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This study aims to analyze the integration of technology in Islamic Religious Education (IRE) as a strategic effort to develop students’ 21st-century skills, particularly the 4Cs: Critical Thinking, Creativity, Communication, and Collaboration. In the digital era, educators are required to adapt learning approaches that not only convey religious knowledge but also empower students with relevant skills for navigating modern challenges. Employing a qualitative research method through a comprehensive literature review, this study explores various scholarly works that discuss the role of digital technology in supporting the development of 21st-century competencies within the IRE framework. The analysis reveals that technology-enhanced IRE learning fosters student engagement, strengthens critical and creative thinking processes, facilitates interactive communication, and encourages collaborative learning environments. Furthermore, the integration of technology allows for the contextualization of Islamic values in formats that resonate with the current digital-native generation. This synergy between religious instruction and digital innovation supports the holistic development of learners, ensuring they are intellectually equipped and spiritually grounded. The findings highlight the necessity for educators to design innovative, flexible, and value-based learning strategies that align with technological advancements while preserving the core principles of Islamic education. Ultimately, this research offers valuable insights for practitioners, policymakers, and curriculum developers in enhancing the relevance and effectiveness of Islamic Religious Education in the 21st century.

Christian education has played a significant role in shaping individual character, thought, and morality across the globe. One of the most influential figures in this field is Ignatius Loyola (1491-1556), founder of the Society of Jesus (Jesuits). Loyola’s educational philosophy, rooted in Catholic spirituality, emphasizes discipline, character formation, and the integration of faith and intellect. The purpose of this study is to explore the theological foundations of Christian education according to Ignatius Loyola, outline the core principles of his educational thought, and examine its relevance to contemporary Christian education. Data were collected through a literature review of books and scholarly articles. Loyola’s approach, known as Ignatian education, focuses on holistic development-spiritual, intellectual, and social-embodied in the principle of "cura personalis" or care for the whole person. His model has profoundly influenced Catholic educational institutions worldwide. The findings highlight that Ignatian pedagogy not only nurtures academic excellence but also fosters a spirit of service and commitment to God. This research provides insights for educators and institutions aiming to implement Christian values in modern educational settings.

The hadith of the Prophet Muhammad (peace be upon him), "Whoever lies about me intentionally, let him take his place in Hell" (Narrated by Bukhari and Muslim), is a stern warning to maintain honesty, especially for educators. This study aims to examine this hadith in relation to a teacher's competence. Hadith, as a source of Islamic teachings after the Qur'an, serves as a guideline in various aspects of life, including education. Teachers as educators are required to convey knowledge correctly, without reducing or misleading the teachings. This study uses a library research approach and content analysis techniques to examine the meaning and relevance of the hadith. The results of the study indicate that this hadith has a close relationship with four teacher competencies, namely pedagogical, professional, personality, and social. This hadith emphasizes the importance of integrity, honesty, and responsibility in carrying out a teacher's duties, while also making him a role model for students.

This study investigates the dual impact of teacher competence on student academic performance and the development of leadership qualities in Senior High Schools and Vocational High Schools in Kabupaten Serang, Banten Province. Using a qualitative research approach, data were collected through interviews, focus groups, and classroom observations involving teachers and students. The findings reveal that teacher competence encompasses not only mastery of subject matter and pedagogical skills but also emotional intelligence and leadership modeling. Competent teachers create supportive and participatory learning environments that enhance both academic achievement and leadership development among students. The research highlights that effective teachers are those who not only deliver content but also engage students in meaningful ways, fostering a sense of belonging and motivation. This engagement is crucial, as it encourages students to take ownership of their learning and develop critical thinking skills. Furthermore, the study identifies that teachers who model leadership behaviors—such as ethical decision-making, effective communication, and collaboration—significantly influence students' perceptions of leadership and their willingness to adopt similar traits. However, challenges such as limited access to professional development and resource constraints affect the full realization of teacher competence. Many teachers express a desire for ongoing training and support to enhance their skills, yet systemic barriers often hinder their professional growth. The study underscores the need for comprehensive teacher development programs and policy support to improve educational outcomes holistically. These insights are valuable for educators, policymakers, and school administrators aiming to foster academic excellence and leadership skills in students. By prioritizing teacher competence and providing the necessary resources, schools can create an environment that not only promotes academic success but also prepares students to become effective leaders in their communities. 

