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The rapid development of digitalization and innovation has become a key driver in improving business processes and the competitiveness of organizations worldwide. This study is the first comprehensive bibliometric analysis examining the relationship between digitalization and innovation in business processes, to map the intellectual structure of this field, track the development of its themes, and identify remaining research gaps. This analysis, which utilizes data from Scopus processed using VOSviewer and Biblioshiny software, covers publications from 2010 to 2024 and employs co-occurrence, co-authorship, and thematic evolution techniques. The results show a rapid growth in publications since 2016, peaking at over 110 publications in 2024. Eight key thematic clusters stand out: Industry 4.0, artificial intelligence, robotic process automation, blockchain, drivers, and agile business process management. Despite the field's maturity, it still suffers from high fragmentation, strong geographic concentration, and a reliance on cross-sectoral research designs. As a result, longitudinal insights remain limited, and digital transformation failure rates remain high, reaching up to 70%. This research presents the first quantitative and visual roadmap of global knowledge flows in this domain and underscores the need for longitudinal, geographically inclusive, and people-centric research to move beyond single-point understandings to a sustainable, context-sensitive framework that enhances both the theoretical depth and practical success of digital-based business process innovation

This psychoeducation is motivated by the need for service support for students with special needs at SLB Negeri Pembina Yogyakarta. Some students with intellectual disabilities require assistance in recognizing and expressing their emotions. The purpose of this counseling activity is to provide appropriate media needed to support the development of students’ emotional expression in everyday social interactions. The counseling method employed was a play-based learning approach. The evaluation of the effectiveness of this method involved 10 students with intellectual disabilities, consisting of 7 male students and 3 female students in Grade VII of junior high school. Based on the results of the counseling activities, which were conducted in three stages—namely the opening stage, the emotion recognition stage, and the application of the emotion wheel—it was found that the use of the emotion wheel media strengthened the emotional expression abilities of students with intellectual disabilities. This improvement was evident from observable changes in the emotional behavior of some students.

This study aims to explore the philosophy of Islamic education grounded in tolerance by revisiting the influential ideas of Gus Dur and assessing their significance for the younger generation in contemporary society. Adopting a qualitative descriptive approach through document analysis, in-depth interviews, and thematic interpretation, the research highlights that values such as tolerance, humanism, intellectual freedom, and respect for diversity are essential foundations for shaping modern Islamic education. The findings indicate that incorporating these principles into educational curricula not only enriches the learning experience but also strengthens inclusive and participatory teaching practices, fostering an environment that encourages open dialogue, mutual understanding, and moderation. Furthermore, the study emphasizes that systematic integration of Gus Dur’s educational philosophy can contribute to the development of students’ critical thinking, ethical awareness, and social responsibility, ensuring that Islamic education remains relevant and responsive to contemporary societal challenges. Overall, the research concludes that implementing these values consistently is crucial for advancing a modern, tolerant, and pluralistic approach to Islamic education that benefits both individuals and society as a whole.

This article explores the concept of a “House of Faith” as a holistic educational framework designed to build students’ character based on religious values. The fundamental idea of the House of Faith is likened to a school environment that provides a comfortable and safe space for students to develop their faith and noble character through learning activities connected to religious teachings. A religious school environment is created through everyday atmospheres that encourage the practice of worship, the presence of religious symbols, and community activities that strengthen students’ spirituality. Programs to reinforce religious spirit include activities such as communal prayers, religious studies, and social projects designed to gradually enhance students’ spiritual awareness. Teachers and educational staff play a highly effective role, acting as role models and facilitators in the learning process. Their approach to instilling faith and moral values involves interactive methods such as group discussions, inspirational stories, and personal reflection, all adapted to students’ developmental stages. Collaboration between the school and parents becomes a key factor in ensuring consistent support. This is carried out through regular meetings, joint workshops, and open communication that reinforces family values. The impact of religious spirit on students can be seen in increased discipline, social empathy, emotional resilience, and stronger academic motivation. However, implementation faces challenges such as limited curriculum time, diversity of student backgrounds, and cultural resistance. These challenges are addressed through solutions, including regular teacher training, program evaluation, and the integration of technology for distance learning. Overall, the article emphasizes that a school functioning as a House of Faith can shape young generations who are not only intellectually capable but also strong in faith and morals, contributing to a more harmonious and meaningful society.

