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The contemporary moral crisis, marked by the prevalence of hoaxes, corruption, intolerance, and hedonism, demands a strategic response from the Islamic tradition. This research aims to actualize Prophet Muhammad's (PBUH) moral exemplariness as a strategy for strengthening Muslim character. Using a qualitative literature review method with a thematic-integrative approach, this study analyzes primary sources (the Quran, authentic hadiths, classical Islamic texts) and secondary sources (national and international academic journals). The findings identify five dimensions of Prophetic exemplariness (siddiq, amanah, rahmah, zuhud, hikmah) that directly correspond to 24 character strengths in Peterson and Seligman's Values in Action (VIA) framework. This research formulates four actualization strategies: internalization through contemporary Sufism, behavioral modeling (uswah fi'liyah), moral community reinforcement (al-biah al-shalihah), and Islamic digital literacy. The primary contribution of this research is an integrative model linking Prophetic moral values with modern character psychology, supplemented by an integration table mapping moral crises, Prophetic values, and character-strengthening strategies. This model is intended to serve as an operational framework for Islamic educational institutions, families, and Muslim communities in addressing moral crises systematically and evidence-based.

Traditional wedding rituals constitute intangible cultural heritage rich in symbolic meaning, serving to strengthen social solidarity and transmit cultural values. The massive penetration of modernization and digitalization has created new pressures for the Bugis-Makassar community in maintaining this heritage. This study analyzes the transformation of Bugis-Makassar traditional wedding rituals in South Sulawesi within the digital era context, focusing on how the community negotiates their cultural identity between the forces of tradition and modernity. Using a critical ethnographic approach with a multiple case study design grounded in Bhabha's concept of the third space, the study involved 42 informants from three groups: young couples (digital generation, aged 22–35), parents/family (middle generation, 40–60), and customary elders (to panrita lopi/bissu, 65+) in Makassar City, Bone Regency, and Wajo Regency. Data were collected through in-depth interviews, participant observation in 12 wedding ceremonies, and social media content analysis. Results reveal three main transformation patterns: (1) digital spectacularization—rituals adapted for social media consumption; (2) reflective selectivity—young couples actively choosing which traditional elements to retain; and (3) procedural hybridization—the integration of customary procedures with contemporary elements. These transformations are colored by intergenerational contestation that generally ends in compromise between demands for customary completeness and the aesthetic preferences of the younger generation. The study concludes that this transformation is not merely a loss of tradition, but a creative form of identity negotiation in which the Bugis-Makassar community actively reconstructs the meaning of siri' (self-esteem/dignity) and pesse (solidarity) within the changed socio-cultural landscape. The findings imply the need for cultural preservation policies that understand change as inherent to living culture, and open avenues for longitudinal studies on the intergenerational transmission of cultural values.

Humanitarian law plays a significant role in shaping military professionalism, particularly in developing leadership character that upholds human values during military operations. Marine Corps officers are frequently involved in operational assignments that directly interact with civilian populations, both in war operations and military operations other than war. Therefore, a comprehensive understanding of International Humanitarian Law is essential for supporting professional and ethical decision-making. This study aims to analyze efforts to optimize humanitarian law understanding in order to develop a humanistic character among Marine Corps officer cadets. The research employed a qualitative descriptive method using observation, interviews, documentation studies, and literature reviews. Data were collected from Marine Corps educational institutions and legal experts within the Indonesian Naval Academy. The findings indicate that humanitarian law understanding among officer cadets remains constrained by limited instructional time, insufficient practical simulations, and the need for stronger curriculum integration. However, humanitarian law significantly contributes to developing integrity, responsibility, empathy, respect for human dignity, and professionalism in military leadership. Optimization efforts can be achieved through curriculum enhancement, practical case-based learning, continuous legal education, leadership ethics training, and strengthening organizational culture. The study concludes that strengthening humanitarian law education is essential for producing professional, humanistic, and globally competent Marine Corps officers.

