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Islamic Religious Education (PAI) plays a crucial role in fostering good morals in students, enabling them to develop Islamic character and face the challenges of the times with strong spiritual values. However, the implementation of PAI teaching in the field often still prioritizes traditional lecture methods, which lead to less student participation, boredom, and less than satisfactory learning outcomes. This small study aims to explore the PAI learning models and strategies implemented by teachers at the Al-Hidayah Foundation, the challenges they face, and their impact on students. This study used a qualitative approach with a case study method through in-depth interviews with PAI teachers. The results revealed that teachers have begun to integrate lecture methods with more innovative learning strategies such as contextual, cooperative, and technology-based, although their implementation has not always been consistent. The main challenges faced include limited infrastructure, a lack of professional training for teachers, and low learning motivation among some students. The visible impact is increased student engagement in the learning process when innovative strategies are implemented, although their effectiveness still needs to be strengthened with support from the institution and parents. Therefore, the Islamic Religious Education teachers at the Al-Hidayah Foundation not only function as teachers, but also as motivators and facilitators in the learning process to ensure that the goals of Islamic education can be achieved properly.

This research explores how bullying is depicted in the animated film “Jumbo” through the lens of Roland Barthes' semiotic theory. Utilizing a descriptive qualitative approach, the study analyzes the denotative, connotative, and mythological meanings embedded within the film’s visual and narrative elements. Through this lens, the film is interpreted not merely as a piece of children's entertainment but as a medium that carries deeper social messages. The central character, Don, is portrayed as physically different from his peers, which becomes a symbol of broader societal rejection and marginalization. His journey reflects the internal and external struggles faced by individuals who do not conform to mainstream standards. Key symbolic components—such as Don’s unusually large physique, his inherited storybook, and the way he interacts with others—highlight themes of courage, empathy, personal identity, and the desire for social inclusion. The film subtly critiques the normalization of bullying and challenges dominant myths that suggest acceptance and success are only for those who meet certain physical or social norms. Through its narrative, Jumbo promotes values of diversity and encourages viewers, especially young audiences, to question unjust stereotypes and embrace empathy. By decoding the semiotic messages in Jumbo, this study contributes to a deeper understanding of how animated films can serve as powerful educational tools. They can raise awareness about social issues, influence attitudes, and inspire critical reflection, especially when they employ symbolism that resonates with real-life experiences. This research ultimately highlights the potential of animation as a medium for moral and social education beyond its entertainment function.

Christian religioun education regarding values ​​and ethics must be able to guide and  develop the  character and ethical values ​​according to what is taught in the Bible, for students at school have the right foundation from an early age. The method used is an analytical method that analyzes problems using qualitative methods with a study approach. This research relates to data or written material that is appropriate to the topic of discussion. Christ's character education method given to children is not just theoretical, but as parents directly and automatically become teachers who must teach noble values ​​in the family and provide and share role models for children to emulate. Character education is a system of instilling and developing character values ​​in children which includes knowledge, awareness or will, and actions to implement these values, both towards God, oneself, others, the environment and nationality so that they become virtuous human beings.

The rapid environmental degradation currently compels governments and organizations to implement effective preventive measures. This study highlights the urgent need for the implementation of Green Human Resource Management (GHRM) practices and Personal Moral Norms in enhancing Employee Green Behavior within the banking sector. As governments adopt policies related to GHRM, Personal Moral Norms, and Employee Green Behavior, banks, as financial institutions, play a strategic role in promoting sustainability. The objective of this research is to analyze the effects of GHRM and Personal Moral Norms on Employee Green Behavior in the banking sector. A quantitative approach was employed, utilizing a descriptive and associative research design, involving 92 employees from the studied bank branch, with a sampling technique using a census method. Data analysis was conducted using validity and reliability tests, as well as multiple regression analysis with the aid of SPSS 24. The results indicate that GHRM and Personal Moral Norms significantly influence Employee Green Behavior, contributing to 97.8% of the variance in environmentally friendly behavior. These findings provide new insights into the importance of integrating Green values into human resource management and underscore the necessity for banks to adopt policies that support environmental sustainability. This research is expected to serve as a reference for banking institutions in formulating more effective strategies to enhance environmental awareness among employees.

Social changes driven by globalization and advancements in digital technology have led to a shift in the values surrounding human sexuality, from being sacred to becoming increasingly liberal and permissive. This phenomenon has triggered an identity crisis, particularly among the younger generation. This study aims to explore the meaning of self-control as presented in Sirach 5:2 and to evaluate its relevance as an ethical and theological foundation in addressing the contemporary crisis of sexuality. The method employed is a literature study using a qualitative-theological approach and textual analysis of Sacred Scripture. The findings indicate that self-control in Sirach 5:2 is not merely the suppression of desire but an expression of moral and spiritual maturity grounded in wisdom and divine grace. In light of Christian ethics, this virtue shapes responsibility, chastity, and fidelity within human relationships. Thus, self-control becomes a fundamental basis for building personal integrity and a dignified direction of life amidst a permissive cultural current.

