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This study examines the intellectual footprint of Nusantara scholars in the tradition of Qur'anic interpretation from classical to contemporary times. This study is motivated by the importance of understanding the role and contribution of Nusantara scholars in building a distinctive and contextual style of interpretation with local culture. The purpose of this study is to trace the development of methods, styles, and approaches to interpretation used by scholars from time to time. The method used is qualitative with a literature study approach through analysis of exegetical works such as Tarjuman al-Mustafid by Abdur Rauf as-Singkili, Tafsir Al-Munir by Nawawi al-Bantani, Tafsir Al-Furqon by Al-Hasan, Tafsir Al-Qur'an Karim by Prof. Dr. H. Mahmud Yunus, Tafsir Al-Azhar by Hamka, to Tafsir al-Mishbah by M. Quraish Shihab. The research results show that during the classical period, interpretation focused on spirituality and spirituality, while in the modern and contemporary eras, interpretations have developed that emphasize the maqasid al-shari'ah (purpose of law). They focus not only on literal meaning but also on universal wisdom and objectives. This development reflects the continuity between the global Islamic scholarly tradition and the local socio-cultural realities of the Indonesian archipelago. Interpretations of the Quran by Indonesian scholars not only enrich the global Islamic heritage but also demonstrate that Islam is capable of dialogue with cultural and contemporary contexts without losing its universal values.

This study aims to analyze in depth the moral values ​​contained in Surah Luqman verses 14–15 based on M. Quraish Shihab's Tafsir Al-Mishbah and their relevance in shaping the character of adolescents in the modern era. The research method used is library research with the tafsir munasabah approach, namely examining the relationship between the meanings of verses contextually and thematically. The main data source comes from Tafsir Al-Mishbah, supported by relevant tafsir literature and character education studies. The results of the study show that in Tafsir Al-Mishbah, Surah Luqman verses 14–15 contain six main moral values, namely birrul wâlidayn (devotion to parents), an attitude of gratitude to Allah and both parents, proportional obedience and not violating the principle of monotheism, gentleness and ethics in responding to differences, orientation to the afterlife, and exemplary behavior. These values ​​have strong relevance to efforts to shape the character of adolescents, especially in facing moral challenges in the digital era. The implementation of this teaching is considered strategic as a fundamental solution to overcome various youth problems, such as cyberbullying, ethical crises, and moral decadence, by instilling religious attitudes, empathy, and social responsibility.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.

The flood disaster the struct Mauponggo, Flores, Est Nusa tenggara, not only caused infrastructural destruction, loss of life and social trauma, but also revealed a deeper philosophical dimension of human existence. From an ontological prespective, a disaster is not merely a natural occurrence but a moment of disclosure that unvieils the existential fragility of human beings in the faceof natural forces beyond rational, technological, and social control. Onology, as a branch of metaphysics that explores the nature of being, understands humans as beings whose existence is inseparable from space, time, and limitation. Trough a reflective and literature based approach, this study examines the Mauponggo flood as an existential event that exposes the ontological condition of humanity, drawing particularly on Martin Heidegger’s concepts of being toward death and being in the world. The finding show that disaster reveals humans as finite and vulnerable beings who remain open to relationships with nature, others, and the transcendent. This study affirms that an ontological prespective on disaster not only enriches academic discussions on the philosophy of disaster but also holds practical signifincace. The awareness of existential fragility encourages social solidarity, ecological ethics, and deeper transcendental reflection. Thus, this work contributes to developing more reflective and meaningful humanitarian and sustainability responses rooted in a philosophical understanding of human existence and its place in the world.  

This study reexamines Genesis 26:12–13 to illuminate the hermeneutical tension between the original meaning of the Hebrew term זָרַע (zāraʿ) and the interpretive patterns characteristic of the Prosperity Gospel. Through a historical-critical approach combined with narrative analysis, the study demonstrates that Isaac’s act of sowing must be understood as an actual agrarian activity undertaken within conditions of crisis and limitation, and grounded in the initiative and faithfulness of God. The findings indicate that the blessing Isaac received was never intended as a universal, reproducible formula but as a theological declaration of divine care within a history marked by uncertainty. In contrast, the Prosperity Gospel employs a hermeneutic that is predominantly literal and selective in its use of texts while disregarding their contexts, thereby reshaping the covenant narrative into a reductive pattern of guaranteed prosperity. This analysis shows that such reading not only shifts the theological focus of the text but also obscures the dynamics of faith, obedience, and grace that form the heart of the narrative. The study affirms the necessity of a more critical and responsible hermeneutic and argues that recovering the historical context and narrative structure serves as an essential theological corrective to Prosperity Gospel readings that detach the text from its original context.