The Indonesian Archipelagic Sea Lane II (ALKI II) constitutes a strategic route stretching from the Sulawesi Sea to the Indian Ocean with trade values reaching USD 1.5 million daily and traversed by more than 36,773 vessels annually. The complexity of maritime security threats in this region has increasingly intensified following the relocation of the capital city to East Kalimantan, thereby demanding an effective decision support system to assist Indonesian Warship Commanders in making operational decisions that are rapid, accurate, and in accordance with applicable legal provisions. This research employs a qualitative approach through in-depth interviews with four maritime expert sources, with data analysis using NVivo 12 software. Analysis results identified maritime operational complexity and the urgent need for a comprehensive decision support system. These findings subsequently served as guidance in designing a Decision Support System (DSS) with a tab-based interface that integrates international legal frameworks such as UNCLOS 1982, Law No. 3/2025 on TNI, and related national regulations to generate structured action recommendations along with their legal foundations. Research findings demonstrate that the developed DSS successfully integrates operational, legal, and situational aspects to support decision-making that is rapid, accurate, and legally compliant. This system has proven to enhance the effectiveness of Indonesian Warship Commanders in addressing the complexity of maritime security (KAMLA) challenges in ALKI II through the provision of legally-based action recommendations from national and international frameworks accessible in realtime during operational situations.  

This study discusses the leadership values reflected in the folklore of Panglima Wangkang in Marabahan as a representation of the local wisdom of the Banjar-Bakumpai community. Panglima Wangkang is recognized as a prominent figure who played a significant role in resisting Dutch colonialism in the Barito region. This research aims to examine Panglima Wangkang not only as a war hero but also as a symbol of cultural unity, religious values, and traditional leadership that still lives in the collective memory of society today. The study employs a qualitative historical method with a postcolonial approach. The data were collected through library research involving historical archives, scientific journals, books, and documented folklore. The research stages included heuristics, source criticism, interpretation, and historiography. The findings reveal that Panglima Wangkang’s leadership reflects the values of courage, strategic intelligence, loyalty, religiosity, and social concern. His well-known military strategy, referred to as the “Trojan Horse” technique, demonstrates his tactical ability in confronting colonial forces. In addition, religious values are reflected in his message to always maintain ablution and in the belief regarding martyrdom. The story of the golden bullet also symbolizes the community’s respect for the struggle and honor of local heroes. Panglima Wangkang’s cross-ethnic identity as both Banjar and Bakumpai further strengthened community unity in facing colonialism. This study shows that folklore functions not only as a cultural heritage but also as a medium for transmitting leadership values and local identity that remain relevant in the social life of the Marabahan community today.

This study aims to analyze the impact of nickel mining activities on the religious life of the community in West Kabaena District, Bombana Regency. The research employed a qualitative method with a descriptive approach to obtain an in-depth understanding of the social and religious changes occurring within the community. Data were collected through interviews, observations, and documentation involving religious leaders, community leaders, youth representatives, and mining workers. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that nickel mining activities have not diminished the community’s understanding of environmental stewardship as a religious responsibility. However, increasing economic dependence on the mining sector has gradually reduced public concern for environmental preservation. In the religious sphere, mining activities have contributed positively by supporting the construction and improvement of worship facilities and religious programs. Nevertheless, work-related demands have reduced the participation of some community members in religious activities. Furthermore, mining activities have affected social solidarity within the community. Values such as brotherhood, mutual cooperation, and social care remain preserved, although changes in social interaction patterns and widening economic disparities have become increasingly apparent. The study concludes that nickel mining activities generate both positive and negative impacts on the religious life of the West Kabaena community. Therefore, balanced policies integrating economic development, environmental sustainability, and religious values are essential to promote sustainable community welfare and strengthen social harmony.