The rapid growth of digital technology has significantly transformed the way children access entertainment, particularly through streaming platforms such as Netflix. One popular animated series, Masha and The Bear, especially the episode “Tracks of Unknown Animals,” presents rich visual symbolism suitable for analysis through a semiotic approach. This study applies Sigmund Freud’s psychoanalytic theory, focusing on the concept of the superego, to examine the character of the Bear, who demonstrates patience, protectiveness, and tolerance toward Masha’s curiosity-driven behavior. The main objective of this research is to reveal how the representation of the superego is embodied through the Bear’s actions and responses in various challenging situations. The semiotic analysis interprets visual signs, expressions, and character interactions within the narrative. The findings indicate that the Bear serves as a moral figure representing the function of the superego in controlling Masha’s impulses and behavior. Therefore, this animated film not only provides entertainment but also conveys moral messages that reflect psychological and educational values for its audience.

Learning style theories have long been used to understand individual differences in learning processes. Models such as VAK (Visual, Auditory, Kinesthetic) and Multiple Intelligences offer frameworks for adapting instructional strategies to students’ preferences. However, these approaches have been criticized for their reductionism and limited empirical validity, often neglecting the holistic nature of human learning. In contrast, the Islamic concept of fitrah provides a more comprehensive perspective, encompassing intellectual, spiritual, moral, and emotional dimensions in an integrated manner. This conceptual article aims to analyze and integrate Western learning style theories with Islamic perspectives to develop a more holistic learning paradigm. Through an extensive literature review and theoretical analysis, the article proposes an integrative model that bridges empirical approaches with spiritual values. Theoretically, this integration enriches academic discourse by connecting two distinct knowledge traditions. Practically, it offers a framework for educators and institutions to design adaptive learning processes that address learner diversity while fostering spiritual and moral development.

In the digital era, the erosion of moral values among young people has become a pressing challenge for Islamic Religious Education (PAI). Folktales, as part of Indonesia’s cultural heritage, offer universal moral lessons that resonate with Islamic principles. This study investigates the potential of folktales as instructional media for instilling Islamic values while addressing the demands of digital-based learning. A qualitative descriptive method was applied, involving textual analysis of folktales, classroom observations, and interviews with teachers and students. The selected stories Malin Kundang, Bawang Merah Bawang Putih, Timun Mas, and Lake Toba were examined to identify moral values consistent with Qur’anic and prophetic teachings. Data were analyzed using reduction, presentation, and conclusion drawing, supported by triangulation to enhance validity. The results reveal that folktales embody key Islamic values such as filial piety, honesty, patience, courage, and loyalty to promises. Their integration into PAI classes not only increased student attention and emotional engagement but also encouraged deeper moral reflection. Moreover, digital adaptations through animations, videos, and digital storytelling expanded their relevance to contemporary learners, although challenges remain in teachers’ digital literacy and the need for contextual reinterpretation. This study concludes that folktales are more than cultural narratives; they are strategic tools for moral education. By leveraging digital innovation, folktales can reinforce character formation, sustain the relevance of PAI, and prepare Muslim students to be adaptive and value-driven in navigating modern society.

This study explores the psychological analysis of the main character in John Wick (2014), emphasizing the emotional and motivational factors that drive his actions. By applying Bernhardt's psychological aspects and Kenney's conflict theory, the research investigates the protagonist's internal struggles alongside his external challenges. Key issues examined include grief, trauma, and the pursuit of justice, highlighting how these elements shape character development and influence the narrative's progression. Utilizing a qualitative descriptive method and thorough film analysis, the study reveals that John Wick's journey transcends mere revenge; it represents a complex psychological quest for closure, identity, and moral reconciliation. The findings emphasize the significance of emotions, ethical dilemmas, and personal values in character-driven narratives, illustrating how internal conflicts affect external actions. This research adds to broader discussions on the psychological depth of cinematic characters and underscores the universal themes of loss and resilience. Future studies could investigate similar analyses across different genres to deepen our understanding of character psychology and audience engagement.

