is needed to address these challenges. This strategy includes enhancing digital capabilities, strengthening technological infrastructure, developing innovative learning media, and monitoring the use of technology based on Islamic values. This will ensure optimal integration of technology into Islamic Religious Education learning.

This study aimed to develop Matif (Interactive Mathematics) video media on the topic of equivalent fractions for fourth-grade elementary school students and to determine its validity, effectiveness, and student responses. The research employed a Research and Development (R&D) method using the ADDIE model. It was conducted at SD Muhammadiyah Gresik during the first semester, involving 19 fourth-grade students. Data collection techniques included interviews, expert validation sheets for content and media, learning effectiveness tests, and student response questionnaires. The development process followed five ADDIE stages. (1) Analysis involved curriculum analysis, needs analysis, and student characteristics analysis. (2) Design focused on creating the learning flow and storyboard. (3) Development produced the video media, which was validated by experts. The material expert validation score reached 97.5%, and the media expert validation score was 91.6%, both categorized as very valid. These results indicate that the material is highly appropriate, clear, and easy to understand, while the media demonstrates excellent quality in visual, audio, typography, language, and usability aspects. (4) Implementation involved testing the media on students, with an N-Gain score of 0.8405, categorized as high, indicating that the media effectively improves students’ understanding. (5) Evaluation was conducted through student response questionnaires, resulting in a score of 95.5%, categorized as very good, showing that students found the media engaging, easy to use, and helpful. Overall, the Matif video media meets the criteria of validity and effectiveness, making it suitable as an innovative learning alternative, with potential for further development through enhanced animations and varied exercises.

This study was conducted based on observational findings indicating that educational institutions need to implement appropriate educational marketing management strategies to enhance their attractiveness amid increasing competition. The purpose of this study is to analyze educational marketing management strategies used to attract prospective students and to identify factors influencing their effectiveness. This research employed a qualitative approach, with observation, interviews, and documentation serving as data collection techniques. The collected data were analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that educational marketing strategies are implemented through promotional program planning, utilization of information media, improvement of educational service quality, strengthening of institutional image, and collaboration between schools and the community. A well-planned and sustainable marketing system has been shown to increase public trust in educational institutions. Furthermore, students’ interest in choosing an educational institution is influenced by the quality of educational programs, supporting facilities, school reputation, learning environment, and information accessibility through various media. The study findings indicate that effective implementation of educational marketing management strategies can enhance institutional competitiveness and increase student enrollment. Therefore, educational institutions are encouraged to continuously develop innovative marketing strategies that align with community needs to remain relevant and attractive to prospective students.

Quality education is one of the 17 global goals known as the Sustainable Development Goals (SDGs), particularly Goal 4. This goal aims to ensure equitable, inclusive, and quality education for all people. In Indonesia, elementary school teachers play the most important role because they interact directly with students every day. This article comprehensively examines the role of elementary school teachers in supporting SDG 4 from three main perspectives: teachers’ professional competence, innovative teaching methods, and teachers’ involvement within the school community. The method used is a systematic review of 45 selected scientific sources published between 2020 and 2024, including international journals, reports from global institutions, and Indonesian government policy documents.The findings show that competent, creative, and highly dedicated elementary school teachers are closely related to improving learning quality, increasing school participation, and developing positive character in students. However, several major challenges remain unresolved, such as unequal teacher distribution, low welfare, and limited access to technology—especially in remote areas. This article recommends three main actions: strengthening continuous teacher professional development policies, improving the teacher performance evaluation system to make it more comprehensive, and increasing collaboration among the government, universities, and local communities in order to achieve SDG 4 effectively in Indonesia.

This study aimed to describe the management of Indonesian language learning based on Joyful Learning among eighth-grade students at SMP Negeri 1 Kalikotes in the 2025/2026 academic year. This study employed a qualitative approach with a single case study design. Data were collected through participatory observation, in-depth interviews, documentation studies, and open-ended questionnaires. The findings showed that the implementation of Joyful Learning had been conducted systematically through planning, implementation, and evaluation processes integrated with the principles of the Merdeka Curriculum. Teachers applied varied learning methods, interactive activities, and learning media to create an active, communicative, and enjoyable learning atmosphere. Learning evaluation was carried out continuously by emphasizing students’ participation and learning processes. The implementation of Joyful Learning was supported by teacher competence, school support, and adequate facilities, although several obstacles such as differences in students’ characteristics, literacy abilities, and limited learning time were still encountered. Overall, Joyful Learning contributed positively to improving student engagement and the quality of Indonesian language learning.

