Publication Search

The Fruit of the Spirit is an important theological value to teach children because it contains points for everyday behavior. However, learning about the Fruit of the Spirit often encounters obstacles and is difficult for children aged 8-12 years to understand because it is considered too abstract and difficult to convey in simple language. Furthermore, obstacles come from the learning media used which are still conventional. Therefore, effective learning media are needed that can attract the interest and motivation of children to want to learn and apply the Fruit of the Spirit in everyday life, such as board games. In board games, there are components that can attract emotions and can be used as media, namely character pawns. The method used is the Design Thinking method with descriptive analysis. This approach is used to analyze data from the results of observations, interviews, literature studies, and questionnaires, as well as to develop concepts and design results. Thus, the character pawns can be created with a human-centered design approach, which is able to create visuals that have a close relationship with children's psychology.

The principal’s leadership plays a strategic role in determining the direction and quality of educational implementation in schools. This study aims to analyze the implementation of integrative leadership based on prophetic values through the application of transformational, instructional, and servant leadership styles at SMA Muhammadiyah PK Kottabarat Surakarta. Islamic-based schools face challenges in integrating academic excellence with the development of religious character; therefore, a leadership model is required that is not only managerially effective but also morally and spiritually grounded. This research employed a qualitative approach with a field study design. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using interactive analysis techniques with triangulation to ensure data validity. The findings indicate that the integration of transformational, instructional, and servant leadership forms an Islamic Integrative Leadership model that combines a vision for change, the strengthening of learning quality, and the values of service and exemplary conduct within an Islamic framework. Transformational leadership fosters a shared vision and an innovative culture; instructional leadership enhances the quality of the learning process through effective academic supervision; while servant leadership creates a humanistic and participatory school climate. This leadership model contributes to improving teacher professionalism, strengthening students’ character, and establishing a religious school culture oriented toward holistic and sustainable educational quality.

The phenomenon of adolescent suicide is a significant and increasing mental health problem in various countries, including Indonesia, influenced by complex social, psychological, and economic pressures. This study aims to analyze the relevance of Pancasila Education in efforts to prevent adolescent suicide cases. The method used is a literature review by analyzing and synthesizing national and international scientific articles published from 2021 to 2025. This study is not yet applied; it only aims to build a theoretical construct regarding the contribution of Pancasila values ​​to adolescent mental health. The results of the study indicate that Pancasila values, namely the values ​​of divinity, humanity, unity, deliberation, and social justice, can build spirituality, empathy, social bonds, communication skills, and a sense of justice in adolescents. The implementation of these values ​​in the character learning process can foster mental resilience, social awareness, and life expectancy, thus Pancasila Education has relevance as a preventive strategy in supporting the prevention of suicide cases in adolescents.

The phenomenon of moral degradation and the increase in negative activities among children during the crucial hours between dusk and evening have become serious challenges for the community in Ujung Negeri Kahan Village. This community service research aims to evaluate and optimize the role of the "Maghrib Mengaji" program as a preventive instrument to shield children from unhealthy environmental influences and gadget dependency. The method employed in this service is participatory mentoring using the Asset-Based Community Development (ABCD) approach, involving religious leaders, parents, and village officials. Through the restructuring of activities in mosques and prayer rooms, this program focuses not only on Qur'anic literacy but also on the cultivation of noble character (akhlakul karimah). The results indicate a significant transformation in behavior; children who previously engaged in counterproductive outdoor activities are now more focused on positive spiritual and social endeavors. The success of the program is indicated by a decrease in the intensity of nighttime wandering and an increase in learning discipline. The conclusion of this activity confirms that community synergy through structured religious programs is effective in reducing the potential for juvenile delinquency and strengthening the moral resilience of the younger generation at the rural level.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

