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This study examines the social and cultural values in the drama script Gerbong by Agam Wispi through a literary anthropology approach. The research is grounded in the role of literature as a reflection of socio-cultural values, with Gerbong selected for its rich portrayal of post-revolution Indonesian societal dynamics, which has yet to be holistically analyzed from an anthropological perspective. The aim is to identify the manifestations of socio-cultural values through dramatic structures such as dialogue, characterization, and conflict. A qualitative descriptive method was employed, analyzing narrative and symbolic elements within the script. Findings reveal that social values are reflected in non-familial solidarity, critiques of revolutionary injustice, humanism amid adversity, and women’s resistance to stigmatization. Cultural values emerge through the gerbong (train carriage) as a metaphor for resilience, collective sacrifice, and a belief in independence preserved through oral traditions. Intergenerational conflicts between colonial and post-independence values highlight cultural dynamics in postcolonial transition. The study recommends integrating the script into educational curricula, exploring its performative dimensions, and conducting further interdisciplinary research on power relations and gender representation.

This study examines the strategic role of collaborative learning in strengthening students’ faith and character within the context of Christian Religious Education (CRE). In the face of globalization and the rapid development of digital technology, CRE is increasingly expected to go beyond the transmission of theological knowledge and actively nurture the application of Christian values in daily life. Employing a qualitative case study approach, the research includes classroom observations, semi-structured interviews, and document analysis involving both teachers and students engaged in collaborative learning. The results show that collaborative learning fosters active student engagement, character formation, improved social interaction, and a deeper understanding of spiritual values. Teachers are shown to play a critical role as facilitators, cultivating an inclusive and dialogical classroom environment. The study finds that this learning model effectively integrates faith development with critical thinking and interpersonal skills. The findings also underscore the importance of pedagogical innovation in CRE to better respond to the educational needs of a younger generation living in a diverse and digitally connected society. Therefore, collaborative learning can be viewed as a relevant and impactful strategy for renewing Christian education in today’s complex educational landscape.

Improving the quality of education is a strategic challenge for every educational unit, including private elementary madrasahs that carry the Integrated Islamic approach. MIS IT Nurul Ikhwan Cahaya Ananda Palembang as a basic educational institution based on Islamic values ​​and technology, faces various dynamics in managing quality management, ranging from limited resources to the complexity of implementing an internal quality assurance system. This study aims to describe in depth the management strategies applied in improving the quality of education, as well as identifying the challenges and solutions faced by madrasahs in the implementation process. The research method used is descriptive qualitative with data collection techniques in the form of observation, documentation, and in-depth interviews with key informants. The results of the study indicate that madrasahs have implemented quality management through strategic planning, strengthening teacher capacity, integrating technology in learning, and community involvement. Despite challenges such as budget limitations and imbalances in HR competencies, madrasahs are able to present solutions based on collaboration and innovation that are oriented towards the sustainability of education quality.

This study examines the implementation of Hablum Minal Alam (human-nature relationship) learning in fostering environmentally conscious behavior at MI Bukit Pelangi Nature School in Karanganyar, Pekalongan. Using a qualitative approach, this research explores how Islamic values are integrated into an environmentally-focused curriculum based on direct experience with nature. The findings show that MI Bukit Pelangi effectively implements a contextual learning approach through activities such as farming, ecosystem observation, eco-brick projects, and nature reflection sessions. The curriculum combines the national "Merdeka Curriculum" with local contextualization and experiential learning methods. The study reveals that nature-based Islamic education successfully nurtures ecological awareness and environmental behavior through six core values: environmental consciousness, resource management, cultivation activities, gratitude for nature, stewardship responsibility, and experiential learning. This educational model offers potential as a sustainable environmental education framework that integrates spiritual values with ecological responsibility.