Collaboration between classroom teachers and Islamic Religious Education (PAI) teachers constitutes an essential strategy for instilling religious moderation values in elementary schools. This study aims to: (1) describe the forms of collaboration developed between classroom teachers and PAI teachers; (2) assess the effectiveness of such collaboration in inculcating religious moderation values; (3) identify changes in students' attitudes as tangible outcomes of collaboration; and (4) analyze supporting and inhibiting factors of collaboration at SDN 3 Wanamekar. A descriptive qualitative approach was applied using field study methods. Data were gathered through in-depth interviews, participatory observation, and document review. Data analysis followed the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation and technique triangulation. Findings indicate that collaboration occurs in two primary forms: reactive collaboration as a spontaneous response to students' intolerant behavior, and planned collaboration involving curriculum coordination, partial co-teaching, and joint evaluation. Collaboration was assessed as sufficiently effective yet suboptimal due to time constraints and excessive administrative burdens. Positive changes in students' tolerance and inclusive attitudes were identified as concrete outcomes. Supporting factors include favorable interpersonal communication, principal support, and moderation value integration in the Merdeka Curriculum. Main inhibiting factors are time limitations, administrative burdens, shallow conceptual understanding of religious moderation, and the absence of a standardized collaboration model. The study recommends establishing structured collaboration schedules and religious moderation training programs for all teachers.

D Dowry (mahar) is an obligation of a groom to his bride in Islamic marriage, symbolizing respect and responsibility. In the Buton community, mahar also develops as a customary tradition known as boka, which carries both symbolic and socio-cultural meanings. This study aims to analyze the concept of mahar according to the Shafi’i school of law and its implementation in Taduasa Village, South Buton Regency. This research uses a qualitative method with data collection techniques including interviews, documentation, and literature review. The findings show that mahar is viewed as a symbol of respect for women and is determined based on lineage and social status. According to the Shafi’i school, such practices are permissible as long as they are based on mutual agreement and do not burden the groom. However, excessively high dowry amounts in some cases may hinder marriage. This study concludes that the mahar tradition in Taduasa Village remains consistent with Shafi’i principles but should be adjusted to the Islamic values of ease and public welfare.

This study aims to analyze the role of Christian Religious Education (CRE) teachers as counselors in shaping students’ social behavior amid increasing behavioral deviations such as bullying, violence, misuse of social media, and low tolerance. These phenomena are influenced by internal factors such as emotional instability and identity formation, as well as external factors including family, environment, and digital culture. This research employs a descriptive qualitative method using a library research approach by collecting data from books, scholarly journals, and relevant documents. The findings reveal that CRE teachers play a strategic role not only as educators but also as counselors who accompany students holistically, covering spiritual, moral, emotional, and social aspects. The counseling role performed by CRE teachers includes modeling behavior, mediating conflicts, strengthening self-control, providing social support, and building empathetic relationships with students. Through this approach, students undergo a process of internalizing Christian values such as love, forgiveness, responsibility, and tolerance, which contribute to the development of positive social behavior. Furthermore, collaboration among teachers, parents, and the community serves as a supporting factor in successful character formation. Therefore, the role of CRE teachers as counselors is proven to be effective in shaping students’ social behavior in accordance with moral, social, and religious values, while contributing to the development of a generation with integrity and competitiveness.

Digital technology has significantly transformed adolescents’ lives, including the process of character formation. While the digital era provides broad opportunities for accessing information and developing personal potential, it also presents challenges such as identity crises, individualism, instant culture, cyberbullying, moral relativism, and declining spiritual engagement. These conditions create unique challenges for Christian adolescents in maintaining values and character grounded in biblical teachings. This study aims to examine the challenges of Christian adolescent character formation in the digital era, analyze the perspectives of the Christian worldview and educational psychology on character development, and explain the relevance of integrating these perspectives in addressing contemporary challenges. The research employed a qualitative approach using a library research method. Data were collected from books, scholarly journals, and other relevant academic sources and analyzed through content analysis. The findings indicate that the Christian worldview provides a theological foundation for shaping identity, values, and character based on biblical truth, while educational psychology offers scientific insights into adolescent development and effective character-building strategies. The integration of these perspectives creates a holistic approach that addresses spiritual, moral, social, emotional, and cognitive dimensions. Therefore, this integration is essential for helping Christian adolescents navigate the challenges of the digital era wisely, responsibly, and in accordance with Christian values.