Religious learning in secondary schools is not only implemented through intracurricular activities but is also strengthened by applicative extracurricular programs. One form of actualizing religious learning is kultum khitobiyah activities within the Islamic Spiritual Organization (Rohani Islam/Rohis). This study aims to describe the actualization of religious learning through Rohis kultum khitobiyah activities in developing students’ public speaking skills and spirituality at SMA Negeri 2 Tuban. This research employed a qualitative approach using field research methods. Data were collected through observation, interviews, and documentation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that kultum khitobiyah activities effectively actualize religious learning through students’ active involvement in religious preaching practices. These activities contribute positively to the development of public speaking skills, particularly in terms of courage, self-confidence, and the ability to deliver ideas systematically. Furthermore, kultum khitobiyah activities also play a significant role in strengthening students’ spirituality, as reflected in increased religious awareness, internalization of Islamic values, and the manifestation of religious attitudes in daily life. Therefore, kultum khitobiyah activities within the Rohis extracurricular program have a strategic role in reinforcing religious learning by integrating communication skill development with students’ spiritual formation.

The objective of this activity is to foster a spirit of entrepreneurship among students by utilizing productive land on the STT Sabda Agung campus as an educational vegetable garden. This activity is designed to engage students actively and collaboratively throughout the entire agricultural cycle, from the planning stage, land preparation, planting various types of vegetables such as water spinach, mustard greens, and spinach, maintenance, to the harvesting and marketing of the produce. The primary focus of this activity is not only on the technical aspects of farming but also on character development, fostering independence, and enhancing students’ managerial skills in managing small-scale business units. The outcomes of this initiative demonstrate a significant increase in students’ interest and understanding of agriculture-based entrepreneurship, particularly regarding the utilization of backyard spaces. In addition to providing educational value, this land optimization has successfully transformed the campus area into a productive and aesthetically pleasing green space. As a result, students now possess practical skills that can serve as a foundation for future economic independence, particularly in the service sector. Through this integration of theory and practice, it is hoped that an innovative learning ecosystem will be created to foster the emergence of competent young entrepreneurs who are environmentally conscious.

The digital era presents various opportunities as well as challenges in the world of education, particularly in the formation of student character. The development of technology, social media, and the unlimited flow of information influence the way students think, act, and behave. This condition demands the role and responsibilities of Christian Religious Education (PAK) Teachers that are increasingly complex and strategic. This study aims to describe the responsibilities of PAK Teachers in the formation of student character in the digital era. The research method used is a qualitative method with a literature study approach. Data were collected through a review of scientific journals, academic books, and theoretical sources relevant to the research topic. The results of the study indicate that PAK Teachers are not only responsible for conveying Christian faith material, but also guiding students in internalizing and practicing Christian values such as love, honesty, responsibility, self-control, and empathy, both in real life and digitally. PAK Teachers act as educators, role models, guides, and spiritual counselors who integrate character education into the learning process. In addition, PAK Teachers are required to have adequate pedagogical, professional, personality, and social competencies, as well as the ability to utilize technology wisely. Collaboration with parents and schools is a crucial aspect in sustainably shaping students' character. Thus, Christian Religious Education teachers act as agents of transformation in shaping a generation with Christian character ready to face the challenges of the digital era.

This study explores the shift from traditional to modernist educational paradigms in Islamic boarding schools (pesantren), which have been in existence since before Indonesia’s independence. The shift involves adapting learning methods while retaining traditionalist approaches, ensuring that they meet modern needs without eliminating their core values. The study uses a qualitative-phenomenological approach to examine three main areas: (1) the strategy of educational values and spiritual practices employed by pesantren leaders, with an emphasis on the TAQWA method, which aims to improve student understanding quickly; (2) the integration of Qur'an literacy, religious traditions, and environmental empowerment in the educational process; and (3) the impact of this model on student character development. Qur'an literacy in this context extends beyond reading and memorizing verses, focusing on understanding and actualizing its values in daily life. Religious practices such as book study, worship routines, and etiquette coaching promote moral development. Environmental activities, such as agriculture and natural resource management, encourage independence and ecological awareness. This holistic approach can serve as a model for character education, blending spiritual, social, and environmental aspects, while strengthening pesantren's role in fostering moral and ecological awareness.