Communication has an important role in building awareness of Islamic law among Muslim citizens. Through effective communication, Islamic legal norms and rules can be understood, internalized and applied in everyday life. This article discusses the role of communication in increasing awareness of Islamic law by analyzing various communication approaches, such as da'wah, education, and social media. By using literature review methods from various scientific sources, it was found that modern communication media, such as social media, are increasingly playing a role in conveying the message of Islamic law to the younger generation. In addition, persuasive and educational da'wah has proven to be an effective means of increasing understanding and compliance with sharia law. However, challenges such as disinformation on social media remain obstacles that need to be overcome with digital literacy based on Islamic values.

Based on various studies and studies, the LGBT phenomenon in Indonesia, especially in the Pekanbaru area, is still often viewed negatively because it is considered contrary to local social and cultural norms. Several factors that influence the emergence of LGBT sexual orientation include childhood experiences, the influence of the social environment, and conditions within the family. Psychological interventions such as group counseling with the Rational Emotive Behavior Therapy (REBT) approach combined with religious values, such as in Islamic counseling, have proven effective in reducing inner conflict, increasing the ability to manage emotions, and encouraging acceptance and self-confidence of LGBT individuals. This approach also helps replace irrational thought patterns and strengthens emotional resilience, although cultural and social challenges are still major obstacles. On the other hand, the importance of multicultural competence for professionals is also highly emphasized in dealing with issues related to LGBT and their emotional health. Education about sexuality and increasing public understanding of diversity are considered important to reduce stigma and discrimination against the LGBT community. Overall, the results of this study indicate the need for an appropriate psychological approach and educational efforts to create social acceptance and improve the welfare of LGBT individuals.    

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.

This article explores the nature of the philosophy of Islamic education and its integration with the philosophy of mathematics in the learning process. The philosophy of Islamic education is rooted in the Qur’an and As-Sunnah and is further reinforced by the thoughts of Muslim philosophers. It encompasses three main aspects: ontology (the nature of existence), epistemology (the sources and methods of acquiring knowledge), and axiology (values and purposes). Islamic education aims not only to shape individual character but also to build a holistic educational system based on Islamic values. In this context, education is not merely a process of knowledge transfer but a means of fostering moral and spiritual development in learners. On the other hand, the philosophy of mathematics from the perspective of Islamic education emphasizes that mathematics is not solely an exact science of arithmetic, but also a discipline closely related to ethical and moral values in Islam. Mathematics is viewed as part of the divine order of Allah’s creation, reflecting His greatness. Therefore, the integration of Islamic educational philosophy and mathematical philosophy in learning offers a deeper approach to mathematical concepts. This approach not only enhances students’ cognitive understanding of the material but also instills spiritual awareness and values of faith and piety. By combining scientific and religious aspects, the learning process becomes more systematic, meaningful, and aligned with the comprehensive goals of Islamic education.

This article discusses "Contemporary Islamic Education Problems and Development Strategies," highlighting the various challenges faced by the Islamic education system in Indonesia. Issues such as value crisis, unclear educational goals, and curriculum inconsistency are the main focus of the analysis. The author emphasizes the importance of returning to the sources of Islamic teachings, such as the Qur'an and Hadith, to ensure that education is not only academically intelligent, but also rooted in moral and ethical values. In an effort to overcome these problems, educational development strategies that include curriculum innovation, improving teacher quality, and instilling spiritual values ​​are suggested. With a holistic approach, this article aims to provide guidance in a more relevant and effective Islamic education reform, which is able to produce a superior generation with noble character and is ready to face global challenges.

Contemporary Islamic education is an educational concept that integrates Islamic values ​​with technological advances and the needs of the times. This study aims to understand the concept of contemporary Islamic education and its implementation in the Islamic education system. Contemporary education seeks to integrate Islamic teachings with the current modern education system. Contemporary Islamic education has several advantages, such as the ability to integrate Islamic values ​​with technological advances and the needs of the times. However, contemporary Islamic education also has several challenges, such as the ability to face rapid changes in the times such as the development of science and technology, globalization and social change, the need for quality education, integration of Islamic values, and Islamic educational institutions that can answer the challenges of the times.