This study examines the phenomenon of creator teachers on TikTok as a form of digital professionalism that represents the integration of ethical values, aesthetics, and educational philosophy. The focus of the research lies in how teachers negotiate moral responsibility and creative expression in the algorithmic culture of social media. The aim of this research is to analyze the philosophical meaning behind teachers' digital representations as well as interpret how moral and aesthetic values are reflected in their pedagogical practices. The method used is digital netnography with four stages: online observation, digital documentation, audience interaction analysis, and researcher reflection. A total of eight teacher accounts were analyzed with a total of 80 videos using a categorization of themes that focused on ethics, aesthetics, and professionalism. The results showed that 62.5% of the content was educational and featured learning innovations, while the other 37.5% contained elements of entertainment and social interaction. High audience interaction shows public appreciation for the creativity and integrity of teachers. Popularity is not solely generated by algorithms, but by the appreciation of moral values and pedagogical beauty in the actions of teachers. Based on the framework of arete and phronesis from Aristotle and the concept of aesthetic experience from Dewey (1934), this study concludes that the digital professionalism of teachers is a form of reflective praxis that combines ethical responsibility and creative expression. This research makes a theoretical contribution by integrating digital netnography and educational philosophy, and shows that teachers in the digital era play the role of moral and creative agents who maintain the dignity of their profession in the algorithmic space.

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 analyze the representation of character values within the Eight Dimensions of Graduate Profiles aligned with the vision of the Pancasila Student Profile in Amalia Najichah’s poems from the anthology Surat dari Samudera (Letters from the Ocean). The research employs a qualitative approach using content analysis, complemented by stylistic and literary reception theories. The data consist of six poems analyzed based on eight character dimensions: Faith and Piety to God Almighty, Citizenship, Critical Thinking, Creativity, Collaboration, Independence, Health, and Communication. The findings reveal that all poems reflect these character values, with Citizenship and Collaboration as the most dominant dimensions. Stylistic analysis shows that the use of repetition, metaphor, and onomatopoeia not only enhances aesthetic quality but also reinforces moral and social messages. Meanwhile, reception theory analysis indicates that young readers can internalize these values cognitively, affectively, and socially through reflective and contextual reading experiences. The study concludes that youth poetry has strong potential as an effective medium for character education in the Merdeka Curriculum, both in intracurricular and co-curricular contexts. Therefore, Amalia Najichah’s works serve not only as aesthetic expressions of adolescence but also as strategic instruments for shaping a faithful, independent, collaborative, and Pancasila-oriented generation.

This study examines Ahmad Mustain Nasoha’s thoughts on the relationship between the constitution and Islamic law (sharia) within the context of Indonesian citizenship. The interaction between religion and the state in Indonesia has always been a dynamic discourse, particularly in balancing Islamic values as the majority religion with the constitutional principles rooted in Pancasila and the 1945 Constitution. This research employs a qualitative method using a literature review approach to analyze Nasoha’s works and perspectives on integrating Islamic values into the legal and state systems. The findings reveal that, according to Nasoha, Islamic law should not be formalized in a legalistic manner but should function as a moral inspiration and social norm within national life. Through the perspective of legal syncretism, Islamic law, customary law, and national law can be harmonized to create an inclusive and just legal system. Pancasila serves as a meeting point that bridges religious and constitutional principles, allowing Muslims to practice Islamic teachings without conflicting with the constitution. Nasoha’s thought offers a moderate and contextual model of citizenship suitable for Indonesia’s pluralistic society.

The musical work “Syurga di Telapak Kaki Ibu” is a rearrangement of the Malay song composed by S. Effendi in 1990 and popularized by Aishah. This work highlights moral and religious values about honoring mothers. The purpose of this study is to describe the creative process of rearranging “Syurga di Telapak Kaki Ibu” using the rentak langgam format characteristic of Malay music. A descriptive–qualitative approach with a work-study method was employed. Data were collected through observation, literature review, and the composer’s five-month practice. The results show a new arrangement featuring a mournful melody, flowing harmonies, and the application of ornamentation techniques such as cengkok and grenek on melodic instruments (gambus oud, sape, bamboo flute, violin, accordion). The arrangement is structured in intro, verse, interlude, verse, interlude, and coda to create more varied emotional nuances while preserving the original essence of the song. This work is expected to strengthen the existence of classic Malay songs in the era of modern music and serve as a reference for students and traditional music practitioners in creating innovative works based on cultural heritage.

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.

Human life is highly dependent on a balanced relationship with both the natural and social environment. However, environmental degradation caused by human greed, uncontrolled exploitation of natural resources, and unsustainable consumption patterns has led to widespread ecological crises across various parts of the world. This study aims to examine in depth how ecological values embedded in Buddhist teachings can foster strong environmental awareness, particularly among Buddhist communities. Using a qualitative literature review method, the study systematically analyzes various textual sources, including Buddhist scriptures, classical literature, and contemporary ecological literature. The findings indicate that Buddhist teachings, which emphasize the principles of interdependence, moral ethics, mindfulness, and respect for all living beings, can cultivate attitudes of care and responsibility toward the environment when these values are consistently integrated into education from an early age, both within families, schools, monasteries, and the broader community. This study makes a significant contribution to the discourse on religion-based ecological ethics by positioning Buddhist ecology as a conceptual framework for the sustainable and profound transformation of ecological consciousness.

