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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.

This study examines the concept of Islamic moral education according to Habib Umar Bin Hafidz and Habib Ali Al-Jufri, the methods of instilling moral values ​​that they use, and the relevance of their thoughts in the context of today's education. Moral education currently faces various complex challenges, such as weak role models, less applicable approaches, and the negative influence of technological advances and social media that trigger moral dilemmas among the younger generation. The lack of integration of moral values ​​in daily practice and the identity crisis due to globalization are also problems that hinder the formation of noble characters. The study used a qualitative approach with library research, collecting data from primary and secondary sources, then analyzed descriptively. The results of the study show that Habib Umar places love for Allah and the Messenger as the core of moral values, with educational methods that prioritize role models and gentleness without coercion, relevant to forming character and spirituality in the modern era. Meanwhile, Habib Ali emphasizes humanitarian values ​​such as compassion and tolerance as the foundation of moral education, with a moderate and inclusive approach that suits the needs of contemporary education. Both approaches provide important solutions in dealing with the problems of moral education, especially in building strong spiritual and social character amidst the dynamics of modern life, while also offering a foothold for overcoming the moral challenges faced by today's students.

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

The policy of granting Mining Business Licenses (IUP) to universities under Article 51A of the Minerba Bill raises legal, ethical, and sustainability concerns. This study applies a qualitative approach through literature review to examine the provision from the perspectives of Indonesian law and Islamic teachings. The findings reveal that allowing universities to manage mining permits risks diminishing their academic role, compromising scholarly independence, and fostering potential conflicts of interest. From the standpoint of positive law, this policy contradicts the precautionary principle, social justice, and educational objectives enshrined in the 1945 Constitution, the Higher Education Law, and the Environmental Protection Law. In Islamic thought, irresponsible exploitation of natural resources is classified as fasād (corruption), strictly prohibited, as reflected in Hadith No. 479 narrated by Bukhari. The study concludes by rejecting the provision and recommends repositioning universities as guardians of sustainability values rather than participants in extractive industries.

The background of this research lies in the moral crisis and character degradation among children, which are consequences of rapid changes in the modern era, technological advancement, and the lack of optimal roles played by families and educational environments. Utilizing a qualitative approach and the method of library research, this study analyzes the meaning and content of QS. An-Nahl: 90 through the interpretations of various classical and contemporary scholars, such as Quraish Shihab, Al-Maraghi, and Al-Azhar. The findings reveal that the formation of virtuous character based on QS. An-Nahl: 90 consists of three main commands acting justly, doing good (ihsan), and giving to relatives and three prohibitions immorality, wrongdoing, and hostility. These values form the foundation of Islamic virtuous character, which can be instilled in children through education provided by the family, school, and community. Virtues such as justice, empathy, responsibility, and courtesy serve as key pillars in shaping a morally upright generation.

Teacher motivation, instructional effectiveness, professional learning, and retention continue to pose significant challenges in educational systems worldwide, often exacerbated by elevated levels of burnout and turnover. This study investigates the intersection between modern strategic management and Sharia-based leadership within Islamic educational institutions. Using a qualitative library research method, the paper analyzes recent scholarly literature to examine how Islamic ethics can be integrated into institutional governance. The findings suggest that modern management tools—such as strategic planning, SWOT analysis, and performance evaluations—can be effectively aligned with Islamic values when guided by principles such as shura (consultation), amanah (trust), and ‘adl (justice). However, a significant gap remains between theoretical ideals and actual administrative practices, often driven by bureaucratic and secular benchmarks. The study further identifies a lack of a comprehensive, operational Sharia-compliant leadership model that systematically combines strategic management theory with Islamic jurisprudence. Such a framework is essential for defining ethical leadership roles, participatory governance mechanisms, and accountability systems. Integrating Islamic ethics into leadership practices fosters stakeholder trust—among teachers, parents, and students—which in turn reinforces institutional legitimacy and supports long-term sustainability. The research emphasizes the need for Islamic educational institutions to move beyond symbolic adherence to Sharia and adopt integrated, ethically coherent leadership practices that address both moral and managerial imperatives.