This study aims to examine the development of Islamic educational institutions in Indonesia from the classical to the modern era, as well as the factors influencing their transformation and strategies for strengthening them to remain relevant to contemporary needs without abandoning Islamic values. The research method used is a literature review (library research) by analyzing books, scientific journals, and official documents related to Islamic education, both nationally and internationally, published within the last five years. The findings indicate that Islamic education evolved from informal learning through majelis taklim, surau, and langgar, to the establishment of pesantren, madrasahs, and modern Islamic higher education institutions that integrate religious and general knowledge. The transformation of these institutions is influenced by local cultural factors, international scholarly networks, political pressures and colonialism, reformist figures, globalization, economic demands, social mobility, and national education policies. In the era of globalization and the Fourth Industrial Revolution, Islamic educational institutions face challenges such as technological access disparities, limited teacher competence in digital pedagogy, curriculum integration, and the risk of educational commodification. Strengthening strategies include developing integrative curricula, professionalizing teachers, utilizing digital technology, promoting media literacy based on Islamic values, developing entrepreneurship, revitalizing traditional knowledge, and enhancing alumni networks and visionary leadership. This study emphasizes that the synergy among pesantren, madrasahs, and Islamic higher education institutions forms a national Islamic education ecosystem that is adaptive, rooted in spiritual values, and capable of producing Muslim generations who are morally upright, knowledgeable, and globally competitive.

This study aims to analyze the strategies of tahfidz teachers in improving students’ Qur’anic memorization quality through a literature review approach. Memorization quality is not merely measured by the quantity of verses memorized, but also includes accuracy of recitation, fluency, consistency in muroja’ah (revision), and long-term memory retention. This research employed a literature review method by examining national and international journal articles as well as relevant academic books published between 2020 and 2025. Data were analyzed using content analysis techniques to identify themes, patterns, and research gaps related to teachers’ strategies in tahfidz learning. The findings reveal that effective tahfidz teaching strategies can be classified into four main aspects: (1) structured and consistent implementation of repetition (tikrar), (2) reinforcement of muroja’ah and periodic evaluation, (3) motivational strategies and character development, and (4) innovative learning approaches integrating collaboration and educational technology. The tikrar method is proven effective in strengthening memorization retention when supported by systematic program planning. Furthermore, intrinsic motivation, a conducive learning environment, and varied instructional methods significantly contribute to maintaining students’ memorization stability. In conclusion, improving the quality of Qur’anic memorization depends not only on repetition frequency but also on the integration of pedagogical strategies, affective-spiritual approaches, and instructional innovation. This study provides a conceptual contribution to the development of more comprehensive and sustainable tahfidz learning strategies.

Schools are formal educational institutions that play a crucial role in transferring knowledge and shaping students' cognitive, psychomotor, and character development systematically and responsibly. While the "school of life" is often defined as a non-formal learning space, formal schools retain a strategic position because they provide a clear ontological, epistemological, and axiological framework, including in the formation of students' character and self-concept. However, the reality on the ground shows that labeling practices are still prevalent in the school environment, both by teachers and fellow students, which negatively impact students' psychological, emotional, social, and self-concept. Negative labels such as stupid, lazy, naughty, or physical and social labels have been shown to cause "invisible wounds" that affect students' self-esteem and functioning in the long term. This study uses qualitative methods through a literature review to examine the phenomenon of labeling and its impact on the formation of students' self-concept within the framework of Christian Character Education. The results of the study indicate that Christian Character Education, which is based on the values ​​of love, acceptance, and respect for human dignity as God's creation, has a strategic role in restoring the self-concept of students affected by labeling. Christian character education not only instills moral and ethical values, but also builds students' inner and spiritual resilience so that they are able to interpret themselves positively, regardless of the negative labels they receive.