The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

This study aims to explore how the inquiry approach functions as a pedagogical strategy in Christian Religious Education to enhance students’ spiritual discernment. The background of this research arises from the tendency of learning practices that remain predominantly focused on cognitive aspects, thereby not fully cultivating spiritual sensitivity in life decision-making. This study employs a qualitative method with a descriptive-analytical approach through a review of theological and pedagogical literature, conceptual analysis, and reflection on classroom learning practices. The analysis focuses on the relationship between the core elements of inquiry questioning, investigating, dialoguing, and reflecting on knowledge and the process of developing the ability to discern God’s will in the real-life contexts of students. The findings indicate that inquiry effectively creates a reflective learning experience that integrates cognitive, affective, and behavioral dimensions, enabling students not only to understand faith teachings theoretically but also to consider Christian values in concrete situations. This approach encourages active participation, constructive and critical dialogue, and fosters habits of faith reflection, moral sensitivity, and personal responsibility. Thus, inquiry is proven to be a relevant pedagogical method for achieving the theological goal of Christian Religious Education, namely the formation of spiritual discernment that guides students’ attitudes, decisions, and actions in daily life.

The wave of digitalization triggers a severe morality crisis among the younger generation through constant exposure to negative content, cyberbullying, and global communication ethics degradation. This descriptive qualitative study aims to analyze the specific internalization of Christian values at GPIB Harapan Kasih Congregation Bekasi to shield youth morality amidst ongoing technological disruption. Employing intensive in-depth interviews and participatory observations, data were analyzed interactively through systemic reduction, structured display, and final verification. The results indicate that the digital morality crisis explicitly manifests as pornography normalization, virtual toxicity, and the severe erosion of academic honesty. In response, pastoral strategies utilizing highly contextualized digital ethics sermons and youth cell groups prove thoroughly effective. The deep internalization of self-control and integrity successfully stimulates a holistic self-censorship mechanism across the youth's cognitive, affective, and behavioral domains. This study concludes that consistent accountability-based mentorship effectively transforms Christian youth from passive digital victims into active agents of change within global cyberspace.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

This study explores how Generation Z in Indonesia produces and spreads narratives of micro-interfaith harmony through the TikTok platform. Amid growing social polarization in digital spaces, casual and personal tolerance content created by Gen Z offers a new approach to building social cohesion. Using a qualitative netnography method, this research observes 20 viral videos with over 10,000 views during the 2024-2025 Ramadan period, including the War Takjil trend and the #LoginLintasIman campaign, as forms of affective digital citizenship. The findings reveal that TikTok’s algorithmic logic, driven by emotional engagement, allows grassroots narratives of tolerance to reach broad audiences organically. Within this ecosystem, values of pluralism and solidarity are not shaped by formal institutions but emerge from the participatory dynamics and digital habitus of Gen Z. This study concludes that a new form of digital interfaith citizenship is emerging, termed algorithmic harmony, where tolerance is fostered through affective interactions, viral distribution, and the everyday media practices of youth. The findings provide new insights for media studies, diversity education, and digital tolerance discourse.

The purpose of this study was to analyze the implementation of Al-Qur’an and Hadith teaching at MAN 2 Karawang, including the challenges faced and approaches to resolving them. The method used was qualitative with a descriptive approach. Information was collected through interviews and documentation with the principal, Al-Qur’an and Hadith teachers, and eleventh-grade students. The research findings indicate that teaching is conducted in accordance with the madrasah curriculum, using a thematic and contextual approach that focuses on moral development and the application of Islamic values in daily life. Teachers use various methods, such as lectures, discussions, questions and answers, and hadith memorization. However, the teaching and learning process still faces several obstacles, such as a lack of infrastructure, including projectors, limited availability of textbooks, and unsupportive classroom conditions, which affect students’ concentration. Several solutions implemented include the gradual provision of facilities, the use of digital technology through students’ mobile phones and e-books, and the implementation of more interactive teaching methods to increase student motivation.