This study aims to describe the meaning of signs and values ​​contained in the story of the origin of the Penti ceremony in the Wae Mbeleng community, Benteng Kuwu Village, Manggarai Regency, East Nusa Tenggara. The Penti ceremony is one of the important traditional rituals that contains various symbols and cultural values ​​as a form of gratitude to God and ancestors for the harvest and a request for protection in the coming year. This study uses a qualitative descriptive method with Ferdinand de Saussure's semiotic approach, which dissects signs through the concept of signifier and signified. Data were collected through observation, interviews, and documentation. The results of the study show that the signs in the Penti ceremony, such as symbols of sacrificial animals, mantras, sacred places, and traditional foods, represent the spiritual relationship of the community with God, ancestors, and nature. In addition, values ​​such as ethics, spirituality, kinship, mutual cooperation, as well as educational and social values ​​are reflected in the practice of the ceremony. Thus, the Penti ceremony is not only a form of cultural expression, but also a means of inheriting the noble values ​​of the Manggarai community. This research is expected to contribute to the preservation of local culture and become a reference in the study of cultural anthropology and value education.

Leadership plays a crucial role in shaping a better future, particularly within the context of education. This article examines the significance of leadership education as a foundation for developing future leaders who are characterized by integrity, vision, and competence. Through both theoretical and practical approaches, this study explores the fundamental leadership principles relevant to the educational sphere and effective strategies for their implementation. Leadership education is not merely a process of knowledge transfer but also an effort to build character and strengthen moral values. Therefore, leadership education plays a pivotal role in producing a new generation of leaders capable of facing global challenges wisely and responsibly. This article is expected to provide fresh insights for educators, educational leaders, and policymakers in formulating holistic and sustainable educational programs.

This research explores the influential role of Islamic preaching, known as dakwah, in nurturing and reinforcing nationalistic values among young Muslims. It emphasizes the significance of integrating religious teachings with messages of patriotism to shape the mindset and attitudes of the youth towards their nation. Rather than viewing dakwah solely as a tool for religious propagation, this study positions it as a strategic and educational instrument that can instill a deep sense of national identity, unity, and active participation in national development.Employing a qualitative research methodology with a descriptive approach, this study analyzes various contemporary forms of dakwah, including religious lectures, Islamic study circles, digital platforms such as social media, and involvement in Islamic youth organizations. These channels are assessed for their effectiveness in conveying messages that resonate with the daily lives and societal roles of Muslim youth.The findings indicate that when Islamic values are harmoniously combined with national ideals, dakwah becomes a powerful vehicle for character building. It fosters a generation of young Muslims who are not only spiritually grounded but also exhibit strong civic awareness and a sense of responsibility towards preserving national unity and diversity. Ultimately, this research highlights the dual function of dakwah as both a spiritual guide and a catalyst for patriotic consciousness in the younger Muslim population.

Many Studies have describe the formation of characterin various educational institutions, such as schools, madrasas and Islamic boarding school, However, studiesthat perspective are still limited. This researchaimsto reveal how characterswith global insight are formed at Pondok Modern Darussalam Gontor. In this research, the data collection methods used include participant observation, in-depth interviews, and documentation studies. Participatory observation was carried out to understand the daily activities of the students in the Pondok Modern Darussalam Gontor environmet. Interviews were conducted with daily boarding school administratorsand student representatives to gain further insight into the character  formation process. Meanwhile, the documentation study aims to collect data from various document relating to the activities and mechanisme of character formation in thi Islamic boarding school. The data analysis technique use in this research refersto the analysis model developed by Miles and Huberman. To unsure the validity of the data, this researchapplies the data triangulation method to increase the accuracy of the reserach result. The research result show that the character formation of student at Pondok Modern Darussalam Gontor is orriented towrds a global perpective and is based on three main prinsiple, namely integrative, comprehensive and independent (self_goverment). Based on these findings, the research recommends that the haracter formation model applied at Pondok Modern Darussalam Gontor can be adapted and applied more widely in various Islamic educational instituions.

