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This study aims to determine the role of class teachers in the implementation of multicultural values ​​in the learning of faith and morals to fifth grade students at MI Integral Hidayatullah Holtekamp and describe the variety of multicultural values ​​that exist in the MI Integral Hidayatullah environment. This type of research is qualitative. The research subjects were the Principal, Class Teachers, and three fifth grade students. The data collection methods used were observation, interviews, and documentation. Data analysis was carried out by means of data collection, data reduction, data presentation, and data verification. Data validation used the triangulation method of data sources. The role of class teachers in the implementation of multicultural values ​​in the learning of faith and morals to students at MI Integral Hidayatullah Holtekamp includes: a. Class teacher motivators become encouragement and role models so that students remain diligent and respect differences. b. Class teacher facilitators act as the main intermediaries in the process of changing student behavior, and c. Class teacher evaluators evaluate attitudes by observing student behavior. The variety of multicultural values ​​at MI Integral Hidaytullah: a. Inclusive: Classroom teachers play a role in creating learning that respects diversity. b. Prioritizing Dialogue: Classroom teachers encourage students to discuss. c. Humanistic: Classroom teachers prioritize a humanitarian attitude in educating students.

In an effort to understand the nature of existence and the purpose of education, humans continually ponder fundamental questions about reality, knowledge, and life's values. Philosophy appears as a light that illuminates the darkness of these questions, offering a profound and systematic framework for thought. However, from an Islamic perspective, this search for truth does not rely solely on reason but is harmoniously integrated with Divine revelation. Islamic ontology places God as the source of all reality, its epistemology unites reason and revelation in the pursuit of knowledge, while axiology guides all educational actions and goals toward the formation of pious and noble individuals. This symbiotic integration gives rise to a transformative educational paradigm that not only fosters intellectual intelligence but also humanizes and purifies the soul, thus producing a holistic generation that contributes to the well-being of humanity. This paradigm aligns Islamic education with global realities, prioritizing a balance between worldly and otherworldly knowledge, and emphasizing moral and spiritual development as integral parts of a more holistic and sustainable education.

Parenting plays a crucial role in shaping a child's personality and religious values ​​from an early age. This study aims to examine the concept of parenting from an Islamic perspective, particularly according to the views of Imam Al-Ghazali, a prominent Islamic scholar and thinker. The method used was a literature review with a descriptive analytical and historical approach. The results show that Islamic parenting, according to Al-Ghazali, is based on the principles of monotheism, faith, and noble morals derived from the Quran and Sunnah. Al-Ghazali viewed children as a trust from Allah, born in a state of fitrah (purity) and as potential beings who are the hope of the community. Educating children must be done from an early age because childhood is a golden period that is very decisive in character formation. The parenting methods recommended by Al-Ghazali include: (1) the habituation method to shape character through continuous practice; (2) the role model method, where parents serve as direct role models for children; (3) the storytelling method to instill moral values; (4) the advice method with a compassionate approach; and (5) reward and punishment methods applied wisely. Al Ghazali's parenting concept emphasizes the importance of parents' role in creating a conducive environment for children's spiritual, moral, and social development, which not only impacts worldly life but also the afterlife. This research contributes to the idea of ​​the urgency of implementing Islamic teachings in educating and raising children in the digital era, which is full of various challenges.

Advances in artificial intelligence (AI) technology present both opportunities and challenges for education. On the one hand, AI can enrich the learning process; on the other hand, it has the potential to shift human values ​​in education. This study aims to describe teachers' efforts to humanize learning in the AI ​​era, particularly in fostering students' learning awareness and independent thinking at SMAN 2 Singingi Hilir. The study used a descriptive qualitative approach with data collection techniques through interviews, observation, and documentation. Data analysis was conducted following the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that teachers act as facilitators and inspirators in technology-based learning. Humanization of learning is realized through instilling the values ​​of reflection, empathy, and responsibility in the use of AI. In addition, teachers foster students' independent thinking through project-based learning and reflective discussions that balance digital intelligence with moral values. This process helps students become critical, independent, and ethical learners amidst the digitalization of education.