This study discusses the development of narratives on Islamic morality and history through interactive audiovisual media as an effort to address the learning needs of the digital generation that demands high engagement, engaging visualizations, and immersive learning experiences. Based on library research methods, this study examines literature on narrative pedagogy, Islamic historiography, and digital learning technology to formulate a narrative model that integrates cognitive, affective, and interactive aspects. The review shows that although audiovisual media and technologies such as AR/VR have been proven to increase student motivation and understanding, studies specifically combining narratives on morality, Islamic history, and interactivity design are still limited. This study proposes a participatory narrative model based on interactive audiovisual through choice-based storytelling, reflective quizzes, and micro-scenarios that can strengthen historical understanding while internalizing moral values. The analysis shows that interactive media serves not only as a means of conveying information but also as a space for moral experience that allows students to build empathy, reflection, and value awareness. This study provides theoretical contributions to the development of narrative pedagogy in Islamic education and provides practical recommendations regarding media design, teacher readiness, and infrastructure support for the implementation of more effective and meaningful digital learning.

This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to examine pragmatic aspects, particularly speech acts and implicatures, in the lyrics of the song “Sedia Aku Sebelum Hujan” by Idgitaf. By applying a qualitative descriptive method through pragmatic content analysis techniques, this study examines locutionary, illocutionary, and perlocutionary speech acts based on Austin's theory, as well as conversational implicatures based on Grice's framework. The results show that the song lyrics are dominated by expressive and commissive illocutionary acts that serve to express sacrifice, vulnerability, and unconditional commitment. Locutionary acts play a role in constructing a literal narrative about protection and relationship inequality, while perlocutionary acts are aimed at evoking feelings of security and gratitude in the listener. Furthermore, the study of implicature reveals deeper implied meanings related to self-sacrifice, acceptance of inequality in relationships, and anticipatory commitment, which are often conveyed through the metaphors of “rain” and “war”. This study concludes that the power of lyrics lies not only in explicit romantic expressions, but also in the strategic use of language to perform actions and convey implicit values of devotion, reflecting the complex dynamics of human relationships, even when they are unbalanced. These findings emphasize the importance of pragmatic analysis in fully understanding the communicative and artistic impact of song lyrics.

Effective learning involves active student involvement. The PAIKEM (Active, Innovative, Creative, Effective, and Enjoyable Learning) model emphasizes activeness, creativity, and a fun learning atmosphere. In this model, students are invited to be directly involved in the learning process, either through discussions, questions and answers, or group work that facilitate the development of their social and cognitive skills. This article aims to examine the application of the PAIKEM learning model in improving student learning activities through a literature review of ten scientific journals indexed by Google Scholar. The results show that PAIKEM increases participation in discussions, courage to ask questions, group collaboration, and learning motivation. In addition, this model also facilitates the development of students' critical and creative thinking skills, creating a fun and challenging learning atmosphere. The implementation of PAIKEM in learning has a positive impact on improving overall student learning outcomes. Thus, the PAIKEM learning model can be an effective alternative for teachers to create more active, meaningful learning, and oriented towards the development of student competencies as a whole.

This study explores how Generation Z constructs work values and meaning in modern organizations shaped by digitalization and social transformation. Using a qualitative phenomenological approach under a social constructivist paradigm, the research investigates the lived experiences of young professionals in the digital, creative, and startup sectors. Data were collected through in-depth interviews and non-participant observation and analyzed using thematic analysis (Braun & Clarke, 2006; Moustakas, 1994). Findings show that Generation Z defines work through three interrelated dimensions: (1) intrinsic motivation grounded in personal purpose and self-expression, (2) redefined productivity emphasizing creativity and emotional balance rather than quantitative output, and (3) job satisfaction derived from inclusive culture and adaptive leadership. These results support Self-Determination Theory (Deci & Ryan, 2000) and Social Constructionism (Berger & Luckmann, 1966), showing that work meaning is socially constructed rather than objectively given. Overall, the study concludes that for Generation Z, work represents not merely economic activity but a medium for identity, contribution, and personal growth, urging organizations to embrace meaning-centered and value-driven leadership to enhance engagement and fulfillment.