The transition toward Society 5.0 has transformed the educational landscape by requiring teachers to integrate digital technology into learning while maintaining a human-centered approach. However, preliminary observations at SMK Paramitha Bukittinggi revealed that many teachers still experienced difficulties in using digital technologies effectively, indicating challenges related to leadership support, digital competence, and self-efficacy. This study aims to analyze the influence of transformational leadership, digital competence, and self-efficacy on teacher performance in the Society 5.0 era. The research employed a quantitative approach with a causal associative design. The population consisted of all 35 teachers at SMK Paramitha Bukittinggi, and total sampling was applied so that the entire population served as research respondents. Data were collected through questionnaires using a five-point Likert scale and analyzed using multiple linear regression with the Ordinary Least Squares (OLS) method through SPSS version 25. The findings revealed that transformational leadership had a positive and significant effect on teacher performance (t = 2.407; p = 0.016), digital competence also had a positive and significant effect (t = 2.277; p = 0.027), and self-efficacy showed the strongest positive and significant effect (t = 15.658; p = 0.000). Simultaneously, the three independent variables significantly influenced teacher performance (F = 378.268; p = 0.000), with an adjusted R² value of 0.859, indicating that 85.9% of the variation in teacher performance could be explained by the model. The study concludes that transformational leadership, digital competence, and self-efficacy are critical determinants of teacher performance in the Society 5.0 era. Strengthening these factors can significantly enhance teachers' ability to adapt to technological advances and improve the quality of learning processes.

This study aims to analyze the implementation of the madrasah quality paradigm from the perspective of the Qur'an at MIS Al-Hunafa Palangka Raya. The study used a qualitative field research approach with observation, interview, and documentation techniques. Data analysis used the Miles and Huberman model. The results of the study indicate that: 1) the quality paradigm is understood not only to be oriented towards academics, but also to the formation of character and spiritual values ​​of students; 2) the implementation of the quality paradigm is carried out through the integration of Qur'anic values ​​such as amanah, itqan, ihsan, discipline, and responsibility in madrasah culture, learning, and religious activities; and 3) the implementation of quality still faces obstacles in the form of limited infrastructure, variations in teacher competencies, and technological demands, so that the madrasah carries out strengthening through teacher training, facility optimization, and the development of a quality culture based on Qur'anic values. Thus, the implementation of the quality paradigm at MIS Al-Hunafa has been running quite well and is carried out sustainably.

This research aims to analyze the influence of education, ship machinery practice training, and learning motivation on the technical competence of Naval Academy (AAL) Corps of Engineers cadets. The research uses a quantitative approach with a causal survey design. The research sample consisted of 124 cadets selected using the proportionate stratified random sampling technique. Data collection was carried out thru questionnaires, observations, and documentation. Data analysis used multiple linear regression. The research results show that education, ship engine practice training, and learning motivation, both partially and simultaneously, have a positive and significant impact on the technical competence of cadets. Ship machinery practice training is the variable that has the most dominant influence on technical competence. The coefficient of determination (R²) value of 0.591 indicates that 59.1% of the variation in technical competence can be explained by these three variables, while the remaining portion is influenced by other factors outside the scope of the study. The research results emphasize the importance of optimizing education, improving the quality of practical training, and strengthening learning motivation to enhance the technical competence of AAL Cadets in the Technical Corps.

This community service program aims to enhance the competencies of teachers at MA Attarbiyah Addiniyah Gersik in utilizing information technology and strengthening school branding through an integrative approach combining Management and Information Technology. The one‑month program consisted of needs analysis, program design, pre‑test, basic computer training, digital learning media development, school branding training, mentoring, and post‑test evaluation. The pre‑test and post‑test results indicate significant improvements in all competency areas: basic computer skills (57.7%), digital learning media development (83.3%), and school branding (45.4%). Observations during the training revealed increased teacher confidence in using digital tools, improved ability to produce engaging learning media, and better understanding of school branding strategies. The mentoring phase supported teachers in completing their final outputs, including digital learning media and a school branding concept. Overall, this program contributed to improving teachers’ digital literacy, enhancing learning quality, strengthening teacher professionalism, and reinforcing the school’s digital identity.