This study aims to identify Islamic educational values implemented in the Tiban tradition in Hargomulyo Village, Sekampung District, East Lampung Regency. Tiban is a rain-seeking ritual performed by the community during prolonged drought as a form of endeavor that combines elements of local culture with Islamic values. Using an ethnographic approach with qualitative methods, this research involved participatory observation, in-depth interviews, and documentation. The results show that the Tiban tradition in Hargomulyo Village implements Islamic educational values, including: (1) faith values, in the form of belief in Allah's power as the creator and regulator of the universe including rain; (2) worship values, reflected in the series of prayers, dhikr, and istisqa prayers accompanying the ritual; (3) moral values, in the form of tawakkal, patience, sincerity, and mutual cooperation in ritual implementation; and (4) social values, in the form of strengthening social cohesion and solidarity among residents. The transformation of this ritual demonstrates the acculturation process between Javanese culture and Islamic teachings that has developed harmoniously, although there are some elements that still need adjustment to be more in line with Islamic law. This research contributes to the preservation of local wisdom that aligns with Islamic values and the development of culture-based Islamic education.

This study examines the integration of local wisdom values ​​in Social Studies (IPS) learning in Elementary Schools (SD) as an effort to strengthen students' character and cultural identity. Then the low utilization of local wisdom in IPS learning, which results in students' lack of understanding of regional cultural values. The purpose of this study is to analyze the application of local wisdom values ​​in IPS learning and identify its impact on students' understanding and character. The method used is a qualitative approach with literature study techniques by collecting a number of information obtained from various sources and media to learn about the application of local wisdom if applied to IPS learning in Elementary Schools. The results of the study indicate that the integration of local wisdom values, such as mutual cooperation, deliberation, and environmental wisdom, can increase student involvement and strengthen a sense of love for local culture and this confirms that IPS learning based on local wisdom is not only relevant to the socio-cultural context of students but also effective in forming characters rooted in the nation's culture. The conclusion of this study is that the integration of local wisdom in social studies learning in elementary schools can be a significant educational strategy in building students' social understanding and character values, so it needs to be supported by educational policies that encourage the implementation of local culture-based materials in elementary schools.

Character education is an essential aspect of Islam in shaping individuals with noble morals. Hadith, especially those compiled in Arbain an-Nawawi, contains many moral values that can be applied in daily life. This study aims to identify moral values in Arbain an-Nawawi, analyze how to implement them in education, and examine the challenges and solutions in their application. This research uses content analysis to examine the hadiths in Arbain an-Nawawi.The findings reveal that the moral values in these hadiths fall into three main categories: (1) Morals toward Allah, such as sincerity (ikhlas) and trust in God (tawakal); (2) Morals toward others, such as honesty and compassion; and (3) Morals toward oneself, such as self-reflection and anger management. These values can be taught through exemplary behavior, habituation, self-reflection, and storytelling. However, there are several challenges in implementing hadith-based character education, such as a lack of understanding among educators regarding hadith, an education system that prioritizes academics over character development, and the influence of modern culture and technology. To address these challenges, teacher training, the strengthening of character-based curricula, and the use of technology as a learning medium are necessary. This study is expected to provide insights for the educational sector in strengthening students’ character based on Islamic teachings.    

This study explores the role of Islamic education in supporting the achievement of the Sustainable Development Goals (SDGs) through a library research approach. Islamic education, with its emphasis on moral, spiritual, and social values, aligns closely with the principles of sustainable development. The study reveals that Islamic teachings on justice, equality, social responsibility, and environmental stewardship are in harmony with the goals outlined in the SDGs. Islamic educational institutions contribute to poverty alleviation, environmental awareness, and gender equality through curriculum content and practical programs rooted in Islamic values. However, challenges such as limited curriculum integration and lack of teacher capacity remain obstacles. Therefore, it is essential to enhance the curriculum, empower educators, and build partnerships between Islamic educational institutions and broader development stakeholders to ensure Islamic education becomes a significant agent in achieving the global goals.

