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Making lesson plans (RPPs) is an essential part of implementing the 2013 curriculum because it gives instructors a practical guidance for carrying out the learning process, which is focused on developing students' character and taking a scientific approach.  The purpose of this study is to evaluate the appropriateness and quality of the RPP that instructors created in relation to the 2013 Curriculum.  The RPP was created by teachers in several elementary and high schools using a document study approach and a descriptive qualitative research methodology. According to Permendikbud Number 14 of 2019, the majority of RPPs have incorporated the required elements, including subject identity, core and basic competencies, learning objectives, learning materials, methods, media, learning resources, learning steps, and assessment.  Authentic evaluation, literacy integration, and the application of a thorough scientific approach were nevertheless determined to have shortcomings and were not yet at their best.  These results show that in order to increase the quality of learning planning in accordance with the 2013 Curriculum's tenets, teachers' capability must be strengthened through ongoing training and professional development.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

Technological advances provide educators with the freedom to create quality learning that meets the needs and learning environment of students. A crucial aspect for teachers to consider in realizing effective learning is the use of interactive learning media tailored to the characteristics and needs of students. The use of digital technology to develop interactive learning media is a necessity in today's learning process. Training and mentoring for teachers in Malaka to develop interactive and innovative digital media is based on the need to improve their competency and skills in utilizing technology to develop learning media. This activity aims to improve teachers' competency and skills in utilizing technology to design engaging and interactive digital-based learning using Book Creator and QuizWhizzer. Monotonous learning activities, often based on lectures and group discussions, with the use of conventional learning media, tend to make students passive and easily bored, resulting in a lack of student interest in learning and a decline in the quality and outcomes of learning. Furthermore, technological developments demand increased competency, including in preparing engaging learning media. Therefore, through this training activity, teachers are provided with guidance and training in developing interactive learning media so that the resulting products can be directly used in the learning process. The developed media is designed to be interactive and engaging, thereby increasing student motivation. Furthermore, this activity also encourages teachers to be more creative and innovative in creating learning media that can attract student interest. The training activities ran smoothly and effectively, as evidenced by the high enthusiasm of teachers and the increase in knowledge and skills related to the training material. The mentoring results also showed an improvement in the quality of learning through active student interaction in learning with the help of digital learning media, which resulted in improved interest and learning outcomes.

Education is a process of internalizing values, knowledge, skills, and character formation towards becoming a better individual. In the era of globalization, various challenges arise such as moral degradation, misuse of technology, and the lack of students’ religiosity. These conditions encourage the need to strengthen character education based on the values of the Qur’an. One of the efforts made is through the tahfidz Al-Qur’an program, which aims not only to provide memorization skills but also to cultivate students’ religiosity and good character in line with the vision of the madrasah. This study aims to describe the implementation of the tahfidz Al-Qur’an program in shaping students’ character at MTs Negeri 3 Banyumas. The research employs a descriptive qualitative method with a field research approach conducted at MTs Negeri 3 Banyumas. Data were collected through observation, interviews, and documentation. The findings indicate that the implementation of the tahfidz program is carried out in three stages: (1) the planning stage, (2) the implementation stage, and (3) the evaluation stage. Specifically, the implementation at MTs Negeri 3 Banyumas also consists of three phases: (1) the preliminary stage, (2) the core stage, and (3) the closing stage. Meanwhile, the evaluation of students’ abilities is conducted through formative and summative assessments. The program has successfully shaped students’ character to become religious, disciplined, responsible, tolerant, resilient, independent, and honest. The challenges faced include differences in students’ memorization abilities and limited time, but these can be overcome through intensive guidance and support from both the school and parents. The Tahfidz program at MTs Negeri 3 Banyumas makes a significant contribution to character building, making it worthy of continuous development as part of Qur’an-based character education.

This study aims to analyze the role of Islamic Religious Education (IRE) in shaping students’ character in the digital era, particularly through the use of non-digital learning media. The rapid development of technology has brought both positive and negative impacts on students. On one hand, technology facilitates access to information and enables more interactive learning processes. On the other hand, exposure to negative content and digital distractions can weaken students’ concentration and moral control. This research employed a quantitative method with a survey approach and a correlational design. Data were collected using a Likert-scale questionnaire from five respondents selected through purposive sampling. The findings reveal that teaching IRE using non-digital media significantly improves students’ concentration, discipline, and awareness of worship. Furthermore, IRE positively contributes to fostering wise internet usage and proper digital communication ethics. These results indicate that combining traditional approaches with the integration of religious values is highly effective in addressing the challenges of the digital era and promoting the development of students’ character rooted in Islamic values.