Islamic Religious Education (IRE) plays a crucial role in shaping the moral character of students at the elementary school level. However, learning methods used in IRE classrooms often remain conventional and teacher-centered, resulting in low student engagement and limited understanding of religious material. In response to the educational demands of the 21st century, a transformation in learning strategies is necessary. This study explores the implementation of active learning methods Card Sort, The Power of Two, and Snowballing as innovative approaches to revitalize IRE instruction. Using a qualitative descriptive method, data were gathered through classroom observations, in-depth interviews with teachers and students, and supporting documentation. The findings reveal that Card Sort enhances students’ ability to visually organize and connect religious concepts, The Power of Two facilitates deeper comprehension through peer discussion, and Snowballing promotes collaborative knowledge construction in stages. These methods contribute to a more interactive, student-centered, and meaningful learning process. Moreover, the integration of these strategies helps improve students' critical thinking, communication, and social-emotional skills while strengthening their internalization of Islamic values. Despite challenges such as instructional planning and classroom management, active learning techniques offer promising potential to transform IRE learning into a dynamic and participatory experience. The study provides practical recommendations for educators and school administrators to develop more effective and engaging IRE strategies.

This article explores strategic approaches in Islamic Religious Education (IRE) based on the values of the Qur'an and Hadith as a transformative effort to shape students’ character and personality grounded in divine principles. Using the library research method, this study identifies key components in IRE learning, such as the integration of values into learning objectives and materials, the exemplary role of teachers, the development of a spiritually conducive learning environment, and value-oriented evaluation methods. The findings indicate that the effectiveness of IRE learning is highly influenced by the alignment of value content, pedagogical strategies, and educational climate that supports the holistic internalization of Islamic values. By prioritizing humanistic, contextual, and spiritual approaches, Islamic education serves as a vital instrument in forming ideal individuals prepared to face modern challenges with moral integrity and religious commitment.

The main problem in this study lies in the lack of a deep and comprehensive understanding of child development from the perspective of Islamic psychology, especially in the context of education. In fact, understanding the stages of child development is very important to design appropriate educational approaches holistically. This study aims to explain the definition of child development psychology, identify psychological concepts in Islamic teachings that are relevant to child growth, and analyze how the principles of Islamic psychology can be applied in child education. The method used is library research with a descriptive-analytical approach, which examines various literatures from modern psychology and classical Islamic sources. The results show that Islam provides a strong conceptual foundation in understanding child development, which includes a balance between intellectual, emotional, spiritual, and moral aspects. Educational psychology in Islam also emphasizes the importance of the active role of parents, teachers, and the surrounding environment in shaping children's character and personality. Thus, the integration between modern psychological theories and Islamic values can be a strategic foothold in developing a child education system that is not only academic, but also oriented towards the formation of noble morals and character.

Panjang Mulud tradition is one form of local wisdom that has developed in society as part of the celebration of the birth of Prophet Muhammad (Maulid Nabi Muhammad SAW). This study aims to describe the meaning, symbolism, and the cultural and religious values embedded in the tradition. Using a descriptive qualitative approach, data were collected through observation, interviews, and literature studies on the implementation of Panjang Mulud in various regions, particularly in Java. The results show that Panjang Mulud is not merely a ceremonial celebration, but also a form of reverence for the Prophet Muhammad and a manifestation of social solidarity and the preservation of local culture. This tradition is rich in spiritual, social, and educational values that help strengthen the religious and cultural identity of the community. Therefore, Panjang Mulud is an important part of cultural heritage that deserves to be preserved amid the currents of modernization and globalization.

This study aims to examine the figurative meanings in the poem "Guru" by Muhammad Asqalani eNeSTe through a semantic approach. The poem portrays the struggle and dedication of a teacher who devotes themselves to serving in a remote area with deep love and sacrifice. This research adopts a qualitative method with content analysis techniques by conducting a document study of the poem's text. The analysis reveals that the poem is rich in figurative language, including metaphor, personification, hyperbole, metonymy, synecdoche, and simile. Each of these figures of speech is employed to depict the social, emotional, and spiritual conditions of the teacher and the environment in which they serve. The use of figurative meaning in the poem not only beautifies the language but also strengthens the moral messages, educational values, and appreciation of the teaching profession. By understanding these figurative meanings, readers can grasp deeper humanistic and simplicity values embedded in the realm of education.

