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This study examines the role of philosophy in curriculum development at SD 1 Panggarangan. Philosophy of education, as a philosophical foundation, provides a strong framework for designing relevant and meaningful learning for students. This study aims to understand how the principles of educational philosophy, such as perennialism, essentialism, and progressivism, influence curriculum design at SD 1 Panggarangan. Using a descriptive qualitative method, this study gathers data via literature reviews and interviews to explain the research findings. The results show the philosophy of education plays an important role in determining the objectives, content, methods, and evaluation of the curriculum at SD 1 Panggarangan.

This study explores the implementation of dance learning and its impact on motor skill development in early childhood at RA Al-Ikhlasiyah 2 Medan. The research is grounded in the understanding that dance activities contribute significantly to children's gross and fine motor coordination, emotional expression, and self-confidence. The study employed a qualitative descriptive approach through observations, interviews with teachers, and documentation of dance sessions. Findings revealed that dance learning was not conducted regularly, but rather situationally ahead of graduation events, with limited integration into daily curriculum. The instructional method mainly involved direct demonstration and repetitive practice, which limited children's opportunities for exploration and creative expression. However, most children responded positively, showing enthusiasm and progress in movement coordination and group participation. Teachers played a key role in motivating children, although time constraints and lack of curriculum support posed challenges. The study concludes that dance learning, when implemented as a structured and routine activity, holds great potential in supporting holistic child development. The research also suggests future efforts to design integrative thematic dance modules and teacher training for sustainable early childhood arts education.

This article discusses the implementation of the Learning Objective Flow (Alur Tujuan Pembelajaran, ATP) and Teaching Modules (Modul Ajar) within the Independent Curriculum (Kurikulum Merdeka) at MAN 2 Padang, specifically in the subject of Mathematics. The study aims to examine the development, application, and evaluation of these instructional tools in supporting the achievement of Learning Outcomes (Capaian Pembelajaran, CP) and strengthening students' character education. Using a qualitative approach with data collection techniques including observation and in-depth interviews, the findings reveal that ATP development is conducted collaboratively among teachers through the Teacher Working Group (KKG), based on the guidelines of the Independent Curriculum. The teaching modules are designed adaptively and contextually, integrating the reinforcement of the Profil Pelajar Pancasila and utilizing digital technologies. Challenges include limited preparation time, varying levels of teacher understanding, and adaptation to new pedagogical approaches. The results of this study provide valuable insights for the development of more effective and meaningful instructional tools within the implementation of the Independent Curriculum.

This article aims to examine the role of digital learning media in supporting mathematics learning that is aligned with the spirit of the Merdeka Curriculum. The research was conducted using the Systematic Literature Review (SLR) method on twenty scientific articles that discuss the use of digital media in learning mathematics at various levels of education. The results of the study show that digital learning media such as the Canva application, Wordwall, digital comics, animated videos, and educational games can significantly improve concept understanding, learning motivation, and student engagement. Digital media also supports the differentiated and contextual learning approach that is the main characteristic of Merdeka Curriculum. This study concludes that digital media is not only effective in conveying abstract material visually and interactively, but also encourages the development of students' 21st century skills, such as critical thinking, independence, and creativity. The findings are expected to be a reference for teachers, researchers, and policy makers in designing innovative and adaptive mathematics learning strategies in the digital era.

Islamic educational institutions play a crucial role in shaping students’ character based on Islamic values. However, the rapid development of the digital era presents both opportunities and challenges. This article aims to analyze the problems faced by Islamic educational institutions in adapting to the digital age and to offer practical solutions. The research identifies key issues such as outdated curricula, lack of professional human resources, limited digital infrastructure, and financial constraints. The findings suggest that to remain relevant, these institutions must integrate technology into the learning process, reform curriculum design, improve teachers' digital competencies, and ensure sustainable funding. This study emphasizes the importance of collaborative efforts between schools, families, governments, and society in ensuring the advancement of Islamic education in a digitalized world.