Intellectual Property Rights (IPR) have the potential to be recognized as an object of Rahn Tasjily collateral because they meet the criteria of property that can be transferred in accordance with the principles of muamalah in Islamic banking. However, its implementation faces legal challenges, particularly related to the dualism between the provisions of Fiduciary Guarantee (UUJF), which contains potential riba and gharar, and the DSN-MUI Fatwa No. 68/2008, which rejects such non-Sharia elements. This study aims to analyze the position of IPR as marhun according to the principles of muamalah and to identify substantial barriers in its application in Islamic Financial Institutions (LKS), particularly in the aspects of valuation and execution. The method used is normative law with an approach to regulations and concepts, analyzed descriptively and qualitatively using secondary data. The study concludes that the conflict between UUJF and Rahn Tasjily, the high risk of gharar in valuation, and the delays in execution due to the Constitutional Court's decision, highlight the urgent need for OJK and DSN-MUI to issue technical regulations to harmonize and mitigate risks in accordance with Sharia principles.

This study explores the relevance of Imam Al-Ghazali’s educational philosophy to contemporary Islamic education in responding to current moral, social, and educational challenges. Using a library research method, the study systematically examines Al-Ghazali’s views on educational goals, curriculum orientation, the role of teachers, and instructional methods, and then contextualizes these perspectives within the dynamics of modern educational systems. The analysis highlights how Al-Ghazali’s educational thought addresses issues related to moral decline, character formation, and the imbalance between intellectual achievement and ethical development in present-day education. The findings show that Al-Ghazali’s emphasis on integrating knowledge and character, balancing cognitive, affective, and psychomotor aspects, and highlighting the teacher’s role as a moral exemplar remains highly applicable today. His educational framework which prioritizes spiritual development, moral formation, self-discipline, and closeness to God offers a strong, comprehensive, and relevant foundation for renewing Islamic education in the modern era and for fostering holistic learners with intellectual competence, ethical awareness, and spiritual integrity.

Human resource development is the process of preparing individuals to take on higher or different responsibilities within an organization, including enhancing intellectual abilities to support efficient task performance. This study aims to determine the extent to which human resource development contributes to improved employee performance at the East Lombok Regency Health Office. The qualitative, descriptive approach involved eight informants, consisting of officials familiar with the implementation of human resource development and staff who had participated in the program. The results indicate that education and training conducted by the East Lombok Regency Health Office have supported improved employee performance, as evidenced by more structured task implementation, public health monitoring surveys, and a decrease in maternal and infant mortality rates. However, in terms of human resource management, there are still shortcomings, with an average of 28 health workers per health facility, both civil servants and non-civil servants, reflecting an imbalance in workforce needs. Furthermore, the implementation of human resource development is supported by leadership commitment, inter-agency collaboration, and budget support from the provincial and central governments. However, it is hampered by limited qualified personnel, frequent policy changes, and the impact of natural disasters.

This study examines the role of teachers as influencers in 21st-century education, particularly in developing students’ intelligence and character through the use of digital media and technology. The digital transformation requires teachers to serve not only as transmitters of knowledge but also as public figures capable of providing positive influence through digital behavior and communication. The purpose of this study is to analyze how teachers perform their roles as educational influencers and how this impacts students’ intellectual and character development. This research employs a literature study method by reviewing scientific sources such as books, articles, journals, and relevant research reports. The analysis was conducted using a descriptive-analytical approach to identify patterns, ideas, and strategies used by teachers in integrating character values and digital literacy. The findings indicate that teachers with strong digital competence and personal integrity are able to create positive influence through educational content, digital role modeling, and ethical communication. The implications highlight the importance of strengthening teachers’ digital literacy, educational policy support, and continuous professional training to create a digital learning ecosystem that is character-based, adaptive, and responsive to contemporary challenges.

This study investigates the implementation of reasonable accommodations for students with special needs at SMP Negeri 32 Kota Tangerang. The research focuses on how inclusive education is operationalized within a public junior high school context to ensure equal educational opportunities for all learners, regardless of their physical, intellectual, or emotional differences. The central problem addressed concerns the extent to which inclusive policies and practices are effectively translated into tangible support systems for students with special needs. Accordingly, the primary objective of this study is to analyze the implementation process, challenges, and outcomes of reasonable accommodations in promoting inclusive learning environments. A qualitative research design was employed, utilizing data collection techniques such as observation, in-depth interviews with the principal, special education teachers, homeroom and subject teachers, as well as students with special needs, complemented by documentation analysis. The validity of the data was established through triangulation, encompassing processes of data reduction, data display, and conclusion drawing. The findings demonstrate that SMP Negeri 32 Kota Tangerang has successfully implemented reasonable accommodations supported by the BOSDA Inklusi program. This funding facilitates the provision of accessibility features—including ramps, guiding blocks, accessible toilets, and wheelchairs—alongside adaptive learning materials and teacher remuneration. Furthermore, systematic identification and assessment procedures are conducted regularly, and the curriculum is continuously adapted to meet individual learning needs. The school also organizes regular capacity-building programs for educators and staff. In addition, strong collaboration with the Tangerang City Government, the Difabel Mandiri Indonesia Foundation, and USAID Madani provides sustained technical assistance and monitoring.