In Islam, the family is a spiritual institution that plays a central role in shaping human psychological and moral balance. However, modernization, individualism, and value disorientation have led to rising psychological crises and disharmony in Muslim households. This issue requires a scientific approach that goes beyond legal-normative perspectives toward an integrative psychological understanding. This study aims to analyze the concept of Sakinah, Mawaddah, and Rahmah from a psychological perspective to formulate a contextual and applicable model of family well-being. The research employs a qualitative library research method by synthesizing Islamic sources (Qur’an, Hadith, and classical scholarship) with contemporary psychological theories of emotional well-being and spiritual intelligence. The findings reveal that Sakinah represents spiritual-emotional equilibrium, Mawaddah functions as an ethical and transcendental affective energy, and Rahmah embodies compassionate empathy that nurtures healing and forgiveness. Together, these values constitute the Islamic Family Well-Being Model, an integrative paradigm that situates spirituality as emotional regulation, love as affective force, and compassion as moral regulator. This model asserts that genuine harmony in Muslim families can only be achieved through psycho-spiritual balance grounded in divine values.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

This Community Service Program (PKM) was designed to strengthen national character and identity through the application of Asta Cita values among the residents of Rejuno Village, Karangjati District, Ngawi Regency, East Java. Conducted over two days, the program involved active participation from youth groups, community leaders, and village officials. The activities consisted of the introduction of national and civic values, interactive discussions with local figures, and group reflections aimed at formulating social commitments rooted in the Asta Cita principles. The findings show a notable increase in participants’ understanding and appreciation of the eight core values: patriotism, mutual cooperation, honesty, responsibility, hard work, discipline, tolerance, and social justice. Moreover, local wisdom and traditions—such as martial arts practices and community deliberations—were revitalized as effective tools for embedding these values within daily life. This program highlights that national character building does not solely rely on formal education or governmental initiatives but can also grow organically from community-based cultural practices. By integrating local heritage with national ideals, the PKM successfully promoted a sense of unity, civic awareness, and moral responsibility among the people of Rejuno Village, illustrating how local culture can serve as a strong foundation for fostering national identity and integrity.

The globalization era presents considerable challenges to the development of Islamic identity among university students. Technological progress, intercultural interaction, and exposure to various ideologies significantly affect students’ values and moral orientations. This study aims to analyze the Aqidah Akhlak paradigm as a framework for reinforcing students’ Islamic identity within the global context. This research applies a qualitative method through library research by examining classical and contemporary Islamic educational literature as well as relevant scholarly works. The findings demonstrate that the Aqidah Akhlak paradigm, which combines solid theological belief (aqidah) with moral character development (akhlak), plays an essential role in cultivating spiritual strength, ethical consciousness, and social responsibility. The reinforcement of Islamic identity is not limited to religious rituals, but also includes the internalization of faith-based values and the consistent application of moral principles in academic and social environments. Therefore, a contextual and integrated approach to Aqidah Akhlak education is necessary to develop intellectually competent and ethically grounded Muslim students in the era of globalization.

This study examines the views of community and traditional leaders on the practice of giving alms derived from unusual sources of income in Mojopuro Village. The tradition of giving alms in Mojopuro has strong cultural roots and social values, reflecting a blend of Islamic teachings and local wisdom. However, historically, almsgiving has sometimes come from less than halal sources, such as gambling proceeds, which were once considered commonplace due to limited religious understanding. This study employed a descriptive qualitative method, using interviews with community and traditional leaders as key informants. The results show a significant shift in how the community interprets almsgiving. Religious leaders now emphasize the importance of halal sources of income and sincere intentions in giving, while traditional leaders emphasize social values such as mutual cooperation and caring for others. This transformation reflects a shift from traditional practices to a deeper religious understanding, without diminishing the values of togetherness that are characteristic of Mojopuro. Thus, the tradition of giving alms in Mojopuro is not only a form of worship but also a means of fostering morality and social solidarity that persists amidst changing times

This study is motivated by the increasing complexity of ethical challenges in public healthcare services in the modern era, characterized by rapid technological advancement, professional pressures, and shifting moral values. Within this context, Christian healthcare professionals face significant dilemmas in maintaining their faith-based ethical principles amid pragmatic service demands. This research aims to construct a Christian ethical framework on human dignity as a normative foundation for public healthcare practice. The study employs a descriptive qualitative method using a literature review approach, analyzing theological, philosophical, and social sources related to ethics, human dignity, and public service. The findings reveal that Christian ethics is rooted in the concept of Imago Dei, affirming that every human being possesses intrinsic dignity as created in the image of God. The principles of love (agape), justice, and moral responsibility serve as the core foundation for ethical healthcare practice. The implications of this study emphasize that healthcare services should not be merely technical but must also embody spiritual and humanistic values. Therefore, Christian healthcare professionals are called to act as moral agents who promote compassionate, dignified, and holistic care within the public healthcare system.