This study aims to analyze the use of digital learning media in improving learning outcomes and to examine the impact of social media on adolescents’ behavior in daily life in the digital era. The method used is a qualitative approach with a literature study (library research) design, conducted through the collection, review, and analysis of various relevant scholarly sources. The findings indicate that digital learning media play an important role in enhancing students’ motivation, engagement, and learning outcomes, as they are able to present material in an interactive, engaging, and easily understandable manner. On the other hand, social media has a dual impact on adolescents’ behavior. Its positive effects include ease of communication, access to information, and the development of creativity, while its negative effects include addiction, decreased learning focus, social comparison that lowers self-esteem, exposure to negative content, and the emergence of the Fear of Missing Out (FOMO) phenomenon, which can affect mental health.  Therefore, the wise use of digital media and proper supervision are necessary to support the improvement of educational quality while also fostering positive character development in adolescents.

Usability evaluation plays a crucial role in ensuring the quality of digital systems, particularly in terms of comfort, effectiveness, and ease of use. Instruments such as the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and Heuristic Evaluation (HE) are widely used in modern usability studies. This research conducts a Systematic Literature Review (SLR) to identify patterns and trends in the use of these instruments. A total of 27 initial studies were collected, and 16 were selected through the PRISMA screening procedure. The findings show that UEQ is the most frequently used instrument, especially in Learning Management Systems (LMS) and academic platforms, while SUS is commonly applied to mobile applications and digital libraries for rapid usability assessment. HE is effective in revealing fundamental interface issues such as non-intuitive navigation and layout inconsistencies. Overall, digital systems perform well in Efficiency and Perspicuity, but consistently show low scores in Novelty. This study provides an integrative knowledge map that highlights cross-instrument insights and supports the development of more intuitive, innovative, and user-centered digital systems

This research aims to analyze and develop a competency model for the Indonesian Navy Technical Officers thru the education of Naval Academy Cadets (AAL) in supporting the operational readiness of main weapon system equipment (alutsista) in the naval domain. The research uses a mixed methods approach with a Sequential Exploratory design, starting with qualitative studies thru interviews, observations, documentation studies, and Focus Group Discussions (FGD), followed by quantitative testing using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The research results show that the education curriculum, teaching quality, mentoring system, field practice, and mastery of weapon system technology have a positive and significant impact on the development of the competencies of the Indonesian Navy Technical Officers. The most dominant factor is the mastery of weapon system technology, followed by field practice and the education curriculum. This research resulted in the Integrated Naval Technical Officer Competency Development (INTOCD) Model, which integrates a competency-based curriculum, academic learning, technical training, field practice, technology mastery, as well as character and leadership development. The model is expected to serve as a reference in the development of the competencies of the Indonesian Navy Technical Officers to enhance personnel professionalism and support the operational readiness of naval defense equipment sustainably.

This study aims to describe the role of the principal in implementing teacher performance appraisal and its impact on the quality of learning at TK Islam Al-A’raaf Gentan. The research employed a qualitative approach with a descriptive design, in which data were collected through observation, interviews, and documentation. The subjects of this study were the principal and teachers, focusing on the implementation of teacher performance appraisal and its follow-up processes. The findings indicate that the principal plays a strategic role in planning, implementing, and evaluating teacher performance appraisal through systematic academic supervision, including pre-observation, observation, and post-observation stages. The follow-up actions are carried out in a structured manner, ranging from guidance and warnings to rewards for high-performing teachers. The implementation of teacher performance appraisal has a positive impact on the quality of learning, such as improving teacher professionalism, creating active and engaging learning environments, and enhancing students’ motivation and learning outcomes. Therefore, the effective role of the principal in teacher performance appraisal is a crucial factor in improving educational quality.