In this article, we explore the concept and goals of Islamic education from the perspective of Imam Shafi'i, a great scholar and founder of one of the most important schools of Islamic jurisprudence in history. Based on the Quran and Sunnah, his views offer a balanced perspective on the intellectual and spiritual aspects of the educational profession. He believed that education aims not only to increase one's knowledge but also to develop one's character, morality, and devotion to Allah SWT. He emphasized that true knowledge is knowledge that benefits individuals and society and helps them draw closer to the Creator. According to Imam Shafi'i, Islamic education must combine religious and general knowledge in a balanced way, as both complement each other to shape the whole person. He believed that an educated person must possess not only intellectual intelligence but also high moral and spiritual integrity. He emphasized that academic success is measured not only by a student's ability to understand the subject matter but also by how they apply ethical principles, social responsibility, and a sense of community service. Furthermore, Imam Shafi'i emphasized the importance of maintaining a balance between cognitive, emotional, and intellectual abilities during the pursuit of knowledge. He argued that knowledge without morality loses its foundation, while morality without knowledge loses its foundation. This concept presents Islamic teachings holistically, where knowledge, ethics, and spirituality must be integrated.Imam Syafi'i's views remain relevant today. They can serve as a guide in building a character-based Islamic education system capable of adapting to changing times and addressing global challenges. The education he taught, which encompasses values ​​such as honesty, responsibility, and balance between this world and the hereafter, provides a clear path to producing a generation of educated and noble Muslims who will contribute positively to the world and humanity as a whole.

This Community Service (PKM) activity aims to assist students of Madrasah Tsanawiyah Shirojut Thalibin in understanding the adolescent development period through the perspectives of Aristotle, Comenius, and Charlotte Bühler. The mentoring was motivated by the complexity of physical, emotional, social, and spiritual changes during adolescence and the low interest of students in studying the stages of human development. The activity was carried out for one week through educational, interactive, and collaborative strategies, using participatory discussion methods, theoretical explanations contextualized with the realities of adolescent life, varied learning media, role simulations, and joint evaluation and reflection. The subjects of the activity were students of MTs Sirajut Thalibin Racek Village, Tiris District, Probolinggo. The results of the mentoring showed an increase in students' understanding of the stages of adolescent development, a higher awareness of maintaining physical and mental health, and a better ability to link personal changes with developmental tasks and life goals. Teachers and the madrasah also experienced positive impacts in the form of strengthened understanding of adolescent characteristics and adjustments to a more holistic learning approach. This activity produces scientific articles, activity documentation, and student work products, while also recommending the integration of human development material in learning and guidance programs to support the moral, intellectual, social, and spiritual development of adolescents.

This article examines the conceot of knowledge (ilmu) within the Islamic perspective, which holds a highliy privileged position, ranking second only to the word Tauhid (Monotheism) in Islamic teachings. his paper employs a Library Research methodology (kajian pustaka). his approach involves the assimilation, study, and in-depth analysis of various readings utilized by the author. he presence of knowledge and education profoundly influences the development of human life concepts. In the Qur'an, the word "ilmu" (knowledge/science), in its various forms, in Quran, testifying to the distinctiveness of humans as caliphs on earth. Literally, "ilmu" is defined as knowing or to know, while technically it means understanding the reality of something or the rule governing it. The ultimate source of knowledge is Allah SWT. The process of teaching knowledge from Allah can be direct (revelation/inspiration or wahyu/ilham) or indirect (through the medium of natural phenomena He created). Knowledge acquisition can be achieved through several approaches, including: practice (pengamalan), experience (pengalaman), rational (rasional using intellect/reason), emotional, and habituation (pembiasaan). Islamic scholars have classified knowledge based on its object of study and source. For instance, Ibn Sina categorized knowledge into three types: al-‘ilm al-ilahi (divine and metaphysical knowledge), al-ilm al-riyahi (mathematics), and il-‘ilm tabi’I (natural sciences). Al-Ghazali classified it into ilmu shariah and ilmu gayr al-shari’ah, which aligns with Ibn Khaldun’s division of ilmu naql (transmitted knowledge) and ilmu aqal (intellectual knowledge). This division is based on the object of study, not meant to be contradictory.

