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Instilling Islamic art values ​​from an early age is a strategic step in shaping children's character based on local spiritual and cultural values. One potential approach to achieving this goal is through the introduction and learning of traditional Islamic musical instruments, such as the gendang habsyi. The gendang habsyi, as a musical instrument that is identical to the poems of praise to the Prophet Muhammad SAW, has high educational and spiritual value, and is able to attract children's interest through its rhythmic and interactive elements. This article aims to examine the role of the gendang habsyi in fostering elementary school children's interest in Islamic art, both from musical, educational, and social aspects. Using a descriptive qualitative approach, this study involved observation and interviews with art teachers, students, and parents at an Islamic elementary school. The findings show that the introduction of the gendang habsyi is not only able to arouse children's interest in Islamic musical art, but also strengthen their love for Islamic culture, foster a spirit of togetherness, and increase children's self-confidence in expressing themselves positively. In addition, the fun and contextual learning method through the habsyi drum game has proven effective in building an inclusive and meaningful learning atmosphere. Therefore, the integration of habsyi drums in the art curriculum at the elementary school level is worth considering as one of the strategic alternatives in Islamic art education based on local culture.

Leadership is a crucial element in society, especially in the context of education. Quality leadership plays an important role in managing resources in Islamic educational institutions to achieve the vision and mission that has been set. One of the interesting aspects of leadership is Islamic Leadership, which prioritizes transcendental values as a guide in leadership. In Wonosobo, Kyai Ahmad Muzaini played an important role in shaping the character and spirit of student leadership at Takhassus As-Sahro High School. He not only teaches religious science, but also guides students in developing leadership based on Islamic teachings. This study aims to examine the role of Kyai Ahmad Muzaini in improving students' Islamic Leadership skills, as well as the impact of programs implemented in the school. With a qualitative approach, this study found that Kyai Ahmad Muzaini's success in integrating religious knowledge with practical leadership skills made a significant contribution to the development of Islamic education in Indonesia. This research is expected to provide a clear picture of the application of Islamic Leadership in Islamic education and its impact on students' character, as well as recommendations for other Islamic schools in developing leadership programs based on Islamic values.

Socio-economic action activities aim to increase participants' awareness of the importance of social and environmental roles through educational and participatory approaches. This study aims to describe the implementation of the activity of feeding maggot to chickens as a form of organic waste utilization and the activity of decorating bokor as a preservation of local culture. The method used was participatory observation, where participants were directly involved in both activities. The results showed that participants understood the benefits of maggot as a waste management solution and alternative feed, and showed high enthusiasm in decorating bokor as a form of preserving cultural values. This activity was able to increase social, environmental, and cultural awareness in participants in an integrated manner in one series of activities.

Islam entered Malaysia through trade, especially by Arab, Indian and Chinese traders since the 7th century, but wider spread occurred in the 13th century through the Kingdoms of Samudera Pasai and Melaka. The Islamization process became stronger with the role of the Malay kingdoms in making Islam the official religion, establishing a sharia-based government system, and introducing Jawi writing as the main medium in education and administration.The development of Islamic education in Malaysia began with the Islamic boarding school and madrasa system which emphasized traditional religious teachings. In the colonial era, Islamic education underwent changes with the establishment of folk religious schools and modern madrasas which combined religious and academic curricula. After independence, the Malaysian government introduced a more formal Islamic education system through national religious schools, tahfiz institutions, and Islamic universities. This development was strengthened by the introduction of JAKIM, the Malaysian Ministry of Education, as well as an educational foundation that supports the integration of Islamic values ​​in the national education system. Today, Islamic education in Malaysia continues to develop through technology and innovation, ensuring it is relevant in the modern world while preserving Islamic scientific traditions.

This community service program was designed to enhance Qur’anic memorization skills among santri at Pesantren Assyifa by integrating effective cognitive-based learning methods with traditional Islamic pedagogical practices. Conducted over eight weeks, the program involved initial assessments, teacher training, student workshops, practical memorization sessions, and structured evaluations. Modern memorization techniques—such as mnemonic devices, visualization, spaced repetition, and active recall—were introduced and practiced alongside classical methods like talaqqi and tikrar. The program targeted more than 40 santri and involved tahfiz teachers as active facilitators. Quantitative and qualitative assessments demonstrated notable improvement in memorization retention, engagement, and confidence. By the end of the program, over 85% of participants achieved measurable progress in both speed and accuracy of memorization. Feedback from students and teachers highlighted the usefulness and motivational impact of the techniques introduced. This program not only provided a fresh approach to Qur’anic learning but also offered sustainable strategies for long-term application within the pesantren. The success of the initiative supports the importance of combining Islamic values with contemporary educational insights to produce holistic and effective learning outcomes.