This study aims to describe students’ mathematical critical thinking skills in terms of their learning styles based on the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic). The research employed a descriptive qualitative approach involving four seventh-grade students of SMP Negeri 9 Gresik, each representing one type of learning style. Data were collected through a learning style questionnaire, a mathematical critical thinking test based on Facione’s indicators, and in-depth interviews to strengthen the analysis. The results revealed that each learning style demonstrates distinct characteristics of critical thinking. Visual learners excelled in interpretation and self-regulation, auditory learners performed well in evaluation and verbal explanation, reading/writing learners showed strength in analysis and written reasoning, while kinesthetic learners were better in concrete activities but weaker in evaluation and inference. Overall, interpretation and analysis indicators were more dominant than evaluation and inference. These findings highlight the importance of implementing differentiated instruction aligned with students’ learning styles to foster optimal and comprehensive development of mathematical critical thinking skills.

The Selected Topics in Secondary School Mathematics course is a strategic subject in the mathematics education program, as it plays a crucial role in connecting mathematical theory with its application in secondary school teaching. However, various studies indicate that students often face difficulties in understanding this subject, particularly in mastering fundamental concepts, maintaining learning motivation, and applying concepts in instructional contexts. This study aims to identify effective learning strategies to overcome these challenges through a literature review approach. Data were collected from national and international journals published within the last five years, focusing on learning strategies and students’ learning difficulties. The findings reveal that the implementation of Project-Based Learning can enhance conceptual understanding and higher-order thinking skills, metacognitive-based strategies promote independent learning, the integration of character values strengthens motivation and academic ethics, and the use of interactive digital media facilitates the visualization of abstract concepts. This review concludes that the development of holistic, adaptive, and contextual learning strategies serves as an effective solution to address students’ difficulties in the Selected Topics in Secondary School Mathematics course while preparing them to become competent and character-driven future educators.

This study aims to examine the personality competence of the Madrasah Principal and its influence on the character development of students at MI Al Marzukiah, Central Lombok. The research employed a descriptive and inferential quantitative approach with a total of 46 respondents, including teachers and students. Descriptive analysis revealed that the principal’s personality competence predominantly falls into the moderate category (65%), while student character development is also mostly moderate (76%). The personality competence of the principal encompasses the ability to lead, motivate, and coordinate the madrasah community, including teachers, staff, and students, in achieving educational goals, as regulated by the Ministry of Religious Affairs No. 58 of 2017 and the Ministry of National Education No. 13 of 2017. Inferential statistical analysis using the t-test showed no significant effect of the principal’s personality competence on student character development (tcount = 0.601 < ttable = 1.680, ? = 0.05). This suggests that student character development is influenced more by teachers’ daily interactions, school environment, parental involvement, and students’ own initiative rather than solely by the principal’s personality. The findings emphasize the importance of a collaborative approach in character education, integrating school leadership, teacher facilitation, family support, and environmental factors to cultivate dynamic and value-based character aligned with Islamic principles.

This research was motivated by the lack of teaching materials that align with the characteristics and needs of students. One of the main issues identified is the use of learning modules that are not yet adapted to local culture and fail to provide meaningful learning experiences. To address this problem, the researcher developed a culturally based module inspired by Minangkabau songket. This study employed a Research and Development (R&D) design following the development stages proposed by Sugiyono. The results show that the developed module achieved a validity level of 82.58% (categorized as very valid), a practicality level of 87.6% (very practical), and an effectiveness level of 83.3% (very effective). Based on these findings, it can be concluded that the ethnomathematics-based module on Minangkabau songket for Phase F of the Health Department at SMAN 1 Lareh Sago Halaban in the 2023/2024 academic year meets the criteria of being valid, practical, and effective. Therefore, it is considered suitable for use as a culturally contextual teaching material that integrates local values into the learning process.

This study aims to examine the development, challenges, and prospects of the Indonesian education system from a historical, regulatory, and curriculum perspective. Using a descriptive qualitative method with a library study approach, this study examines relevant literature, laws and regulations, and previous research findings. The study results indicate that the Indonesian education system is a dynamic entity, influenced by internal and external factors from the Hindu-Buddhist era, the arrival of Islam, colonialism, to the Reformation era and the Independent Curriculum. A strong legal basis through the 1945 Constitution and Law Number 20 of 2003 provides a basic framework for national education, but in practice, challenges still arise in the form of disparities in quality between regions, limited facilities, and educator readiness. The Independent Curriculum is one of the latest innovations that emphasizes flexibility, 21st-century competencies, and the Pancasila student profile, although its implementation faces technical and resource constraints. This research emphasizes the importance of consistent education policies, strengthening teacher competencies, and equalizing access and facilities as strategic steps in realizing the national goal of enlightening the nation's life and preparing a generation with character, innovation, and the ability to compete globally.