Poverty remains a multidimensional crisis requiring holistic interventions that integrate spiritual and economic dimensions. This study aims to analyze forms of spiritual support in pastoral counseling for the poor and identify mechanisms through which such support contributes to the sustainability of economic empowerment programs. Using a qualitative approach with systematic literature review, data were collected from academic journals, theological texts, and previous research published between 2006-2025, analyzed through thematic content analysis. The findings reveal five integrated forms of spiritual support: spiritual-theological support for restoring meaning and hope, transformative psychosocial accompaniment integrating counseling techniques with faith values, communal empowerment based on Christian values creating sustainable support ecosystems, practical life skills guidance and economic capacity development, and advocacy facilitating access to structural resources. These forms contribute to sustainability through five mechanisms: mindset transformation from helplessness to self-agency, strengthening resilience and adaptive capacity, forming social networks and social capital, integrating Christian values in work ethics, and establishing continuous mentoring systems with participatory evaluation. This study confirms that spiritual support is an essential element determining the long-term success of economic empowerment programs for the poor.

Interreligious dialogue in contemporary plural societies faces serious challenges, particularly due to differences in the use and interpretation of religious language, which is often understood in a monolithic and decontextualized manner. Religious language is frequently reduced to doctrinal propositions debated through logical arguments, thereby neglecting the form of life from which it emerges. This study aims to analyze the transformation of Ludwig Wittgenstein’s thought from the picture theory presented in Tractatus Logico-Philosophicus to the concept of language games developed in Philosophical Investigations, as well as its implications for understanding religious language and contemporary interreligious dialogue. This research employs a qualitative approach using a library research method through philosophical-conceptual analysis of Wittgenstein’s major works and relevant secondary literature. The findings indicate that the concept of language games allows religious language to be understood as a social practice with internal rules and contextual meanings, rather than as metaphysical propositions subject to empirical-logical verification. In the context of interreligious dialogue, this approach helps explain differences in the meanings of religious terms such as “salvation” or “God” without treating them as absolute logical contradictions. By viewing religious language as part of language games rooted in distinct forms of life, interreligious dialogue can be directed toward mutual understanding and respect for diversity rather than the pursuit of theological uniformity.

This article theologically analyzes the Christian doctrine of creation, highlighting the nature of God as Creator and its implications for human understanding of the world, the self, and the relationship with God. Creation is understood not merely as the initial event of the cosmos but also as God’s continuous act of sustaining, preserving, and directing all creation toward His divine purpose. Through a study of biblical texts and the reflections of classical theologians such as Augustine, Aquinas, and Calvin, this paper explores the concepts of creatio ex nihilo, the orderliness of creation, and the dignity of humanity as the image of God (imago Dei). This article also outlines how the doctrine of creation provides an ethical foundation for ecological responsibility, the sanctity of life, and respect for others in the context of contemporary challenges marked by moral crises and environmental degradation. The analysis shows that the doctrine of creation remains relevant for today’s faith, emphasizing that the world derives its meaning from God and that humanity is called to participate with God in caring for creation. Thus, this study offers a comprehensive understanding of the significance of the doctrine of creation for Christian faith and ethical practice in contemporary life.  

Education plays a vital role in shaping character and developing individual potential, with the ability to collaborate being crucial in this global era. This study focuses on the low level of student collaboration and suboptimal Aqidah Akhlak learning outcomes at MA Muhammadiyah 1 Ponorogo, caused by a lack of innovative learning methods. Therefore, this study aims to examine the application of the Project-Based Learning method as a solution to improve student collaboration and learning outcomes. This study aims to: (1) describe the application of the Project-Based Learning method in teaching Aqidah Akhlak in class XI of MA Muhammadiyah 1 Ponorogo, (2) determine the impact of the Project-Based Learning method on student collaboration and learning outcomes, and (3) determine student perceptions of the application of the Project-Based Learning method in teaching Aqidah Akhlak. This study used a qualitative approach with descriptive methods. Data were collected through observation, interviews (with the principal, vice principal for curriculum, Aqidah Akhlak teacher, and class XI students), and documentation. The data analysis technique used was the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) the implementation of the Project Based Learning method is carried out through structured steps, encouraging active cooperation between teachers and students, with an emphasis on equal roles and responsibilities of each, (2) the Project Based Learning method has a positive impact on increasing collaboration, educational outcomes, and the development of students’ knowledge, attitudes, and skills as a whole, with changes in behavior that are seen in depth, (3) students have a positive view of the Project Based Learning method because it is considered more interesting, interactive, meaningful, and relevant to everyday life, which can be seen from increased motivation and active participation.