The transformation of the workplace driven by digitalization and generational value shifts has introduced new challenges in maintaining ethical and organizational culture, particularly among Millennials and Gen Z. This study aims to examine the extent to which Islamic values—especially through Islamic Work Ethics (IWE) and spiritual intelligence—are integrated in shaping the work culture of young professionals. Using a quantitative approach, data were collected via surveys from 150 respondents working in the startup, Islamic banking, and educational sectors in the Greater Jakarta area. Data were analyzed using Pearson correlation and path analysis via SmartPLS. The results show that both IWE and spiritual intelligence have a positive and significant effect on work culture, with a combined contribution of 56%. These findings indicate that integrating Islamic values can foster an ethical, productive, and spiritually aligned work culture among younger generations. The study has theoretical implications for developing a contextual Islamic work culture framework, and practical implications for organizations seeking to design policies grounded in spiritual and Islamic ethical principles

Thematic learning at the elementary school level is designed to provide integrated and meaningful learning experiences, aligned with the thinking characteristics of young learners. The success of this approach is strongly influenced by the teacher’s role in designing, implementing, and evaluating the learning process. This study aims to examine in depth how teachers carry out their roles in thematic learning and identify the influencing factors. The research uses a literature review method by analyzing fifteen relevant sources, including academic journals and educational books. The findings show that teachers hold multifaceted roles as facilitators, motivators, instructional designers, and learning assessors. Teachers also play a crucial role in shaping students’ character through the integration of social values within thematic instruction. However, practical implementation still faces challenges such as limited time, administrative workload, and lack of professional training. The implications of this study emphasize the importance of strengthening teachers’ professional competence and institutional support to ensure thematic learning can be implemented effectively and sustainably in elementary schools.

This study aims to examine efforts to revitalize social moral values in the Islamic Education curriculum at the elementary school level (MI/SD). The background of this study is driven by the urgency to integrate social values into the learning process, so that they are not merely part of the curriculum document but can also be actualized in daily educational practices. The approach used is a literature review, examining various references related to the development and implementation of moral values in the context of basic education. The results of the study indicate that the revitalization of social moral values has the potential to revive the spirit of solidarity, concern for others, and social responsibility among students. The implications of this research point to the importance of designing a more contextual and inspiring curriculum, so that students not only understand moral concepts theoretically but also internalize them in their social lives. Thus, a harmonious and supportive school environment can be effectively established.

This study aims to explore how the transformation of civic consciousness in the digital era plays a role in shaping a more tolerant society, especially in responding to the issue of racism that is developing on social media. Using a qualitative approach through a case study method, this study analyzes various forms of digital citizen participation in dealing with discriminatory content. Data collection techniques were carried out through social media content analysis, literature review, and thematic interpretation based on two main theories, namely Digital Citizenship (Ribble, 2011) and Critical Consciousness (Freire, 1970). The results of the study found five main things: (1) the emergence of educational and emancipatory counter-narratives; (2) the transformation of individual expression into a collective movement through digital activism; (3) the important role of digital figures and alternative media in shaping tolerant public opinion; (4) the diversity of public responses, from progressive to regressive; and (5) structural challenges in the form of opinion polarization, the spread of disinformation, and the echo chamber effect. This study concludes that although social media is a complex and challenging space, it still has great potential as a vehicle for civic education and a tool for social transformation towards a society that values ​​diversity and upholds the values ​​of justice.

This research aims to develop a pop-up book-based learning media to introduce local wisdom of Indonesian culture to the younger generation. Local wisdom, as an inheritance of knowledge and values from our ancestors, is a national identity that is increasingly poorly understood by the current generation. Therefore, an interesting, creative, and interactive learning media innovation is needed. Pop-up books were chosen because of their ability to present material visually, lively, and allow students to interact directly with the learning content. This research uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The process starts from needs analysis, book design development, prototyping, to trials for grade XI students of SMK. The research instruments included validation questionnaires from material experts, media experts, teacher and student responses, and material comprehension tests. The validation results showed scores of 82.8% (material experts), 78.3% (media experts), and 75.5% (potential user responses), which overall fell into the very feasible category. The findings of the study show that pop-up book media is effective in increasing students' understanding of local wisdom in the context of Bhinneka Tunggal Ika. In addition, this research contributes to the preservation of local culture through educational media innovation. This pop-up book media is expected to be an interesting, interactive, and relevant learning solution for students in understanding the diversity of Indonesian culture.