This study departs from the urgency of early childhood religious education as the foundation for shaping religious and moderate character. The lack of Qur’an learning facilities and qualified teachers in Karang Mulya Village has hindered children aged 6–10 years in mastering Qur’anic literacy skills, even though this stage is considered a golden period of cognitive, affective, and psychomotor development. To address this issue, the research employed a qualitative descriptive method combined with a Project-Based Learning (PjBL) approach, which allowed the teaching process to be linked with practical and contextual activities. Data were collected through direct observation, structured interviews with parents and teachers, and careful documentation of student progress. The analysis was carried out through systematic steps of data reduction, presentation, and conclusion drawing. The findings reveal significant improvements in children’s ability to recognize, read, and write hijaiyah letters, although variations remain, particularly in creativity and independence. Furthermore, Qur’anic literacy activities meaningfully contributed to strengthening the understanding of religious moderation values, such as national commitment, tolerance, anti-violence, and acceptance of local culture. In conclusion, student service activities through Qur’anic literacy not only enhanced technical skills but also functioned as an effective medium for building religious moderation foundations from an early age.

Christian Religious Education (PAK) research in Indonesia has undergone significant developments, but its future direction and relevance are still crucial questions. This article aims to map the PAK research landscape and identify key challenges and opportunities through a literature review of publications in national and international journals, theses, and dissertations. The analysis is focused on three aspects: dominant themes, methodology, and contextual relevance. The findings show the dominance of conventional themes such as teaching methods, curriculum, and the role of teachers, with a qualitative approach limited to case studies, making generalizations difficult. Contemporary issues such as religious pluralism, digital media, Generation Z spirituality, integration of faith and knowledge, and inclusive approaches in multicultural contexts are still underexplored. This article proposes the reorientation of PAK research through an interdisciplinary approach (theology with psychology, sociology, media studies), methodological strengthening (longitudinal and mixed-methods studies), and emphasis on Indonesia's socio-cultural reality as a starting point. With this strategy, PAK's research is expected to be able to expand its theoretical contribution while answering practical challenges in shaping the character and spirituality of students in the era of modernity.

Education plays a crucial role in shaping the personality, morals, and spiritual values of students. In the Islamic perspective, education is not solely focused on the mastery of knowledge but also includes the cultivation of noble character, the strengthening of faith, and the enhancement of religiosity as a form of devotion to Allah Swt. Islamic boarding schools (pondok pesantren), as traditional Islamic educational institutions, have a strategic role in instilling these values through religious activities, the teaching of classical Islamic texts (kitab kuning), and the habituation of virtuous behavior. Pesantren serve not only as centers of learning but also as institutions for character formation and spiritual development. However, the forces of globalization and modernization bring new challenges in the form of cultural, technological, and informational influences that often conflict with Islamic values. Therefore, pesantren are required to develop adaptive, innovative, and relevant educational strategies that align with contemporary needs without losing their Islamic identity. One effective approach is the implementation of Islamic counseling, a process of psychological and spiritual guidance grounded in the Qur’an and Sunnah. Through this counseling, students are expected to strengthen their faith, enhance their religiosity, and develop moral resilience in facing the dynamics of modern life based on strong Islamic values.

This study aims to analyze the implementation of Islamic character education through the integration of the Qur’an memorization program (Tahfiz al-Qur’an) and Islamic Religious Education (PAI) at MA An Nur Prima, Medan, North Sumatra. The institution adopts a unique curriculum model in which students participate in Tahfiz activities every morning from 08:00 to 11:00, followed by formal learning, including PAI subjects, from 11:00 to 15:00. This design reflects a systematic effort to instill Islamic values through intensive interaction with the Qur’an while ensuring the achievement of academic competencies. Using a descriptive qualitative approach, data were collected through participatory observation, semi-structured interviews, and documentation during a four-week Professional Capacity Development (PKP) program. The findings show that Islamic character values such as discipline, responsibility, patience, perseverance, and love for the Qur’an were successfully cultivated through the synergy between the Tahfiz program and PAI instruction. Supporting factors included structured school discipline, strong collaboration between Tahfiz supervisors and PAI teachers, as well as high levels of students’ spiritual motivation. However, several challenges emerged, such as student fatigue, reduced concentration in afternoon classes, and differences in self-regulation skills. To address these issues, the school and teachers applied strategies such as providing an ISHOMA break, have lunch (rest, prayer, and meal), encouraging congregational Zuhur prayer, supplying meals to restore energy, incorporating ice-breaking activities, and designing interactive and engaging learning sessions. In conclusion, the integration of Tahfiz al-Qur’an and PAI proved effective in developing Islamic character values while maintaining a balance between students’ spiritual formation and academic performance.