The development of digital technology and social media provides both opportunities and challenges for the preservation of traditional arts such as Wayang Golek from West Java, which is rich in cultural, moral, and Islamic preaching values. Wayang Golek has long served as a medium for da'wah, conveying religious teachings creatively through artistic performances. However, changes in the preferences of younger generations who favor instant digital content put this traditional art at risk of being forgotten. This study uses a qualitative method with a literature study approach to examine the role of social media in revitalizing Wayang Golek as a medium for cultural preservation and Islamic da'wah. The research results show that social media such as YouTube, Instagram, and TikTok play an important role in expanding access and public interest, especially among young people, through interactive and engaging educational content. However, limitations in technological proficiency and lack of support are major obstacles. Social media. It not only functions as a tool for communication and entertainment but also serves as a means of documentation and cultural education that can build virtual communities and a strong cultural identity. This study recommends strengthening digital training for artists, cross-sector collaboration, and creative content innovation to maintain the relevance and sustainability of Wayang Golek in the modern era. Adapting digital technology is an important strategy to align the preservation of traditional arts with the development of the times without losing the essence of cultural values and the messages contained within.

This study explores the role of Christian religious education teachers in shaping students’ character within the school setting. Employing a literature review method, the research analyzes secondary sources that discuss character formation theories grounded in Biblical principles and Christian education approaches. Key values examined include love, honesty, responsibility, forgiveness, and compassion, which are integrated into the learning process. The findings reveal that Christian religious education teachers hold a crucial position as educators, mentors, and role models, responsible for guiding students in internalizing these values. Character development is fostered not only through formal lessons but also through teachers’ personal example, the incorporation of Biblical teachings into classroom activities, and the encouragement of practical faith expressions in daily life. This holistic approach ensures that students not only understand Christian moral principles cognitively but also embody them in behavior and interactions with others. The study emphasizes that effective character formation relies on consistent modeling of values by teachers, meaningful integration of religious teachings into pedagogy, and opportunities for students to practice faith-based actions, thereby strengthening both moral awareness and ethical conduct.

This article examines Ahmad Muhamad Mustain Nasoha’s thought on Islamic nationalism as the basis of patriotism. Nasoha emphasizes that nationalism does not contradict Islamic teachings; in fact, the values of faith, morality, and brotherhood in Islam can strengthen national consciousness. According to him, love for the homeland is not merely a slogan or rhetoric, but a manifestation of faith and a Muslim’s social responsibility that requires active involvement in preserving unity, upholding justice, and contributing to national development. This article highlights the historical, philosophical, sociological, political, educational, and theological aspects of Islamic nationalism, including the contributions of Islamic scholars and organizations in shaping national identity as well as in the formulation of Pancasila as the state’s foundation in harmony with Islamic values. Furthermore, the article discusses the relevance of Islamic nationalism in addressing contemporary challenges, such as Indonesia’s plural society, globalization, radicalism, and digital disinformation. Nasoha stresses the importance of harmonizing Islamic values with Pancasila, so that Islamic nationalism can serve as both social cohesion and an ethical guideline for citizens. The implementation of Islamic nationalism can be carried out through education, legal reinforcement, moral development, and concrete social contributions, enabling Muslims to preserve their religious identity while actively participating in national life. Through this comprehensive study, the article asserts that Ahmad Muhamad Mustain Nasoha’s ideas significantly contribute to the development of a moderate, inclusive nationalism grounded in Islamic values. His thought offers a strategic framework to cultivate patriotic young Muslims without compromising religious identity.  while strengthening Indonesia’s national integrity in the face of contemporary challenges.

The independent real college work (KKN) of Muhammadiyah Sumatra Utara was carried out at MTS Al-Washliyah, Hamparan Perak sub-district, Deli Serdang district. This KKN program aimed to improve literacy and highlight the importance of education for children’s abilities in both character development and student intelligence. The goal of education is to advance intellectual development while instilling moral values, ethics, integrity, and tolerance in students. The results of this study indicate that the role of parents is crucial in developing literacy in students. Parents are encouraged to help children develop a habit of reading books, thus providing a positive influence on their children's educational progress. Additionally, parents' active involvement allows children to have better opportunities to develop their literacy skills. By creating a supportive home environment and fostering positive reading habits, parents play a vital role in improving the overall literacy of students. This KKN program has shown that collaboration between parents and educational institutions can significantly enhance the literacy development of students.