Academic anxiety is a prevalent concern encountered by students before to examinations, which may adversely affect academic performance.  This article aims to illustrate successful approaches derived from the Cognitive Behavioural Therapy (CBT) approach to mitigate students' academic anxiety.  The used process may include a literature evaluation by examining 20 relevant and cohesive periodicals.  The findings demonstrate that CBT therapies, including individual or group counselling, self-talk techniques, progressive muscle relaxation, and systematic desensitisation, are very successful in reducing student anxiety.  Cognitive Behavioural Therapy enables students to identify and modify negative thought patterns that provoke anxiety into more rational and adaptive thinking.  By implementing appropriate methods, students may prepare for examinations with more tranquilly and confidence.  This article is anticipated to be a valuable reference for school counsellors and educators in developing mental intervention programmes to enhance kids' overall well-being.    

This study investigates the impact of Al-Quran learning strategies using Digital Iqro on the emotional regulation of dyslexic elementary students in Banten. Employing a quasi-experimental design with a quantitative approach, the research involved 100 purposively selected participants. Data were collected via questionnaires and analyzed using SPSS. Findings revealed that in the conventional learning group, the direct Al-Quran learning strategy influenced emotional regulation by 31%, while the indirect strategy had a 40% influence. In contrast, for the digital learning group, the direct strategy showed a moderate impact of 14%, and the indirect strategy showed no measurable effect (0%) on emotional regulation.These results suggest that while conventional methods may have stronger effects, digital strategies still offer moderate benefits and potential. The study contributes valuable insights for educators and policymakers in the context of advancing education within the Society 5.0 era.

Moral education in Indonesia today faces serious challenges, particularly as many educators place greater emphasis on conceptual aspects rather than real-life exemplification. In fact, moral education plays a central role in shaping students’ character, as taught in Islam and exemplified by the Prophet Muhammad (peace be upon him). This study aims to emphasize the importance of the teacher's role not only as a transmitter of knowledge but also as uswah hasanah (a good role model) for students. Through a literature review of the thoughts of figures such as Imam Al-Ghazali, Ki Hajar Dewantara, KH. Ahmad Dahlan, and the interpretation of Surah Ali-Imran verse 164, it is found that exemplification holds a strategic position in the process of character education. These figures stress the importance of integrating knowledge, attitudes, and behavior in moral education. The interpretation of the Qur'anic verse also shows that the Prophet's mission included not only conceptual teaching but also practical application through exemplary conduct. Therefore, the success of moral education depends heavily on the teacher’s ability to integrate cognitive, affective, and psychomotor approaches in a balanced manner. Real-life role modeling by teachers serves as an effective means of transmitting moral values to students in a holistic and sustainable way.

Education is an important character foundation in forming a generation of the nation with integrity, honesty, and responsibility. In the context of the national curriculum, educational character has been integrated as part of the national education goals that not only emphasize cognitive aspects, but also affective and psychomotor. This article aims to examine the role of educational character in building a generation with integrity through a literature study approach to various educational policies and theories of character education. The results of the study show that the implementation of educational character in the national curriculum, such as through the 2013 Curriculum and the Merdeka Curriculum, has provided space for strengthening values ​​such as honesty, hard work, tolerance, and responsibility. However, challenges remain in its implementation, especially related to the consistency of implementation in schools, the readiness of educators, and the measurement of non-academic results. Therefore, synergy between schools, families, and communities is key to creating an effective character education ecosystem. This study recommends the need for intensive training for teachers and a more comprehensive curriculum evaluation to ensure that educational character truly forms students with integrity.

Measurement is an essential part of learning. It involves comparing an object with certain criteria or measures. In the context of education, measurement helps educators to understand the level of student achievement of the learning objectives that have been set. This study aims to analyze the ability of grade I elementary school students to understand the basic concepts of measurement, both from the cognitive, psychomotor, and affective aspects. Data collection was carried out through assessment instruments in the form of multiple choice questions and short fillings, practical activities using measuring instruments, and attitude observations during the learning process. The results showed that most students had understood the basic concepts of measuring standard and non-standard units, although there were still some errors in unit conversion and accuracy in measurement practices. This finding is an important basis for developing more contextualized and interactive measurement learning in the early grades of elementary school.

This journal discusses the role of Islamic education management in educational institutions and how to develop them. This research uses qualitative methods, with data collection through observation, interviews, and in-depth literature review. The main findings of this study involve various important components in educational management, including curriculum management, human resources, infrastructure, financing, public relations, and special services. One of the educational institutions analyzed, MAN 4 Bantul, identified four main points in the development of educational institutions. First, the use of the independent curriculum to provide freedom in the learning process; second, the application of Islamic character to shape students' morals; third, increasing individual worship and faith to always be grateful according to Islamic teachings; and fourth, developing branding through information management in the field of public relations. In addition, MAN 4 Bantul also improves the quality of human resources through learning innovation workshops for educators. The results of this study indicate that Islamic education management integrated with religious principles can create a more effective, relevant, and sustainable learning environment, as well as strengthen the competitiveness of educational institutions in the digital era.