This study explores how Islamic epistemology can address the fragmentation and ethical challenges in contemporary Muslim societies. By emphasizing the integration of divine revelation and human reason, Islamic epistemology offers a balanced framework for intellectual and spiritual development. The core principles of mīzān (balance), maqāṣid al-sharīʿah (higher objectives of Islamic law), and tawhid (divine unity) form the foundation of Islamic ethical thought, guiding individuals and communities toward social harmony and moral responsibility. The study highlights how these principles can be applied to modern issues such as social justice, environmental sustainability, and the erosion of communal values. Through a comparative analysis, the research contrasts Islamic epistemology with Western ethical frameworks that prioritize individual autonomy, showing how Islamic approaches promote communal accountability and social cohesion. Empirical research, including surveys and interviews, reveals that Muslim communities view Islamic epistemology as a valuable tool for addressing contemporary ethical dilemmas and fostering unity. By revisiting classical Islamic scholars like Al-Farabi, Ibn Sina, and Al-Ghazali, the study provides a theoretical foundation for applying Islamic knowledge to modern day challenges. Additionally, the research examines how the principles of moral agency and personal responsibility in Islamic thought offer solutions to the weakening of ethical conduct in contemporary societies. The study concludes by recommending further research into the practical implementation of Islamic epistemological concepts in governance, education, and social structures to promote ethical and social reform. Integrating Islamic wisdom with modern ethical challenges can offer significant contributions to fostering a more harmonious, just, and ethically responsible global society.

Early Childhood Education (PAUD) plays a fundamental role in shaping children's character, moral values, and intellectual potential from an early age. However, many PAUD institutions in Indonesia still face serious challenges in management, where attention is focused more on operational sustainability than on improving educational quality. This study aims to describe the actual condition of PAUD institutions, analyze the causes of weak management, and identify the impact of operational orientation on educational quality. The method used is a literature study through analysis of various sources such as books, scientific journals, research reports, and government policies related to PAUD implementation. The results of the study indicate that weak management is caused by limited human resources, low managerial competence, minimal funding, weak planning, and a lack of supervision and community support. The impact is seen in the decline in educational quality and low public trust in PAUD institutions. Therefore, it is necessary to strengthen quality-based management that emphasizes improving educator competence, community involvement, effective management of infrastructure, utilization of educational technology, and implementation of continuous evaluation. Professional and adaptive PAUD management is key to realizing superior, high-quality institutions that are relevant to the developmental needs of early childhood in the modern era.

Scientific writing plays an important role in developing knowledge and shaping the intellectual character of students. Through academic writing, students not only learn to organize ideas systematically but are also trained to think critically, analytically, and reflectively. This study employs a literature review method to examine the concepts, processes, and originality of scientific work based on academic theories and established scholarly standards. The findings indicate that writing scientific papers is not merely an academic requirement but also a reflection of logical, objective, and ethical thinking. A high-quality scientific work must demonstrate originality, intellectual honesty, and the proper application of scientific methods—from problem formulation and data collection to analysis and conclusion. In addition, scientific writing should contribute to the development of knowledge and offer solutions to current issues in society. Therefore, higher education institutions need to strengthen students’ scientific literacy, academic writing skills, and understanding of research ethics. These efforts are essential for fostering an academic culture that upholds integrity, encourages innovation, and prepares young scholars to become responsible and competitive individuals.

This community service activity focuses on the utilization of Talas Beneng (Xanthosoma undipes K. Koch), a tuberous plant native to Banten Province, as a healthy alternative food source free from gluten and casein. The program was implemented through the Holistic School Field Introduction (PLP) by students from Sultan Ageng Tirtayasa University at State Special School 02 Serang City. The method employed was qualitative, with a direct practice approach through training in preparing various processed products based on talas beneng, such as steamed cakes, brownies, cookies, and sticks. The activity involved three intellectually disabled students from junior and senior high school levels, along with PLP students and a culinary arts teacher. The primary objectives of the program were to enhance life skills, independence, and awareness of the importance of diversifying healthy local food sources. The results indicate an improvement in participants' abilities to recognize local food ingredients, process them into nutritionally valuable products, and strengthen collaboration between universities and schools in inclusive education. This program demonstrates that the utilization of local food resources can serve as an effective strategy to support food security, social empowerment, and holistic education.