This article aims to examine the role of digital learning media in supporting mathematics learning that is aligned with the spirit of the Merdeka Curriculum. The research was conducted using the Systematic Literature Review (SLR) method on twenty scientific articles that discuss the use of digital media in learning mathematics at various levels of education. The results of the study show that digital learning media such as the Canva application, Wordwall, digital comics, animated videos, and educational games can significantly improve concept understanding, learning motivation, and student engagement. Digital media also supports the differentiated and contextual learning approach that is the main characteristic of Merdeka Curriculum. This study concludes that digital media is not only effective in conveying abstract material visually and interactively, but also encourages the development of students' 21st century skills, such as critical thinking, independence, and creativity. The findings are expected to be a reference for teachers, researchers, and policy makers in designing innovative and adaptive mathematics learning strategies in the digital era.

Research on the preservation of local culture amidst globalization emphasizes the importance of a systematic educational strategy aligned with government policy. The main focus of this study is the role of educational institutions in introducing and maintaining the sustainability of Simalungun culture, considering that the cultural knowledge of the younger generation is declining due to modernization and the influence of the media. The research objective was to develop and evaluate SIMALOKA, an artificial intelligence-based framework with a teacher-in-the-loop approach that integrates Simalungun language, arts, rituals, and crafts into both formal and non-formal curricula. The method used combines natural language processing to tag content, a knowledge graph to map cultural concepts and skills, and a multi-objective optimization algorithm to develop balanced learning modules according to the cultural calendar. The system was tested using a dataset containing 1,850 cultural learning objects and produced modules with an average cultural coverage deviation of 3.4%, a content relevance score of 0.92, and an engagement rate of 87.1%, superior to two state-of-the-art baseline models. The results show that the combination of AI-based optimization and human validation can maintain cultural authenticity while significantly increasing student participation. These findings strengthen the hypothesis that context-sensitive, technology-based curriculum design can strengthen local cultural identity without neglecting educational policy demands. The study's conclusions confirm that SIMALOKA is a large-scale model that can be adapted to other local cultures, providing important implications for policymakers, educators, and cultural organizations in maintaining the sustainability of cultural heritage. Future research directions are directed at assessing long-term retention, resource constraints, and cross-cultural adaptation to make cultural preservation more inclusive and effective.

The curriculum and learning of Islamic Religious Education (PAI) at the Senior High School (SMA) level face significant challenges in line with the dynamics of modern society, especially in strategic areas such as Batam City, which is multicultural and industry-oriented. Curriculum innovation is an urgent necessity to ensure that PAI learning can meet the demands of the times and strengthen students' character. This study aims to identify and develop a relevant and applicable model of curriculum and PAI learning innovation in SMA Batam City. The research method used is qualitative with a library research approach. Data were obtained through a literature review of academic books, scientific journals, and official documents relevant to the theme of curriculum and PAI learning innovation. The analysis was conducted descriptively and analytically on various existing curriculum models and innovation processes. The results of the study show that several innovation models can be adapted in the development of PAI curriculum and learning in high schools, including the R-D-D model (Research, Development, and Diffusion), the Organizational Development model, and the Configuration model. These three models provide a systematic approach to the educational innovation process, from design and implementation to diffusion and routinization within the school environment. In addition, the proposed innovation process follows the dynamic initiation and implementation stages based on the theories of Rogers and Zaltman. In conclusion, the development of curriculum and PAI learning innovation models in SMA Batam City needs to consider the local socio-cultural conditions, teacher readiness, and institutional support. The appropriate implementation of these models is believed to improve the quality of religious education to be more contextual, adaptive, and impactful on the formation of students’ character.