Competence means the ability needed to do or carry out work based on knowledge, skills and attitudes. Social competence is one of the five competencies that must be possessed by a Christian Religious Education Teacher. A teacher's social competence is seen from his ability to communicate and interact with students, fellow educators, parents and the community. The importance of social competence for a professional Christian Religious Education Teacher is to build positive relationships with students, create collaboration with fellow educators, build communication with parents as well as with the surrounding community and the whole form of the relationship is as an effort from an educator in understanding others.  Creating and maintaining good social relationships means that it contains care and empathy as taught by Jesus as Great Master so that everyone not only pays attention to their own interests but also the interests of others including the interests of students.

This study aims to analyze the concept of religious moderation based on the perspective of Surah Al-Baqarah verse 126 and Surah Ali-Imran verse 159, as well as its implementation in Islamic Religious Education (PAI) in Indonesia. Using a qualitative approach with a library research method, the study collects data from tafsir books, scientific journals, academic articles, and previous research. The analysis shows that according to the interpretations of Ibn Kathir, Al-Qurthubi, and Al-Misbah, the values of religious moderation include love for the homeland, justice, gentleness, non-violence, and consultation. The implementation of these values in PAI is carried out theoretically through the integration of moderation values into the curriculum and practically through educators’ role modeling, habituation of values in the learning process, and supporting programs such as field studies and cultural festivals. Evaluation of this implementation is conducted through monitoring and instruments such as questionnaires and daily habit trackers. This study emphasizes the importance of religious education that not only focuses on cognitive aspects but also builds a moderate character within students. Thus, religious moderation can be sustainably instilled to shape an Indonesian society that is just, harmonious, and tolerant.

The Pancasila Student Profile Strengthening Project (P5) is a program under the Merdeka Curriculum that should be implemented routinely, in a structured manner, and with supportive conditions from all parties involved. This study aims to explore the challenges faced by educational institutions in implementing the P5 program, serving as an evaluation reference for improving educational success. Using a qualitative research method with interviews, this study involves validation and verification from relevant stakeholders and educators who directly experience the situation in the field. The data collected is based on direct communication with teachers and field observations, which are then analyzed and presented in a descriptive format. The findings reveal several significant challenges that affect the effectiveness of the P5 program, including issues related to understanding and implementation, as well as inadequate infrastructure and facilities. However, this study primarily evaluates the effectiveness and productivity of the Merdeka Curriculum without directly measuring its success. Therefore, further in-depth research is recommended to achieve higher validity and a more comprehensive understanding of the program’s impact.    

Service users e-wallet face a number of issues, including a lack of knowledge about digital finance as well as concerns about security and trust in services e-wallet. This problem is supported by the phenomenon of many educators being trapped in loans online. The focus of this research is on the influence of digital financial literacy and security perceptions on service adoption e-wallet among students with the UTAUT approach. Quantitative research method with survey data collection using a questionnaire totaling 35 statements, consisting of 12 statements on the digital financial literacy variable, 13 statements on the security perception variable and the service adoption variable. e-wallet as many as 10 statements. The respondents for this research involved 224 students (25% men, 75% women) majoring in Economic Education, class of 2021-2024. The data analysis technique uses multiple linear regression analysis using the SPSS version 25 application. The research results show that the variables of digital financial literacy and security perceptions have a positive and significant effect on service adoption e-wallet simultaneously and partially. It is hoped that this research can contribute useful thoughts and information and can enrich knowledge and economic development as well as become reference material for further research.

In the context of education in Indonesia, education requires many touches from various parties in the formation of its policies. Considering that the moral crisis is increasing, strict education management is needed. Education is a process of instilling and developing implicit values and norms in every subject, including Islamic religious education and also its teachers. Therefore, not only Islamic religious education teachers have the responsibility to educate students' morals and ethics, this responsibility also applies to all educators. Efforts to improve the quality of Islamic religious education have been widely implemented. The goal is none other than to convey the meaning of education that functions to build the character and morals of a dignified nation in order to educate the life of the nation to build the potential of Indonesian people who believe and fear God Almighty, have noble morals , are healthy, knowledgeable, capable, creative and independent. The existence of shortcomings and advantages in each educational institution will have an impact and require different handling. The right policies and handling will have a good impact and be in accordance with the expectations of an institution. On the other hand, if the management and policies are not considered and adjusted to the educational institution , then failure will be encountered. Each educational institution has different needs and objectives according to the needs, interests and goals to be achieved.