The development of the era has influenced children's play patterns, who are now more familiar with digital games than traditional games. In fact, traditional games have educational and cultural values ​​that are important for the development of children's gross motor skills and psychomotor skills. This study uses a literature study method by analyzing 15 relevant articles to examine the contribution of traditional games to early childhood development. The results of the study show that traditional games such as catapults, jump rope, and gobak sodor can improve children's coordination, balance, and social skills through interaction and cooperation. This game not only strengthens large muscles, but also shapes children's character holistically, including empathy, responsibility, and decision making. Therefore, it is important for parents and educators to preserve and integrate traditional games in learning activities as a means of stimulating children's overall development.  

Sexual harassment cases in university environments have become a serious issue that not only harms victims physically and psychologically but also undermines academic and humanitarian values. This article aims to analyze the implementation of legal aid services in addressing criminal acts of sexual harassment within higher education institutions, particularly in terms of victim protection, legal assistance, and the restoration of victims’ rights. This study employs an empirical or socio-legal approach by examining existing legal regulations and the practical implementation of legal services by campus-based legal aid institutions. The findings reveal that although several universities have established task forces or sexual violence service units, their implementation still faces challenges such as limited resources, low legal awareness, and a prevailing culture of silence among students. Therefore, institutional strengthening, continuous awareness campaigns, and victim-centered campus policies are necessary to ensure comprehensive access to justice. Legal aid services must not only be reactive but also preventive and educational, as part of a broader effort to create a safe and violence-free academic environment.  

Traditional games are an integral part of children's lives, providing not only pleasure but also serving as an educational tool that supports physical development, particularly in gross motor skills. This study aims to determine the effect of the traditional Kalari game on the development of gross motor skills in early childhood. The research method used is quantitative descriptive with observation techniques through checklist instruments in 9 children aged 4-5 years at Kiddi Care Kindergarten, Gorontalo City. The results showed that most children showed good gross motor development, where 10 children had met all motor indicators, such as the ability to jump, run zigzag, and maintain balance, 6 children met some of the indicators, and 2 children still showed limitations. Activities in the Kalari game provide opportunities for children to actively move, coordinate, and work together in a team, so that they can stimulate gross motor skills in a fun way. In addition, this game also instills character values ​​such as discipline, sportsmanship, and togetherness. Thus, the traditional Kalari game is very effective and worthy of being used as a learning medium to develop gross motor skills while strengthening children's character from an early age.

This study aims to examine the role of the traditional Ponti game in fostering values ​​of togetherness in early childhood at PAUD Kiddi Care Gorontalo. The Ponti game is a typical Gorontalo game that contains educational values ​​such as honesty, cooperation, discipline, sportsmanship, and tolerance. Using a descriptive qualitative approach, data were collected through direct observation, semi-structured interviews with teachers and principals, and documentation of children's activities while playing. The results of the observations showed that children showed increased social skills, the ability to work together, and the development of positive attitudes such as honesty and sportsmanship during the game. However, several challenges were also identified, including children's limited understanding of the game's rules, fear of losing, and inadequate play facilities, which hindered the optimal implementation of activities. Interviews with teachers and principals revealed that the Ponti game plays a major role in shaping children's social character and strengthening local cultural identity. However, intensive guidance, emotional habituation, and support facilities are needed to maximize the benefits of this game. These findings suggest that the traditional Ponti game is not only an effective medium of entertainment but also a fun and contextual learning tool that can shape children's character as a whole. Therefore, Ponti games need to be integrated consistently into early childhood learning activities and supported by cultural preservation programs and relevant education policies.

Education is the main foundation in forming quality Human Resources. In achieving educational goals, support is needed from various aspects, including the availability of adequate learning facilities and competent teachers. Learning facilities play an important role in supporting the learning process, while teacher competence greatly determines the success of transferring knowledge to students. These two aspects are believed to have an influence on student learning achievement, including in Integrated Social Studies subjects that require conceptual understanding and critical thinking skills. This research was conducted to answer three main questions: (1) whether there is an influence of learning facilities on student learning achievement in Integrated Social Studies subjects grade VIII MTsN 6 Tulungagun; (2) whether the competence of social studies teachers affects student learning achievement in Integrated Social Studies subjects grade VIII MTsN 6 Tulungagun; and (3) how much influence the two variables simultaneously have on student learning achievement in the Integrated Social Studies subject class VIII MTsN 6 Tulungagun. The purpose of this study is to analyze and prove the influence of each independent variable on the bound variable both partially and simultaneously. This study uses a quantitative approach with an associative method. The population is 309 students of grade VIII MTsN 6 Tulungagung and the sample is 76 students taken using the Simple Random Sampling technique, and 3 social studies teachers of Class VIII as additional informants. The data collection technique was carried out through questionnaires for independent variables and documentation of UAS values for bound variables. Data analysis was carried out using validity, reliability, normality, multiple linear regression tests, as well as t-tests, F tests and R2 tests with the help  of JASP software. The results of this study after processing data using the t-test showed that neither learning facilities nor the competence of social studies teachers had a significant effect on student learning achievement, because the significance value of learning facilities was above 0.05. However, the results of the F test showed that simultaneously the two variables had a significant effect on student learning outcomes with a significance value of <0.001. In addition, the determination coefficient value (R2) of 0.179 showed that 17.9% of the variation in student learning achievement was influenced by learning facilities and the competence of social studies teachers together. These findings show the importance of synergy between the quality of educational facilities and the competence of teaching staff in supporting student learning outcomes.  