This study aims to examine the figurative meanings in the poem "Guru" by Muhammad Asqalani eNeSTe through a semantic approach. The poem portrays the struggle and dedication of a teacher who devotes themselves to serving in a remote area with deep love and sacrifice. This research adopts a qualitative method with content analysis techniques by conducting a document study of the poem's text. The analysis reveals that the poem is rich in figurative language, including metaphor, personification, hyperbole, metonymy, synecdoche, and simile. Each of these figures of speech is employed to depict the social, emotional, and spiritual conditions of the teacher and the environment in which they serve. The use of figurative meaning in the poem not only beautifies the language but also strengthens the moral messages, educational values, and appreciation of the teaching profession. By understanding these figurative meanings, readers can grasp deeper humanistic and simplicity values embedded in the realm of education.

The rapid growth of science and technology in the contemporary era has had a considerable impact on social life, especially among adolescents. Adolescents typically encounter difficulty in controlling their emotions and desires, which can lead to deviant behavior or juvenile delinquency. This study intends to evaluate techniques for reducing juvenile delinquency through the function of the family as the first and foremost social unit in an individual's life. Using a descriptive qualitative approach, this study explores numerous literature and related previous study results. The results of the study reveal that open communication, giving affection, establishing moral and religious beliefs, and regular supervision from parents have an essential role in preventing aberrant conduct in teenagers. In addition, significant family involvement in adolescent life might enhance adolescent resilience to harmful environmental impacts. From these findings, it is recommended that families improve the quality of interactions with adolescents and work together with educational institutions and the community in establishing an environment that fosters positive adolescent development.

In this article, sexual violence in Islamic boarding schools is discussed in relation to human rights violations. Many incidents show the practice of sexual violence involving officials, even though Islamic boarding schools are considered educational institutions that instill moral and religious values. The purpose of this study is to determine the types of human rights violations, the factors that cause sexual violence, and the function of Islamic boarding schools in preventing and implementing efforts to protect victims. This study uses a qualitative method using case studies and literature analysis. The results of the study indicate that verbal, physical, and psychological violence are forms of sexual violence in Islamic boarding schools. These incidents are influenced by patriarchal cultural norms, unequal power dynamics, and lack of supervision from outside parties. Victims suffer greatly from the impact, both intellectually and mentally. Therefore, to provide a safe and free learning environment from sexual violence, a comprehensive strategy is needed that involves the rule of law, increasing awareness of human rights, and providing psychosocial support to victims.

Instilling Christian values ​​in adolescents in Indonesia is a strategic effort to form strong character, ethics, and spiritual awareness. In addition to having an impact on individuals, this also creates harmony in a pluralistic society. The family is the first place to build a foundation of faith through teaching, praying together, and being a role model. Parenting patterns greatly influence the growth of adolescent faith. Therefore, Christian families are expected to not only provide material needs, but also attention and love that comes from God to foster adolescent spiritual values. This study aims to determine the form of parenting patterns in instilling Christian values ​​in adolescents aged 13–18 years, as well as the obstacles faced. The method used is qualitative with a naturalistic approach, involving 13 informants. Data were collected through observation, interviews, and documentation. The results of the study showed three parenting patterns, namely democratic, authoritarian, and permissive, with the authoritarian pattern being the most dominant. The obstacles faced by parents include educational factors, a less conducive environment, economy, and parental busyness.

Education plays a very important role in shaping an individual’s character and mindset, including in preventing radicalism. With education, it is hoped that a person can develop themselves and bring positive change to the nation and state, so that education becomes a life guide reflected in every activity undertaken. The research method used this time is a qualitative research method with a descriptive approach. This method was chosen because it aims to systematically describe facts or characteristics factually and accurately. This study presents data as it is without manipulation or other additional treatments. From an Islamic perspective, the values of tolerance, dialogue, and justice are important foundations in building a harmonious society. This research found that the integration of moderate Islamic values into the curriculum and campus activities can strengthen efforts to prevent radicalism. Radicalism on campus is a phenomenon that needs to be watched out for because it can threaten the values of tolerance, diversity, and national unity. Critical education not only provides space for students to think analytically and reflectively, but also equips them with social awareness. Building a campus free from radicalism is not only the responsibility of educational institutions, but also requires the active involvement of all campus elements, through strong collaboration between students, lecturers, as well as strengthening the values of moderation and inclusivity.