The digital era has brought major changes to various aspects of life, including in the world of education. One of the main challenges that has emerged is how to shape the character of the younger generation amidst the flow of information that is so fast, free, and uncontrolled. The negative influence of social media, the decline in direct social interaction, and weak control over digital content consumed by students are serious obstacles in the implementation of character education. This article discusses these challenges while offering strategies that can be implemented by educators, parents, and educational institutions. The strategies outlined include the wise integration of technology in character learning, strengthening the role of the family as the first and foremost educational environment, and the importance of role models and consistency of moral values in everyday life. Through an adaptive, collaborative, and sustainable approach, character education can remain the foundation in forming a generation that is not only intellectually intelligent, but also has integrity, responsibility, and noble character in the digital era.

Teachers are one of the important elements in education in organizing educational achievements as mandated by the Constitution. Education as a conscious and planned effort to realize the learning process in order to develop potentials certainly requires teachers as facilitators and even the main component of the education process itself. The existence of teachers is also inseparable from the government's policy space. Qualitative research methods with descriptive analysis techniques aim to describe and summarize the phenomena studied through data collection from various sources, such as interviews, observations, and literature reviews. The policy of appointing honorary teachers to become ASN through the P3K scheme is basically a positive step that provides hope and recognition for educators who have served for a long time.

The workshop on the preparation of Higher Order Thinking Skills (HOTS) questions at MI Islamiyah Palangka Raya aims to improve the competence of educators in designing problems that challenge students' high-level thinking skills. This study uses a qualitative descriptive method with a participatory approach, which involves interactive lectures, group discussions, hands-on practice in the preparation of questions, and integration of learning technologies. The results of the activity showed that participants gained a better understanding of the concept of HOTS, active learning strategies, and problem preparation techniques that can develop students' critical, creative, and analytical thinking skills. Practice sessions involving the creation of questions and presentation of the results provide an opportunity for teachers to share experiences and constructive feedback. In addition, the introduction of educational applications and digital media opens up new insights into the importance of technology in supporting the learning process. Despite the challenges in mastering technology, the enthusiasm of the participants to implement technology in their learning was very high. In conclusion, this workshop makes a positive contribution to improving the professional competence of teachers, and to ensure the sustainability of the workshop results, follow-up is needed in the form of further training and support from the school.

Learning strategies play a vital role in determining the success of the educational process, particularly in achieving learning objectives effectively and efficiently. This article aims to comprehensively examine fundamental concepts of learning strategies by addressing five main research questions: (1) what is the definition of learning strategies? (2) how are models, approaches, strategies, methods, and techniques of learning interrelated? (3) what are the classifications of learning strategies? (4) what are the essential components of a learning strategy? and (5) what considerations are important in selecting an appropriate learning strategy? Using a descriptive-qualitative approach, this article draws upon various educational literature, both classical and contemporary, to formulate a comprehensive understanding of learning strategies. The discussion on the definition highlights that a strategy is not merely a technical step but also a pedagogical framework that reflects a systematic way of thinking. Furthermore, this article emphasizes the importance of understanding the interconnectedness of learning models (conceptual frameworks), approaches (philosophical orientations), strategies (overall plans), methods (procedural steps), and techniques (practical actions) in order for educators to design cohesive and holistic learning processes. The classification of learning strategies is discussed based on the learning approach used, such as expository, inquiry-based, cooperative, contextual, and problem-based strategies—each with its own advantages and challenges. The article also identifies key components of learning strategies, including learning objectives, student characteristics, materials, media, methods, and evaluation. In choosing the appropriate strategy, the author highlights the need to consider factors such as learning goals, learner characteristics, available resources, and the socio-cultural context of the learning environment, particularly within the framework of Islamic education. The findings of this study are expected to contribute both theoretically and practically to the development of more contextual, adaptive, and relevant learning designs, especially for educators and prospective teachers within Islamic State Universities.    

This study aims to improve the numeracy skills of early childhood through the use of number card games. Numeracy is one of the basic competencies that is important to develop as a foundation for future mathematics skills. The method used in this study is game-based learning, where children are involved in interactive and fun number card playing activities. The subjects of this study were children aged 5-7 years at RA Al Busyro Ngimbang. The results of the study showed that the use of number card games can significantly improve children's numeracy skills, especially in the aspects of number recognition, addition, and simple subtraction. This game helps children understand basic mathematical concepts more naturally and without pressure, because the learning process is carried out in a fun and informal atmosphere. In addition, number card games can also increase children's motivation in learning mathematics, improve social skills through interaction with peers, and improve concentration and focus during the learning process. The conclusion of this study shows that number card games can be used as an effective learning strategy to improve the numeracy skills of early childhood. It is recommended for educators and parents to utilize this method in order to develop children's mathematical abilities more optimally.