The development of digital technology has transformed the way humans think, interact, and solve problems in various aspects of life. In this context, design thinking emerges as a creative, empathetic, and innovative mindset centered on human needs to address complex challenges in the digital era. This study aims to analyze the role of design thinking in fostering creative and ethical personalities through the strengthening of soft skills and social media branding and analyze the role of design thinking in developing creative and ethical personalities through strengthening soft skills and social media branding in the digital era. Using a descriptive qualitative approach, this research will explore how the application of design thinking can encourage individuals to think innovatively and responsibly, as well as how social media branding can strengthen self-image and digital ethical values. The research employs a qualitative descriptive approach using literature review methods based on relevant national and international sources. The study's findings indicate that design thinking plays a crucial role in fostering innovative mindsets, empathy, and moral responsibility, which form the foundation for developing a creative personality. Meanwhile, social media branding serves as a means to strengthen self-image, digital ethical values, and personal integrity online.

This study aims to analyze the process of acculturation between Buddhism and local culture in Indonesia, particularly in the context of the formation of a unique and historically relevant Nusantara Buddhist identity. The focus of the study includes the integration of the Tri Pitaka teachings with local cultural values, practices, language, art, and rituals to create a form of religious practice that is adaptive and meaningful for the local community. The research method used is a descriptive qualitative approach, with data collection techniques through observations of religious practices, interviews with religious and community leaders, and literature studies of relevant texts, inscriptions, historical artifacts, and scientific works. Data were analyzed interpretively through reduction, thematic grouping, and narrative construction that connects field phenomena to historical, social, and cultural contexts. The results show that the acculturation of Buddhism in Java is harmonious and multidimensional. The integration of Buddhism with local culture is manifested in the adaptation of ritual language, temple relief sculptures, ritual traditions such as Javanese puja bhakti (prayer offerings) and slametan (celebration ceremonies), and practices of respect for parents that align with Buddhist teachings. The Buddhist identity of the Indonesian archipelago is created through a synthesis of universal Buddhist values ​​and local culture, strengthening social cohesion and serving as a means of moral education for a multicultural society. This research contributes to the understanding of religious and cultural acculturation and opens up space for further study of the dynamics of religious integration in Indonesia.

This study aims to explore the synergy between the teaching of Islamic creed and ethics (akidah akhlak) and the madrasa environment in shaping students’ honesty at MTsN 5 Bantul. The background of this research lies in the importance of honesty as a fundamental value in Islamic education, which is not only transmitted through classroom instruction but also cultivated through the school’s culture. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews with Islamic creed and ethics teachers, the principal, and eighth-grade students, as well as documentation of school programs. The findings reveal that the teaching of akidah akhlak serves as a normative foundation in instilling honesty values through lessons on shidiq, prophetic stories, real-life case discussions, and student reflections. The madrasa environment functions as a medium for habituating honesty through a religious culture, discipline, teacher role models, and everyday social interactions. In addition, character development programs such as Qur’anic recitation, morning prayers, and the Smile, Greeting, and Salutation (3S) movement further reinforce the internalization of honesty in a sustainable manner. The synergy between classroom learning, the school environment, and structured programs proves to be the key to successfully cultivating honesty, as students gain not only cognitive understanding but also affective experiences and practical application in daily school life. This study concludes that honesty-based character education must be carried out holistically by integrating akidah akhlak instruction with the madrasa culture. The findings are expected to serve as a reference for other madrasas in developing effective strategies for character education. Future research is recommended to conduct comparative studies across different madrasas or to explore other moral values such as trustworthiness, responsibility, and justice to provide a more comprehensive understanding of character education in Islamic contexts.

This writing is intended for equality between women and men so that there are no differences in education. Through the hadith texts of the Prophet and History from pre-prophecy, it cannot be denied that women are second class in life so that many people exclude women compared to men, contrary to what was taught by the Prophet Muhammad SAW who was sent to the face of the earth. This is one way of elevating a woman's status or perfecting her morals to this day, but currently many people in the community think that women's education is not important because women will return to home affairs serving their husbands and educating their children. In contrast to the current life where women can become leaders and can hold positions that men usually hold, such as in government and pubic society. In writing this, the author hopes to change society's mindset to change and improve thinking that does not provide access to women so that women can develop themselves so that they can become useful women in society, especially in their households, in this case not a few women complain. to be able to study and be educated as a man who values ​​education in high regard. This article concludes the importance of women's education that we must change our mindset and provide access to women so that they can develop their potential.