This study aims to analyze the internalization of Islamic developmental psychology values through the Qur'an memorization (Tahfidz Al-Qur'an) program in shaping the character of middle adolescents aged 13–17 years in the digital era at Al Hayya Orphanage Foundation, Depok. Adolescence is a transitional stage characterized by significant physical, emotional, social, and spiritual changes. In the digital era, adolescents face various challenges, such as social media addiction, cyberbullying, declining social interaction, and moral degradation, all of which may affect character development. Therefore, strengthening character education based on Islamic values has become increasingly important. This research employed a qualitative approach using a case study method to gain an in-depth understanding of the phenomenon under investigation. Data were collected through observation, in-depth interviews, and documentation involving orphanage caregivers, Tahfidz instructors, and students at Al Hayya Orphanage Foundation, Depok. The findings indicate that the Tahfidz program plays a positive role in character formation through habituation, role modeling, spiritual guidance, and a supportive religious environment. From the cognitive perspective, students demonstrated improvements in discipline, concentration, responsibility, and self-regulation. Emotionally, they became more patient, better able to control their emotions, and experienced inner peace through intensive engagement with the Qur'an. Socially, the program fostered attitudes of mutual assistance, respect, empathy, and stronger social relationships among students.This study reveals that the Tahfidz program serves not only as a means of memorizing the Qur'an but also as an effective medium for internalizing the values of Islamic developmental psychology and fostering Qur'anic character among adolescents in facing the challenges of the digital era.  

The rapid advancement of digital technology has significantly influenced various aspects of children's and adolescents' lives, particularly emotional development and social interaction. Excessive and uncontrolled use of digital media may negatively affect emotional regulation, communication skills, and interpersonal relationships. Therefore, educational institutions play an important role in helping students develop positive character and social behavior. Islamic Religious Education (IRE) is expected to contribute to character formation by instilling moral values, strengthening self-control, and encouraging healthy social interactions. This study aimed to analyze the effectiveness of Islamic Religious Education learning on the emotional development and social interaction of late childhood students in the digitalization era. A quantitative study with a cross-sectional design was conducted among 40 students at MIS As-Syafi'iyah 10 Bogor in 2026. Data were collected using structured questionnaires and analyzed using the Chi-square test. The findings revealed that 32 respondents (80%) demonstrated a good level of Islamic Religious Education learning. In addition, 23 respondents (57.5%) showed good emotional development, while 28 respondents (70%) demonstrated good social interaction. Statistical analysis showed a p-value of 0.001 (<0.05), indicating a significant effectiveness of Islamic Religious Education learning on students' emotional development and social interaction. These findings suggest that Islamic Religious Education contributes positively to fostering emotional maturity and improving social relationships among students in the digital era.

This study aims to analyze the role of parents in fostering adolescents' moral development and to identify the supporting and inhibiting factors in this process in Karya Jaya Village, Buton Regency. This research is motivated by the importance of adolescence as a critical developmental stage that is highly vulnerable to environmental influences, thus requiring optimal moral guidance, especially from the family as the first and primary educational institution. This research employs a qualitative descriptive approach. The research subjects consist of 30 parents and adolescents selected through purposive sampling. Data collection techniques include observation, interviews, and documentation to obtain in-depth and comprehensive data. The data analysis technique uses the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results show that parents play a significant role in moral development through role modeling, habituation of moral and religious values, effective communication, and supervision of adolescents' behavior in daily life. Parental role modeling is a key factor in shaping adolescents’ moral behavior, as adolescents tend to imitate what they observe within the family environment. Supporting factors include harmonious family conditions, active parental involvement, and a positive social environment. Meanwhile, inhibiting factors include parents' busyness, lack of supervision, and the influence of technology and peer environment. Therefore, the role of parents is crucial in shaping positive moral behavior among adolescents.