This study aims to analyze the role of teachers’ personality competence in shaping students’ learning environments through a literature review approach. Personality competence reflects teachers’ stable, mature, and authoritative character, enabling them to serve as role models for students and influencing the creation of a conducive learning environment both psychologically and socially. The method used is a literature review by analyzing various sources such as books, academic journals, and relevant official documents. The results show that teachers with positive personality traits are able to build harmonious relationships, create a comfortable classroom atmosphere, and enhance students’ learning motivation. Therefore, teachers’ personality competence is an important factor in supporting the quality of the learning environment and the success of the learning process. In addition, findings from various studies indicate that personality competence not only affects classroom interactions but also contributes to the development of students’ attitudes, discipline, and emotional stability. Teachers who demonstrate consistency, empathy, and integrity tend to foster a sense of trust and respect among students, which further strengthens classroom engagement. Moreover, a positive teacher personality helps reduce learning barriers such as anxiety, lack of confidence, and lack of participation in classroom activities. In the context of modern education, where student-centered learning is increasingly emphasized, teachers’ personality competence becomes even more essential in facilitating active learning and meaningful student involvement. Thus, strengthening teachers’ personality competence through training, reflective practice, and continuous professional development is crucial to improving overall educational quality and achieving optimal learning outcomes.

This study was motivated by the fact that students still experience difficulties in understanding Nahwu and Shorof despite studying both sciences in Islamic boarding schools. The purpose of this research was to examine the perspectives of Arabic language, Nahwu, and Shorof teachers regarding the importance of Nahwu and Shorof in Arabic language learning, their understanding of the concepts and applications, and the effectiveness of learning implementation at Madrasah Aliyah Al-Hidayah East Tanjung Jabung. This research employed a descriptive qualitative approach using interviews, observations, and documentation as data collection techniques. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that teachers considered Nahwu and Shorof as the fundamental basis of Arabic language learning because these sciences regulate sentence structures, word transformations, and meanings in Arabic texts. Teachers believed that mastery of Nahwu and Shorof is essential for understanding the Qur’an, hadith, and classical Islamic books. The learning process was considered fairly effective since many students already had prior knowledge from pesantren education and showed progress during the learning process. However, the effectiveness of learning still faced several obstacles, including low student motivation, differences in students’ basic abilities, limited learning time, and the complexity of the material. This study concludes that improving the quality of Nahwu and Shorof learning requires more varied teaching methods, continuous motivation, regular material reinforcement, and stronger institutional support.

Rapid developments in digital technology have had a significant impact on students’ lives, particularly in the use of social media and excessive consumption of digital content. The phenomenon known as Brain rot has become a growing concern because it can affect students’ concentration, learning motivation, and quality of thinking. This study aims to provide education regarding the impact of brain rot on students’ concentration and learning motivation in the digital era. The activities were carried out through counseling methods, interactive discussions, and mentoring for junior high school students. The materials presented included the definition of brain rot, the effects of excessive digital media use, the importance of learning time management, and strategies to improve learning focus. The results of the activity showed that students gained a better understanding of the negative impacts of uncontrolled digital media use. In addition, students began to realize the importance of limiting gadget use and increasing productive learning activities. This educational program also helped raise students’ awareness of the importance of maintaining mental health and cognitive abilities amid the rapid development of digital technology. Through this educational activity, students are expected to use technology wisely so that their concentration and learning motivation can improve optimally. Educational programs regarding brain rot need to be carried out continuously as part of strengthening digital literacy within the school environment.

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.

This study aims to analyze the role and variation of test instruments in measuring students’ cognitive domain in the learning evaluation process. Using a literature review method, this study examines various scientific sources related to educational evaluation and cognitive assessment. The findings indicate that the cognitive domain includes thinking skills ranging from lower-order thinking skills (C1: Remembering, C2: Understanding) to higher-order thinking skills (C3: Applying, C4: Analyzing, C5: Evaluating, and C6: Creating) based on Bloom’s Taxonomy. Test instruments such as multiple-choice, essay, true-false, matching, and oral tests possess different characteristics, advantages, and limitations for assessing specific cognitive levels. Objective tests are considered effective for measuring lower-order thinking skills because they offer high reliability and objectivity, whereas essay tests are more appropriate for assessing higher-order thinking skills (HOTS). In addition, the quality of test instruments is influenced by validity, reliability, objectivity, difficulty level, and discrimination index. Therefore, the appropriate and varied use of test instruments is essential to obtain comprehensive and accurate measurements of students’ cognitive abilities and to support effective learning evaluation and instructional decision-making processes.