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This study aims to examine the role of strategic leadership in realizing ethics and sustainable learning in educational settings. Through study literature analysis, this research investigates theories and findings related to strategic leadership in education and its integration with ethical principles. The findings of this study show that successful strategic leadership not only prioritizes the achievement of organizational goals, but also affirms ethical principles as the basis for decision-making and management of educational institutions. Leaders who uphold ethics can build a school environment that is fair, inclusive and transparent, and ensure the fulfillment of the rights of all parties involved. In addition, educational leaders must have a vision that encourages innovation in the learning process by strengthening the role of teachers, utilizing technology and updating the curriculum that is appropriate and relevant to today's challenges. Continuous learning focuses not only on academic achievement, but also on developing students' character, skills for the 21st century and social responsibility. In addition, far-sighted strategic leadership plays a crucial role in driving innovation in learning and the application of technology to meet global challenges and build a sustainable education system. This research contributes ideas for the development of a responsive, ethical and sustainability-focused educational leadership model.  

The digital era brings new challenges and opportunities in Arabic language learning, so the development of innovative and adaptive curriculum-based teaching materials is very important. This article discusses innovations in the development of Arabic language teaching materials that utilize digital technology, such as multimedia, mobile applications, and interactive e-learning platforms, to create a more effective, engaging, and contextual learning experience. With a qualitative approach and case studies in secondary education environments, this study shows that the integration of technology in teaching materials can increase students' interest, motivation, and understanding of Arabic. In addition, this article identifies various obstacles, such as limited infrastructure and teacher readiness, and provides recommendations for sustainable development that is inclusive and responsive to the needs of the times. These findings are expected to be the basis for the development of Arabic language teaching materials that are relevant to the curriculum and able to answer the demands of learning in the digital era.

This study aims to identify and analyze the challenges in developing Indonesian students’ mathematical abilities within the implementation of the Merdeka Curriculum. Using a literature review method, 14 out of 30 reviewed articles were found relevant. The findings highlight key challenges such as gaps in foundational literacy and numeracy, low teacher quality, limited learning resources, lack of innovation in mathematics instruction, suboptimal formative assessments, and low student motivation. Although the Merdeka Curriculum promotes student-centered learning with flexibility, its implementation still faces significant barriers. Therefore, targeted strategies are needed, including teacher training, provision of adequate resources, and collaboration between educational institutions and the government. This review offers valuable implications for policy development aimed at improving the quality of mathematics education in Indonesia.

Pancasila education has a strategic role in shaping the character of the younger generation, especially generation Z, during the challenges of globalization and the development of the digital era. This study aims to analyze the effectiveness of Pancasila Education in preventing social disintegration that is increasingly rampant due to shifting values, individualism, and social fragmentation. Using a qualitative approach, this study explores the implementation of Pancasila values in the life of generation Z through formal education curriculum and non-formal activities. The results of the study show that the understanding and internalization of Pancasila values can increase collective awareness, social solidarity, and tolerance in the face of diversity. However, challenges in the form of lack of innovation in teaching methods and low active participation of generation Z are obstacles that need to be overcome. Therefore, strengthening Pancasila Education with a relevant and adaptive approach to the needs of generation Z is urgently needed to prevent social disintegration in the digital era.

The digital era brings new challenges and opportunities in Arabic language learning, so the development of innovative and adaptive curriculum-based teaching materials is very important. This article discusses innovations in the development of Arabic language teaching materials that utilize digital technology, such as multimedia, mobile applications, and interactive e-learning platforms, to create a more effective, engaging, and contextual learning experience. With a qualitative approach and case studies in secondary education environments, this study shows that the integration of technology in teaching materials can increase students' interest, motivation, and understanding of Arabic. In addition, this article identifies various obstacles, such as limited infrastructure and teacher readiness, and provides recommendations for sustainable development that is inclusive and responsive to the needs of the times. These findings are expected to be the basis for the development of Arabic language teaching materials that are relevant to the curriculum and able to answer the demands of learning in the digital era.

This abstract discusses learning innovations in Islamic Religious Education (PAI) based on information technology as part of the digital transformation in Islamic education. This research aims to identify and analyze the application of information technology in the PAI learning process to improve the effectiveness, interactivity, and accessibility of Islamic education. A specific fact that is the focus is the rapid development of digital technology that influences traditional learning methods, as well as the urgent need to integrate technology into the PAI curriculum to suit the demands of the times. The research method uses a qualitative approach with case studies in several Islamic educational institutions that have implemented digital technology in PAI learning. The results of the research show that the use of information technology, such as digital learning applications, e-learning platforms and interactive multimedia, can increase student learning motivation, broaden the reach of education and support more personal and contextual learning. This research provides strategic recommendations for curriculum developers and educators to optimize the use of technology in PAI learning, while also emphasizing the importance of digital transformation as an effort to modernize sustainable Islamic education. Thus, PAI learning innovations based on information technology are key in facing the challenges and opportunities of the digital era.    

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 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.