Islamic education has a strategic role in shaping the character and morals of students in line with the principles of democracy. This article aims to examine how democratic values ​​such as equality, justice, deliberation, and tolerance can be instilled through the process of Islamic education, both formally in educational institutions and in non-formal contexts such as religious studies and socio-religious activities. With a qualitative descriptive approach and literature study, this study shows that Islamic education can be an effective instrument in instilling democratic values ​​through the integration of religious teachings, teacher role models, and strengthening the curriculum that encourages dialogue, freedom of thought, and respect for differences. Instilling democratic values ​​in Islamic education is not only relevant to the development of national character, but also becomes an important foundation in forming a civilized civil society.

Leadership plays an essential role in determining the success of an organization, especially in the field of education. In the context of educational management, a leader not only performs administrative functions but also inspires and motivates all elements within the institution. A well-led educational environment can support individual potential development and encourage innovation. The Islamic perspective views leadership as a trust (amanah) that must be carried out with justice, integrity, and moral responsibility. Islamic principles such as trustworthiness, justice, consultation (shura), and noble character serve as a foundation for leaders to make inclusive and fair decisions, enhancing the effectiveness of educational management. This research uses a literature study method to analyze the application of Islamic leadership values in educational management. The findings show that Islamic values in leadership can strengthen motivation, participation, and innovation within educational environments and foster positive character in students and educators. Thus, integrating Islamic values into educational leadership is crucial in forming a generation that is intellectually capable, moral, and faithful.

Social media is not merely a space for entertainment. It has become part of students’ daily lives. Through these platforms, various values, ideologies, and discourses on nationalism circulate constantly. This study aims to examine how far social media contributes to the internalization of Pancasila values and the formation of nationalist character among university students. This research used a descriptive quantitative survey method. A total of 50 students from various majors served as respondents. They completed a questionnaire distributed via Google Form. The results show that 90% of students actively use social media. About 72% claim to have a nationalist attitude, and 76% show social concern. However, only 42% apply Pancasila values in their daily lives. Participation in community activities and national discussions is relatively low. Furthermore, 64% of respondents expressed disappointment toward state institutions. This disappointment is influenced by exposure to issues such as corruption allegations and controversial national policies. From these findings, it is clear that social media can serve as an educational platform, but it may also become an entry point for a crisis of trust. The internalization of Pancasila values has not yet been fully effective. There is a gap between understanding and actual behavior.

Strategic decision-making ability is an important skill that must be possessed by the leaders of Islamic educational institutions to support the achievement of educational goals, improve the quality of learning, and build institutional governance in accordance with Islamic values. The purpose of this study is for operational planning in Islamic educational organizations through measurable strategic decision-making. The focus of the study is directed at how operational definitions of programs, indicators, activities, and scheduling based on the academic calendar can reflect the readiness of educational institutions in facing future challenges. This study uses a library research method by collecting data from various written sources such as books, scientific journals, and relevant official documents. The results of the study show that clarity in formulating program indicators, selecting relevant persons in charge, and integration be-tween strategy and operational activities can increase the effectiveness of achieving the vision and mis-sion of Islamic educational institutions. Therefore, operational planning is not only technical, but is an integral part of the strategic management of Islamic education.

This study aims to identify and address the challenges of early childhood character education in facing the digital era full of exposure to inappropriate content. Through a qualitative approach with the Community-Based Research (CBR) method, this study involved early childhood, teachers, parents, and religious/community leaders in designing practical solutions. The identification results showed several challenges, such as exposure to inappropriate content, lack of parental supervision, and dependence on digital technology. The solutions implemented include increasing the role of parents, the use of positive content, alternative non-digital activities, and collaboration with educational institutions. By implementing a community-based faith and piety strengthening program, through religious value story activities, role-playing, and discipline activities, it is hoped that there will be an increase in understanding, positive behavioral changes in children, and more targeted use of digital technology. Recommendations include increasing parental digital literacy, compiling an educational curriculum that supports character strengthening, and providing a safe and child-friendly educational space. This study contributes to the understanding of the importance of strengthening the faith and piety of early childhood in the digital era and provides practical guidance for parents, educators, and the community in guiding early childhood towards the formation of good character according to religious values.