This study aims to identify the optimal model in the integration of philosophical disciplines in the structure of the educational program of “Public Administration” students, as well as explore the features of the management of educational strategies suitable for the training of civil servants. The main focus of this research is: 1) academic management strategies to overcome curriculum overlap due to the dominance of philosophical disciplines in public administration study programs; 2) adaptation of educational programs for public administration students to be in line with the needs of the world of work, both at national and international levels; 3) characteristics of internationalization of public administration education programs, especially in the context of academic mobility and adaptation of the Indonesian public administration system to global standards. This research uses the cultural-historical analysis approach, comparative method, structural-functional method, and expert evaluation to explore and analyze problems and develop solutions. The research findings show that the dominance of traditional philosophy courses in the curriculum is often ineffective in shaping the competencies needed in the world of work. The research identified three main challenges: saturation of the curriculum with theoretical courses, lack of connection between the curriculum and the practical needs of the working world, and low use of English in teaching key courses. To address these issues, this research proposes restructuring the curriculum through the integration of three disciplinary groups: applied logic, cultural studies, and applied political science. In addition, the implementation of a contextualized bilingual learning model is also considered as a solution to improve the relevance of the curriculum. The uniqueness of this article lies in its approach that combines philosophical studies with managerial strategies in curriculum design, complemented by empirical experiences from international and cross-institutional cooperation. This article offers a reinterpretation of the utilization of philosophy as a tool for the development of professional competence in public administration education, not just as an abstract worldview.

In educational units, curriculum is a learning program used by educational institutions to be applied to students, curriculum and education is an educational unit, of course, has a learning design. This study aims to find out about the development of learning curriculum designs as educational institutions for Tahfidzul Qur'an. This research was conducted at RA Bunayya ICBB Yogyakarta. This type of research uses aqualitative method approach in understanding a phenomenon experienced by the subject or research object and describes how the implementation of the Tahfidzul Qur'an curriculum design at RA Bunayya ICBB Yogyakarta. The technique of collecting and collecting data was carried out by interviewing the head of the RA school and one of the teaching staff, as well as through observation and field documentation. Furthermore, from the results of the research, it was found that RA Bunayya ICBB Yogyakarta has implemented the Tahfidzul Qur'an, Tahsin MBB, Hadith, and Arabic curricula which are characteristic of the curriculum design of the At-Turost Al-Islamiy Foundation since the 2005 school year. The target of implementation The design of the Tahfidzul Qur'an curriculum is that all graduates of RA Bin Baz Putri Yogyakarta have the provision of memorizing at least juz 30 and 29 to Surah Al Jinn.  

Improving the quality of learning in madrasas is a strategic and sustainable effort that includes various aspects, starting from developing a contextual and integrative curriculum, improving the competence of teaching staff, to optimal utilization of educational technology. In the context of globalization and rapid development of science, madrasas are required not only to maintain their Islamic identity, but also to be able to produce graduates who are competent, have character, and are adaptive to the challenges of the times. Therefore, learning in madrasas needs to be designed holistically, integrating spiritual, moral, and intellectual values ​​with an innovative and participatory pedagogical approach. In addition, support from various parties such as the government, society, and religious institutions is an important factor in creating a superior and competitive madrasa education ecosystem. With these steps, it is hoped that madrasas can become educational institutions that are not only relevant to the needs of the times, but also make a significant contribution to producing a generation that is knowledgeable, moral, and highly competitive.

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

The urgency to strengthen the pedagogical competence of Islamic Elementary Teacher Education (PGMI) teachers has increased in line with 21st-century learning demands, which emphasize critical thinking, collaboration, and meaningful learning. However, in practice, many PGMI teachers still face significant gaps in understanding and applying constructivist approaches effectively. This article aims to analyze these gaps and evaluate the potential for developing pedagogical competencies within the framework of constructivist theory. This study adopts a qualitative approach using library research methods, gathering secondary data from scholarly literature, educational policies, and previous relevant studies. Data analysis was conducted through content analysis, applying the Miles and Huberman model. The findings reveal a persistent reliance on conventional teaching methods, limited pedagogical literacy regarding constructivism, and insufficient integration of theory into teacher education curricula and training. The study concludes that systemic reforms are required in curriculum design, teacher training, and institutional partnerships to bridge these pedagogical gaps. This article contributes both conceptually and practically to the development of constructivist-based learning models in Islamic elementary education. Field-based follow-up research is recommended to empirically strengthen these findings.