This study examines the crucial role of political ethics in anti-corruption efforts in Indonesia, focusing on Pancasila as the moral and philosophical foundation (Nasoha et al., 2024; Atqiya & Nasoha, 2024). Through a qualitative literature review, the research reveals that weaknesses in political ethics significantly contribute to corrupt practices among elites and state institutions. The study highlights that corruption often stems from a lack of adherence to ethical standards within the political system. Therefore, strengthening political ethics is essential to preventing corruption. The principles of justice, accountability, and public responsibility are critical to this effort, ensuring that government actions align with ethical values. Pancasila’s core values, especially social justice and gotong royong (mutual cooperation), provide a solid moral framework for fostering a transparent, fair, and integrated government system. By embedding these values into political practice, Indonesia can strengthen its anti-corruption efforts, improve public trust, and promote a more just and accountable political environment.

This study aims to analyze the synergy between the Cambridge Curriculum and Islamic Education in fostering students’ character who are faithful, knowledgeable, and globally competitive. The research employed a Systematic Literature Review (SLR) approach, following the PRISMA protocol to trace, screen, and synthesize relevant literature from reputable databases (Scopus, Web of Science, and Google Scholar) within the 2015–2025 timeframe. Out of 142 identified articles, 38 met the thematic and methodological eligibility criteria. The findings indicate that the integration of the Cambridge Curriculum and Islamic Education creates a hybrid educational model that balances global academic achievement with spiritual and moral development. The Cambridge Curriculum provides a framework for 21st-century competencies, while Islamic Education embeds values, manners, and moral accountability. This synergy requires a paradigm shift among teachers, pedagogical innovation, and curriculum policies centered on character formation. The study concludes that character development based on the integration of global curriculum and Islamic values is a strategic pathway to cultivating an excellent and adaptive Muslim generation ready to face global challenges.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.

This article discusses the concept of acquiring wealth through wrongful means from an Islamic perspective through an interdisciplinary study approach. In Islam, wealth is viewed as a trust that must be acquired and utilized in accordance with sharia provisions, so that any form of acquisition carried out through unlawful means is viewed as an act that damages the public interest and violates religious provisions. This study uses a qualitative method with a literature study approach to analyze the forms of acquiring wealth through wrongful means, such as usury, gharar, risywah, tadlis, and maysir, and their impacts on various aspects of life. The analysis is conducted through the perspectives of Islamic law, economics, psychology, and socio-culture. The results of the study indicate that acquiring wealth through wrongful means not only harms individuals but also affects the social, economic, and moral stability of society. In addition, this practice is viewed as a form of deviation from the essential function of wealth in Islam, namely as a means to realize the common good. This study emphasizes the importance of implementing sharia values in economic and social practices as a preventive measure against injustice and injustice in society.

This study aims to analyze and design Al-Islam learning media on the material of emulating the stories of the apostles Ulul Azmi through an engaging and effective digital storytelling approach to improve the understanding of fifth-grade students at SD MUTU Nunukan. Al-Islam learning, which emphasizes moral and spiritual values, requires innovative media to help students better understand and internalize exemplary attitudes from the prophets. The research method used is Research and Development (R&D) with the ADDIE model, which is limited to two stages: analysis and design. The analysis stage focuses on identifying student characteristics, learning needs, and curriculum requirements related to Al-Islam subjects. Meanwhile, the design stage involves planning digital storytelling-based learning media that integrates visual, audio, and narrative elements aligned with learning objectives. The designed media is expected to support student-centered learning, increase motivation, and make learning activities more meaningful. Through digital storytelling, students are encouraged to actively engage with the content, understand the moral values of the apostles Ulul Azmi, and apply these values in daily life.

The independent real college work (KKN) of Muhammadiyah Sumatra Utara was carried out at MTS Al-Washliyah, Hamparan Perak sub-district, Deli Serdang district. This KKN program aimed to improve literacy and highlight the importance of education for children’s abilities in both character development and student intelligence. The goal of education is to advance intellectual development while instilling moral values, ethics, integrity, and tolerance in students. The results of this study indicate that the role of parents is crucial in developing literacy in students. Parents are encouraged to help children develop a habit of reading books, thus providing a positive influence on their children's educational progress. Additionally, parents' active involvement allows children to have better opportunities to develop their literacy skills. By creating a supportive home environment and fostering positive reading habits, parents play a vital role in improving the overall literacy of students. This KKN program has shown that collaboration between parents and educational institutions can significantly enhance the literacy development of students.