Regional languages play a crucial role in shaping cultural identity and strengthening local values among young generations. This study aims to examine the benefits of using regional languages of Banten, specifically Sundanese and Javanese Serang (Jaseng), in learning activities at elementary schools. The method used is descriptive qualitative with data collection techniques through observation, interviews with teachers, and documentation studies at several elementary schools in Banten. The results show that the use of regional languages can increase students' self-confidence, strengthen their ties to local culture, and promote the preservation of regional languages in the midst of globalization. Additionally, students become more active in communication and demonstrate intercultural tolerance attitudes. The conclusion of this study is that regional languages not only function as a means of communication but also as an educational tool in shaping character and love for one's own culture.

Understanding nahwu, particularly the grammatical marker raf‘ in the form of ḍammah, is essential for accurately analyzing the structure of Arabic sentences. Ḍammah serves as a marker for the marfū‘ grammatical case in both nouns (ism) and verbs (fi‘l) under specific conditions. Mastery of this aspect is not only beneficial for academic or religious purposes but also offers valuable life lessons. Values such as precision in thinking, carefulness in speech, and clarity in communication are among the wisdoms that can be gained. In practice, understanding the raf‘ sign ḍammah teaches individuals to be more thoughtful in language use and more sensitive to meaning. Beyond improving one’s Arabic language skills, it also fosters a logical and organized mindset. Therefore, learning about the raf‘ sign ḍammah contributes to the development of a disciplined, responsible, and ethical character, both in social, educational, and spiritual contexts.

The aim of this research is to analyze the development and implementation of contemporary learning methods in the context of Islamic education, highlighting the role of digital transformation in enhancing the effectiveness and relevance of religious education. The approach used is a literature study with a qualitative method, analyzing scientific literature and related credible sources. The main findings indicate that the integration of digital technology such as LMS, interactive videos, and artificial intelligence can enhance student engagement, collaboration, and the development of critical and creative skills, thereby addressing the challenges of the times. However, the limitations of the research include the lack of direct empirical data from field applications and the need for adaptation to local characteristics. The practical implication of this study is the importance of developing teacher competencies and designing a flexible and contextual curriculum to support the effective implementation of this method. The original value of this research lies in the integration of contemporary educational concepts with Islamic educational values, as an innovative solution to meet the needs of adaptive and meaningful education in the global digital era.

Growing up in the digital era, Generation Z has unique characteristics, but faces significant moral issues. The curriculum as an educational tool plays an important role in shaping the character values for this generation. The aim of this research is to analyze and compare the strengths of the 2013 curriculum with the strengths of the independent curriculum in the formation of morality in Generation Z. To achieve this goal, a descriptive qualitative approach to conduct literature research, including studies into political documents, educational theories, and scientific articles, was used. The analysis results show that the 2013 curriculum emphasizes moral values through a scientific approach and character education enhancement (PPK). Meanwhile, the independent curriculum is more flexible and project-based, while the Pancasila student profile promotes contextual learning. Both can shape students' morality, but collaboration among them may be better for education.

The obligation to seek knowledge holds a central position in Islamic law, grounded in strong normative and theological principles. Islam classifies the pursuit of knowledge as fardhu ‘ain (an individual duty) for essential religious and worldly knowledge, and fardhu kifayah (a collective duty) for broader societal needs. This article explores the legal foundations of this obligation in Islamic jurisprudence and examines its relevance in the context of contemporary education. Using a normative-juridical method, this study analyzes primary Islamic sources such as the Qur’an, Hadith, and the views of classical and modern scholars. The findings show that Islam does not treat knowledge merely as a tool for personal development, but as a moral and spiritual responsibility. In modern educational systems, these values remain highly relevant, particularly in addressing ethical decline and the loss of purpose in learning. This article recommends the integration of Islamic legal perspectives on knowledge into educational curricula to help restore the spiritual and moral aims