This article discusses the importance of implementing Higher Order Thinking Skills (HOTS)-based learning evaluation in Islamic Religious Education (PAI) subjects. This topic is very crucial considering that PAI in the modern era is not sufficiently delivered through conventional methods such as memorization and lectures, but must encourage students to think critically, creatively, and reflectively towards religious teachings. The method used in this writing is a library research with a qualitative descriptive approach, reviewing relevant literature related to HOTS and its implementation in PAI learning evaluation. The results of the study indicate that HOTS-based evaluation is able to develop students' abilities in analyzing, evaluating, and creating solutions to contextual problems, thus supporting the formation of adaptive and highly reasoned religious characters. The implication is that the application of HOTS-based evaluation in PAI learning contributes significantly to students' cognitive development and is very relevant in the study of developmental psychology, especially in forming balanced intellectual and emotional intelligence.

Learning Islamic Religious Education (PAI) requires a systematic and adaptive approach to address the challenges of student development in the modern era. The ADDIE model, which encompasses needs analysis and continuous evaluation, is considered effective in developing PAI learning. This study aims to examine the application of ADDIE-based PAI learning design in enhancing learning independence. The method used is library research by reviewing journals, books, and scientific documents related to the ADDIE model, PAI learning, and learning independence. Data were analyzed using a content analysis approach to identify patterns and relevance between variables. The results show that each stage of the ADDIE model plays a crucial role in strengthening student learning independence, through the design of structured learning activities, interactive media, and evaluations that encourage self-reflection. The implications of this study emphasize the need for consistent application of the ADDIE model by PAI teachers to improve the quality of learning and the formation of independent character. Schools also need to support resources and training for optimal implementation of the ADDIE model.

This study aims to analyze the application of deep learning in the transformation of religious moderation education in the digital era and its implications for the development of modern Islamic education. The research employs a qualitative descriptive approach using library research, reviewing literature on Islamic education, religious moderation, and artificial intelligence in learning contexts. Data were collected from academic books, scientific journals, articles, and other credible sources, then analyzed using content analysis to identify patterns, concepts, and relationships between technology and the strengthening of moderation values. The results indicate that the implementation of deep learning can transform Islamic education from a traditional rote-based model to a reflective, contextual, and interactive learning process. This technology enables the analysis of students’ thinking patterns and behaviors, the reinforcement of moderation values, character formation, and the development of moderate digital literacy in a personalized and adaptive manner. The integration of technology and spirituality in digital Islamic education creates transformative learning experiences that strengthen empathy, ethical awareness, and students’ reflective capacities. The study implies the importance of developing curricula, learning strategies, and teacher competencies based on artificial intelligence to produce a generation of students who are moderate, tolerant, and competent in facing the challenges of the digital era.

The low level of students’ understanding of religious practices and Islamic values in daily life poses a significant challenge in teaching Islamic Religious Education (PAI). In the topic of “Hajj and Umrah” for Grade IX students at SMP PGRI Bencoy, Cireunghas District, Sukabumi, the learning process plays a vital role in shaping Islamic character and instilling noble morals. This subject not only emphasizes theoretical knowledge but also promotes a deeper understanding of the procedures for performing Hajj and Umrah in accordance with Islamic law. This study aims to critically analyze the learning objectives, content, methods, evaluation, references, and teaching materials used by teachers in the instructional process. A qualitative approach was employed, with data collected through classroom observations, interviews with teachers and students, as well as an analysis of learning documents. The findings reveal that PAI instruction on the topic of Hajj and Umrah is aligned with the basic competencies and curriculum requirements. However, shortcomings remain in the relevance of the material to real-life contexts, the limited use of technological media, and the less-than-optimal assessment of affective and psychomotor domains. Strengthening students’ understanding of Islamic teachings in their daily lives is essential for developing a holistic Islamic personality. Overall, while the teaching materials are relatively appropriate, further development is needed to make them more applicable, contextual, and impactful in enhancing students’ comprehension and practice of Islamic teachings in everyday life.

This study aims to explain the management of Full Day School in shaping the character of students at SD IT Nurul Fikri Sidoarjo. The research employs a descriptive qualitative method, with data collected through interviews, observations, and documentation. The results show that Full Day School management is implemented through three main stages: planning, implementation, and evaluation. In the planning stage, the school formulates visions, missions, and goals focused on developing students' character values. Organization is carried out by clearly assigning duties and authorities to the principal, teachers, and educational staff so that each party can perform their roles in a directed and coordinated manner. Implementation involves integrating character values into learning activities, religious practices, extracurricular programs, and teacher role modeling. Evaluation is conducted regularly through work meetings to review achievements and identify challenges. Supporting programs for character development include habituation of worship such as congregational prayers and tahfidz, social activities, extracurricular programs, and Character Building Life Skills (CBLS), which instill values of independence, leadership, and responsibility. These activities are designed not only to support students’ daily routines but also to instill moral values applicable in daily life. The active role of teachers, staff, and the school environment significantly contributes to the program’s effectiveness, creating an educational system that balances academic aspects with consistent character development.