This study analyzes the factors leading to academic fraud among accounting students, focusing on the predictive power of the Fraud Hexagon Theory and intellectual intelligence. It also investigates the role of student ethical behavior as a moderating variable. Using a quantitative approach, data was collected from 111 respondents selected through purposive sampling. The data was subsequently analyzed using SPSS version 25. The findings revealed that the Fraud Hexagon model was only partially validated. Three of its six dimensions emerged as significant predictors of academic fraud: rationalization, capability, and opportunity. Conversely, pressure, ego, and collusion showed no significant influence. The study also found no statistical relationship between a student's intellectual intelligence and their tendency to commit fraud. Furthermore, student ethical behavior did not effectively moderate the influence of the significant Fraud Hexagon factors. The study concludes that academic fraud is a complex phenomenon primarily triggered by internal justification, individual capabilities, and external opportunities. The lack of correlation with intellectual intelligence suggests that cognitive ability is not an inherent barrier to dishonest acts. These findings underscore that a strong ethical character is the most powerful safeguard against fraud, highlighting the irreplaceable role of ethics education in fostering academic integrity.

This study explores the educational (tarbiyah) dimensions in the Qur’an based on Surah Al-Mujadilah verse 11, focusing on achieving balance between intellectual, spiritual, and social aspects within Islamic education. The verse emphasizes that Allah elevates the ranks of those who believe and possess knowledge, highlighting the harmonious relationship between faith, knowledge, and social ethics in the learning process. The purpose of this study is to uncover the tarbawi values contained in the verse as a conceptual foundation for developing a holistic Islamic education framework. This research employs a qualitative method using a library-based study with a tafsir tarbawi approach, drawing upon classical sources such as Ibn Kathir and Al-Qurthubi, as well as contemporary literature on Islamic education. The findings reveal that Surah Al-Mujadilah verse 11 underscores the importance of integrating intellectual intelligence, spiritual depth, and social sensitivity as the core of educational development. These insights imply that Islamic education should not only prioritize knowledge acquisition but also foster moral character and spirituality as essential elements of lifelong learning.

The independent real college work (KKN) of Muhammadiyah Sumatra Utara was carried out at MTS Al-Washliyah, Hamparan Perak sub-district, Deli Serdang district. This KKN program aimed to improve literacy and highlight the importance of education for children’s abilities in both character development and student intelligence. The goal of education is to advance intellectual development while instilling moral values, ethics, integrity, and tolerance in students. The results of this study indicate that the role of parents is crucial in developing literacy in students. Parents are encouraged to help children develop a habit of reading books, thus providing a positive influence on their children's educational progress. Additionally, parents' active involvement allows children to have better opportunities to develop their literacy skills. By creating a supportive home environment and fostering positive reading habits, parents play a vital role in improving the overall literacy of students. This KKN program has shown that collaboration between parents and educational institutions can significantly enhance the literacy development of students.

This study explores the intellectual and thematic evolution of green sukuk research within Islamic sustainable finance from 2015 to 2025. Using a hybrid methodological design that integrates the PRISMA-guided Systematic Literature Review with Watase Uake network analysis, the study identifies 17 core Scopus-indexed articles that collectively define the field’s conceptual and empirical development. Results reveal a three-phase evolution: (1) a formative stage emphasizing ethical legitimacy and Sharia compliance; (2) a transitional phase integrating pricing efficiency, market risk, and policy frameworks; and (3) a maturity phase characterized by econometric modeling, behavioral-finance integration, and sustainability governance. Thematic clusters extracted from bibliometric mapping include financial performance and market dynamics, institutional legitimacy and policy frameworks, behavioral intention and investor psychology, and technological innovation and ESG disclosure. Despite methodological advancement, the literature remains geographically concentrated in Malaysia and Indonesia and exhibits theoretical fragmentation across behavioral, financial, and institutional models. Findings highlight key research gaps involving contradictory evidence on yield–risk relationships, inconsistent behavioral determinants of investment intention, and insufficient integration of moderating or mediating mechanisms. The study advances theoretical pluralism by connecting the Theory of Planned Behavior (TPB), Institutional and Legitimacy Theory, and Resource-Based View (RBV) into an integrated model explaining how legitimacy, behavior, and strategic capability jointly drive green sukuk adoption. Policy implications emphasize the need for harmonized regulation, behavioral incentives, and digital transparency to strengthen credibility and accelerate sustainable-finance transformation in line with SDGs 7 and 13.