This journal discusses the role of Islamic education management in educational institutions and how to develop them. This research uses qualitative methods, with data collection through observation, interviews, and in-depth literature review. The main findings of this study involve various important components in educational management, including curriculum management, human resources, infrastructure, financing, public relations, and special services. One of the educational institutions analyzed, MAN 4 Bantul, identified four main points in the development of educational institutions. First, the use of the independent curriculum to provide freedom in the learning process; second, the application of Islamic character to shape students' morals; third, increasing individual worship and faith to always be grateful according to Islamic teachings; and fourth, developing branding through information management in the field of public relations. In addition, MAN 4 Bantul also improves the quality of human resources through learning innovation workshops for educators. The results of this study indicate that Islamic education management integrated with religious principles can create a more effective, relevant, and sustainable learning environment, as well as strengthen the competitiveness of educational institutions in the digital era.

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.

This study aims to analyze in depth the principal’s policies in improving teacher performance at public junior high schools (SMP Negeri) in Keluang District, Musi Banyuasin Regency. The principal plays a strategic role as an educational leader who is responsible for directing, guiding, and developing human resources—particularly teachers—so that they can perform professionally in accordance with the demands of the Merdeka Curriculum. This research employs a descriptive qualitative approach, using data collection techniques such as in-depth interviews, direct observation, and document analysis. The research subjects include principals, teachers, and school supervisors. The findings reveal that the principal’s policies to improve teacher performance are implemented through four main strategies. First, enhancing teacher competence through training, workshops, academic supervision, and continuous professional development activities. Second, implementing reward and sanction systems to foster motivation and discipline among teachers. Third, building a collaborative work culture through subject teacher discussions (MGMP), regular meetings, and reflective teaching activities. Fourth, strengthening participatory leadership by involving teachers in school planning and evaluation processes. These policies have proven effective in improving teachers’ sense of responsibility, creativity, and instructional innovation. Thus, the principal’s role as a transformational leader is crucial in creating a conducive work environment and fostering efforts to improve the quality of education at the junior secondary school level.

Education plays a strategic role as a tool for social transformation capable of shaping individual character, addressing social inequality, and driving societal change. In the Indonesian context, character education has become a central issue in building a generation that is faithful, pious, morally upright, and responsible in accordance with the values of Pancasila. Through a holistic approach, character education integrates spiritual, intellectual, emotional, and social aspects to create quality individuals. Furthermore, learning methods that involve role modeling, habituation, and community participation emphasize the importance of collaboration between schools, families, and communities. As an agent of change, education also aims to create a knowledge-based society where science, innovation, and problem-solving serve as key pillars. Through lifelong learning, problem-based learning, and collaborative approaches, education provides space for the development of human potential relevant to global challenges. However, challenges such as educational disparities, curriculum relevance, and teacher capacity remain obstacles that need to be addressed through inclusive policies, continuous training, and improvements in educational infrastructure. By adopting an integrated approach, education can serve as a solid foundation for building a just, inclusive, and adaptive society in response to social changes.

Education in the modern era requires innovative approaches to address challenges such as ensuring equal comprehension among students. The Moving Class Mastery Learning (MCML) system implemented by MA Al Irsyad Berbasis Pesantren combines moving class and mastery learning approaches. MCML ensures students deeply understand concepts before progressing to new material, supported by digital technology and specialized teacher training. Initial results show significant improvements in learning motivation and student achievement, with 85% achieving optimal mastery levels. As a pesantren-based institution, MA Al Irsyad integrates the national curriculum with religious studies, emphasizing character education, entrepreneurship, bilingual programs, and local cultural arts training. Comprehensive evaluations ensure academic and character development. This approach reflects MA Al Irsyad's commitment to nurturing religious, competent individuals ready to meet global challenges.

The Merdeka Curriculum is a new innovation in the Indonesian education system which aims to give students the freedom to learn and emphasizes the importance of building character and moral values. This study investigates how a free curriculum contributes to the moral formation of students in elementary schools. Relevant sources, such as books, scientific articles and educational policy documents, were collected and analyzed through the literature study method in this research. This research found that a free curriculum, with a more contextual learning approach and involving students' active participation in real activities such as collaborative projects and extracurricular activities, helps students understand moral values ​​and apply them in everyday life. It is proven that parental and community involvement is also an important component in building student character. This research found that the free curriculum not only focuses on improving students' academic achievement but also strengthens moral and ethical values. Therefore, continuous development of this curriculum is necessary to achieve broad educational goals. It is hoped that this research will help educators, policy makers and other researchers improve the quality of education in Indonesia by providing guidance for maximizing the curriculum to achieve more comprehensive educational goals.