Environmental education plays a crucial role in modern curricula, emphasizing sustainability and ecological responsibility to address global challenges. This study compares faith-based and secular environmental education strategies, focusing on how theological reflection and ecological consciousness are integrated into teaching frameworks. Faith-based schools, particularly those rooted in Christianity and Islam, incorporate ecological ethics within religious teachings, framing environmental stewardship as a moral and spiritual duty. In contrast, secular models prioritize scientific literacy and environmental problem-solving. The study reveals that faith-based models promote both scientific understanding and moral engagement with environmental issues through religious values like Imago Dei (in Christian schools) and khalifah (in Islamic schools). These values instill a sense of moral accountability, motivating students to act sustainably. The research also highlights how curriculum design, teacher involvement, and experiential learning contribute to the effectiveness of both models in fostering ecological responsibility. By comparing these approaches, the study proposes an integrative eco-theological pedagogical framework that combines the strengths of both methods to promote long-term commitment to sustainability. The findings have implications for educational policy, curriculum development, and teacher training, especially in pluralistic school settings where diverse perspectives must be considered. Integrating ecological ethics into education can cultivate a generation committed to sustainability and ethical responsibility.

The rapid development of digital technology and the increasing complexity of financial products, from digital wallets and bank loans to cryptocurrency and investment platforms, highlight the urgent need for financial literacy education, particularly for vocational high school (SMK) students in Indonesia. Many SMK graduates directly enter the workforce or pursue entrepreneurship without attending university, making financial decision-making skills crucial. This article explores the potential of Android-based e-books as an innovative and accessible learning medium to enhance students’ financial literacy. Designed to be interactive, contextual, and engaging for Gen Z learners, the proposed e-book serves as a pedagogical supplement, not a replacement, to classroom teaching. Drawing from literature reviews, examples of existing apps, and relevant educational frameworks, the article emphasizes the importance of developing localized, curriculum-aligned digital resources. The paper concludes with suggestions for evaluating financial learning apps and recommends steps for integrating them effectively into SMK education.

This study aims to examine the importance of using cultural language as a communication style for students in the digital era at MTsN 1 Kota Serang. The rapid development of digital technology affects the way they communicate, including among students. The use of language that is not in accordance with cultural rules is often found in online interactions, which has the potential to damage cultural values and social norms. Therefore, it is important to instill an understanding of the importance of cultural language as part of students' identity and character. This study uses a qualitative approach with interview and observation methods to explore the views of students, teachers, and parents regarding the application of cultural language in digital communication. The results of the study show that although students are accustomed to using digital technology, they still need to be given a deeper understanding of the use of language that is in accordance with local culture and applicable norms. It is hoped that the results of this study can be the basis for designing a cultural language education program in the curriculum, as well as increasing students' awareness of the importance of communicating politely and ethically in the digital world. This study also provides recommendations for schools in facilitating cultural language learning as part of student character formation.

This study aims to examine the understanding of students of SMAN 1 Surakarta towards the Electronic Information and Transaction Law (UU ITE), especially in the aspect of social media rights and the importance of background verification when applying for a job. This study used a qualitative approach with interview and participatory observation methods. The results showed that although students have basic knowledge of the prohibitions in ITE Law, their understanding of specific articles and legal consequences is still low. Formal education on ITE Law has not been optimally integrated in the school curriculum, so students obtain information from the media or personal experience. When it comes to verifying information when applying for a job, students tend to focus on the technical aspects, with no awareness of the importance of building a digital reputation. These findings underscore the need for educational approaches that are contextualized and based on students' digital experiences, such as case study-based learning and collaboration with legal practitioners. This research contributes to the development of digital law learning designs that are responsive to the needs of Generation Z and opens up opportunities for further research on digital legal literacy at the secondary education level.