The high consumption of coffee as part of people's lifestyle and the dominance of Americano and Cappuccino variants in sales at Roost Restaurant necessitate an analysis of consumer assessments of these two beverages. Therefore, this study aims to determine consumer assessments of the popular Americano and Cappuccino coffee beverages at Roost Restaurant at The Nest Hotel Nusa Dua. This study uses quantitative descriptive analysis techniques with data collection techniques through documentation and questionnaires distributed to 82 respondents. Consumer assessments are analyzed based on five indicators, namely taste, aroma, balance, presentation, and price. The results show that all indicators for both coffee beverages are in the high category, meaning that consumer assessments of Americano and Cappuccino are good in all aspects. The indicator with the highest rating for Americano and Cappuccino is presentation, while the indicator with the lowest rating for Americano and Cappuccino is taste. These findings indicate that although consumer ratings are generally good, improvements in taste, especially for Americano, are still needed to enhance consumers' positive perceptions of the products served.

The purpose of this study was to examine how problem-based mathematics learning affected the learning interest of 5- to 6-year-old students at the Ki Hajar Dewantara State Kindergarten in South Jakarta. To compare problem-based mathematics learning and conventional learning, this study used a quantitative method and a quasi-experimental design. Problem-based learning is intended to use mathematical problems in children's daily lives. Children in group B were divided into experimental and control groups. To collect data, structured observations were conducted on elements of children's interest in learning. These included enjoyment, focus, activity, and willingness to participate in learning activities. To determine the difference in the level of interest in learning between the two groups, the data obtained was analyzed statistically. The results showed that, compared to conventional learning, problem-based mathematics learning had a significant effect on increasing children's interest in learning. Children showed more enthusiasm, better concentration, active involvement in activities, and critical thinking skills in solving mathematical problems. The results showed that effective problem-based mathematics learning made learning meaningful, enjoyable, and appropriate for the characteristics of early childhood development.

This Community Service activity aims to foster the spiritual life of NTT Migrant Communities on Oil Palm Plantations. The activities include weekly faith formation and year-end recollections. Through these weekly faith formation activities, NTT migrants receive regular spiritual care and further strengthen their faith amidst the harsh challenges of the working world. Furthermore, through the year-end recollections, NTT Catholics gain valuable experience through the materials provided by competent speakers and the series of activities presented. These activities foster a spirit of togetherness and solidarity, and a deeper understanding of the richness and meaning of the Church's sacraments.

Contextual Teaching and Learning (CTL) is a pedagogical approach that links the learning material to students' everyday life, making the learning process more meaningful and easier to understand. The aim of this literature review is to identify the effectiveness of context-based teaching materials in enhancing students' conceptual understanding, motivation, and learning outcomes in elementary schools. Studies focusing on the development of teaching materials, interactive modules, contextual worksheets, and e-modules were analyzed in depth. The findings show that the contextual approach consistently enhances student engagement, conceptual understanding, and critical thinking skills. However, several challenges need to be addressed, such as limited resources, lack of teacher competence, and the scarcity of relevant local learning resources. This article provides strategic recommendations related to the development and implementation of more effective and sustainable context-based teaching materials, taking into account resource availability and the improvement of teacher competencies to ensure the success of contextual learning in elementary schools.

The Merdeka Curriculum demands the development of teaching materials that are adaptive, contextual, and relevant to the demands of 21st-century learning. This article aims to examine the strategy for developing teaching materials based on the Merdeka Curriculum that can support the strengthening of 21st-century competencies, such as critical thinking, creativity, collaboration, and digital literacy. The method used is a literature review of various studies related to the Merdeka Curriculum, teaching material development, and 21st-century learning. The findings show that effective teaching material development must consider the integration of local context, the use of digital technology, and project- and problem-based approaches. In addition, it is also important to conduct continuous reflection and evaluation in the teaching material development process. With the right strategy, teaching materials based on the Merdeka Curriculum can become a key tool in creating meaningful, flexible learning that aligns with the needs of 21st-century learners. Through the implementation of this strategy, it is hoped that a more effective learning process that aligns with the times can be created.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.