Radicalism is an ideology or view that is very extreme and tends to oppose the values ​​of Pancasila and threatens the integrity of the Republic of Indonesia. The development of radicalism and terrorism needs to be prevented early on in the family environment, schools/universities, and the community environment. This study aims to determine the effect of socially adaptive learning, curriculum management, and social networking models on anti-radicalism characters among students, using a quantitative approach. The object of research is Junior High Schools (SMP) in Central Java. The sampling method uses a purposive technique. The results of the study show that Through rigorous path analysis, this study reveals the significant role of effective curriculum management, social networks, and socially adaptive learning in forming resistance to radical ideology. These findings have substantial theoretical and practical implications, but also raise critical questions that need to be explored further.

Teacher leadership is critical in shaping the educational environment and promoting positive change within schools. Teacher leadership fosters educational innovation and creates supportive learning environments. This study investigates the self-perceived leadership qualities of pre-service teachers, focusing on essential domains of teacher leadership, including self-awareness, leading change, communication, diversity, instructional proficiency, continuous improvement, and self-organization. Utilizing a structured survey instrument adopted and adapted from TLSA (Teacher Leadership Self-Assessment) by Katzenmeyer and Moller (2009). Data was gathered from a sample of teacher candidates to assess their competencies in these domains. The teacher candidates were the final-year Primary Teacher Education Program students at Esa Unggul University.  The findings indicate varying levels of readiness among the participants. The categorical analysis provides insights into specific areas where future teachers demonstrate potential and highlights domains where further development may be beneficial. This research contributes to the understanding of teacher leadership in the context of teacher preparation programs and underscores the importance of targeted support in nurturing well-rounded teacher leaders. Implications for curriculum adjustments and the integration of leadership training in teacher education programs are discussed.

Rapid advances in technology and science can be a challenge in maintaining local wisdom. Education is one alternative way to overcome these problems. Educational innovations carried out by teachers in learning activities can integrate local wisdom into teaching materials such as Student Worksheets. This study aims to describe the analysis of local wisdom-based Student Worksheets in Situbondo Regency, which includes the curriculum analysis process. These mapping materials will be integrated with local wisdom culture, and materials will be determined based on learning achievements and indicators. This study uses a qualitative descriptive approach with teachers in Situbondo Regency as research subjects. The sampling technique uses purposive sampling. Data collection uses observation, documentation, and interviews. The study was conducted by analyzing the curriculum, focusing on Student Worksheets, mapping materials, determining Student Worksheets, and making Student Worksheets. The results of this study show that there is a need for the development of local wisdom-based Student Worksheets so that students have knowledge about culture and values ​​that can be taken. Furthermore, this study recommends that teachers develop Student Worksheets by incorporating local wisdom values ​​from their respective regions.

Muhammadiyah is an Islamic movement with the preaching of Amar Makruf Nahi Munkar which is based on Islamic faith and is based on the Qur'an and As-Sunnah. Many things drive the progress of this Muhammadiyah organization, such as the vision-mission, educational concept, goals, and curriculum that are mutually continuous so that Muhammadiyah can process well in the life of society. In Islamic education there are challenges that must be faced by Muhammadiyah because considering the development of Islam is very fast and also flexible and always relevant from time to time. One of the challenges to the development of Islamic education is the advancement of technology. The advancement of science and technology (iptek) requires all parties to be competent so as not to be eroded and crushed by the times. The negative and positive impacts of technological progress must be addressed with the right innovation. Innovation that can be applied by the Muhammadiyah organization is through the field of education. Education is a process that can shape human beings such as potential, personality, intelligence, noble morals, self-control, religion and skills needed in oneself and society.

Muhammadiyah movement, which is one of the largest Islamic organisations besides Nahdlatul Ulama' in Indonesia, is known for its contribution in modernising the education system. The discussion in this article highlights the role of Muhammadiyah in developing education based on values derived from Islam from primary to tertiary levels. The modernisation includes curriculum, teaching methods, and management of educational institutions that are relevant to the demands of the times. The integration of Islamic values into the education system aims not only to improve academic knowledge but also to build students' character according to Islamic teachings and values. Through the concept of holistic education that includes intellectual, moral, and spiritual aspects, Muhammadiyah seeks to create a generation that is intelligent and has integrity. The article also highlights Haedar Nashir's thoughts on progressive Islamic education, which emphasises the importance of innovation and human resource development as well as technological development for the nation's progress.    

English has become an important subject at the elementary school level, unlike when it was introduced at the middle school level. Today, English is included in the curriculum of elementary schools, as well as in kindergartens and early childhood education. English is introduced through enjoyable informal methods, such as playing and singing, to align with students' development. This aims to provide a strong foundation in foreign language acquisition. However, teaching English in remote areas like Samuda Kecil still faces challenges, such as a lack of resources and facilities. Digital technology, such as interactive videos from YouTube, is one innovation that has addressed these obstacles. The community service group at Institut Agama Islam Negeri Palangka Raya, who teaches at SDN 1 Samuda Kecil, uses the interactive video "Days of the Week" as a teaching medium. This video helps students listen to correct pronunciations and increases their motivation to learn. As a result, students find it easier to remember vocabulary and show significant improvement in understanding the material. Interactive media like this has proven effective in enhancing the quality of English learning in remote areas.