The research departs from the phenomenon of the development of Islamic boarding school education models with varying names and styles. Islamic boarding schools are faced with two important problems in adapting to the demands of the times, namely the problem of developing Islamic boarding school governance without abandoning tradition and the Islamic boarding school's identity in producing a generation with good morals. The research objectives are to identify the management of Sufistic curriculum development in Islamic boarding schools including; 1) Curriculum planning, 2) Curriculum organization, 3) Curriculum implementation, 4) Curriculum evaluation and 5) Impact of Islamic boarding school management in developing the Sufistic curriculum at Al-Istiqomah Islamic Boarding School and Al-Falah Biru Islamic Boarding School, Garut Regency. The research framework departs from George R. Terry's (1973) management theory, namely four management functions, namely: 1) Planning, 2) Organizing, 3) Actuating, 4) Controlling. The curriculum theory uses the Ralph W curriculum development model. Tyler curriculum development is carried out in systematic stages, namely; Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation. Developing the Islamic boarding school curriculum has an impact on the morals of the students, as according to Sheikh Musthafa Al-Ghalayini, the implications of Sufistic moral values contribute to shaping behavior. This study uses a qualitative approach using the Ethnography method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique. While the validity test is carried out with data validity by conducting tests; credibility, transferability, dependability, and confirmability. The results of the study found that the management of the development of the Islamic boarding school curriculum in preparing a generation with Sufi morals: First, the Islamic boarding school curriculum is included in the traditionalist model of the school, namely by showing its traditional and school character. Second, the organization of the curriculum content consists of the contents of the curriculum, data, concepts, generalizations, and subject matter at the Islamic Boarding School. Third, Curriculum development is categorized as a grass roots model where there are initiatives and efforts coming from below, namely ustadz and Islamic boarding schools in developing a curriculum that is designed by themselves to produce a generation with Sufi morals. Fourth, Curriculum evaluation refers to the Objective Model Evaluation model (objective model) carried out at the end of curriculum development, this assessment activity is often called summative evaluation. Fifth, The impact of curriculum management on the level of morals is shown by the nature of istiqomah, self-control, prioritizing Islamic and basyariyah brotherhood, tolerance, honesty, sincerity, istiqomah, patience, gratitude, politeness and helping each other. Sixth, Traditionalist Hypothetical Management Model of the School.

Mentoring and strengthening the Pancasila Student Profile Project (P5) in the Independent Curriculum is a strategic step to form a generation with character in accordance with Pancasila values. Mentoring is carried out through training, monitoring, and evaluation involving educators, students, and madrasa stakeholders. The results show a significant increase in teachers' understanding and ability in designing and implementing P5. In addition, students showed positive developments in aspects of independence, social responsibility, and critical thinking skills in accordance with the Pancasila student profile. This study recommends continued support to make P5 an integral part of the madrasah learning culture in order to realize national education goals. This collaborative approach is expected to strengthen the achievement of national education goals in the Independent Curriculum, especially in the area of religious-based education.

Mentoring and strengthening the Pancasila Student Profile Project (P5) in the Independent Curriculum is a strategic step to form a generation with character in accordance with Pancasila values. Mentoring is carried out through training, monitoring, and evaluation involving educators, students, and madrasa stakeholders. The results show a significant increase in teachers' understanding and ability in designing and implementing P5. In addition, students showed positive developments in aspects of independence, social responsibility, and critical thinking skills in accordance with the Pancasila student profile. This study recommends continued support to make P5 an integral part of the madrasah learning culture in order to realize national education goals. This collaborative approach is expected to strengthen the achievement of national education goals in the Independent Curriculum, especially in the area of religious-based education.