Islamic boarding schools (Islamic boarding schools) are required to integrate classical scholarly traditions and modern education, one way of doing this is through the integration of the study of yellow books (tahfidzul Qur'an) and Qur'an memorization (tahfidzul Qur'an). The Baitul Abidin Darussalam Wonosobo Tahfidzul Qur'an Islamic Boarding School implements an integrative learning system to balance Qur'an memorization and understanding of Islamic law (shari'a). However, it still faces obstacles such as a tight schedule, different methods, and weak coordination and evaluation. This study examines the implementation patterns, challenges, and impacts of this system, with the hope of serving as a reference for developing a balanced and sustainable model of Islamic boarding school education. This research uses a qualitative approach with a case study design to understand in-depth the implementation of the integrative learning system between Qur'an memorization and the study of yellow books (tahfidzul Qur'an) at the Baitul Abidin Darussalam Wonosobo Islamic Boarding School (PPTQ). Subjects were selected purposively, including the boarding school administrator, tahfidz teachers, yellow book teachers, and students. Data were collected through in-depth interviews, participant observation, and documentation studies. Data analysis was conducted interactively using the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing and verification to obtain a holistic and contextual understanding. The discussion shows that the integrative learning system in Islamic boarding schools is implemented through a balanced daily schedule between Quran memorization and yellow book study, allowing memorization, understanding, and moral development to occur simultaneously within the students' daily routines. Integration is achieved structurally through scheduling, methodologically by linking verse memorization with book study, and culturally through the instillation of values, etiquette, and pesantren traditions. The success of integration is supported by the exemplary behavior of the kiai (Islamic teachers) and ustadz (Islamic teachers), the religious environment, and the motivation and discipline of the students, despite challenges such as busy schedules, physical exhaustion, differences in student abilities, and limited facilities. The impact of implementing this system is seen in the improved quality of contextual memorization, a more critical understanding of the scriptures, the formation of disciplined and moral character, and the holistic spiritual development of students.

This study aims to evaluate the effectiveness of the Tahsin Qur'an program at Ma'had Al-Jamiah IAIN Kendari using the Goal Free Evaluation model. This evaluation emphasizes tangible results without being tied to the initial objectives of the program. This study uses a descriptive qualitative approach through observation, interviews, and documentation. The results indicate that the program has had a significant positive impact: participants showed improved reading ability in hijaiyah letters, mastery of basic tajweed, and increased self-confidence and spiritual closeness to the Quran. The high level of participant attendance and consistent enthusiasm for learning indicate active involvement in the learning process. The program has also proven to be able to create a conducive and sustainable learning community, even though it is run voluntarily without financial incentives. Several recommendations for development include the provision of advanced classes, improvement of learning materials, and increasing reach and wider support. This evaluation confirms that the andragogy-based tahsin learning approach is highly relevant for Quranic education for adults and deserves further development.

Studies on Eucharistic Adoration have predominantly emphasized its role as a personal devotional practice and individual spirituality, while its implications for Catholic Religious Education as a space for faith formation remain underexplored. This gap indicates the need for a theological-pedagogical reflection that connects Eucharistic Adoration with the process of faith education, particularly in the context of young people. This study aims to examine Eucharistic Adoration as an expression of Sacramentum Caritatis and its relevance as a formative space within Catholic Religious Education. The research employs a qualitative approach through a library research method, analyzing Church documents, theological works, and relevant academic literature on the Eucharist, faith education, and psycho-spiritual well-being. The findings reveal that Eucharistic Adoration is not merely a liturgical or devotional practice but also holds significant pedagogical value. It can be understood as a contemplative space that enables young people to experience a personal relationship with Christ, reflect on their inner experiences, and deepen their awareness of God’s transformative love. Furthermore, this study indicates that Eucharistic Adoration has the potential to support psycho-spiritual well-being by providing moments of silence, self-acceptance, and meaning-making in the light of faith. These findings highlight that integrating Eucharistic Adoration into Catholic Religious Education can enrich faith learning processes and help young people live their faith in a more personal and holistic manner. This study contributes to theological and educational discourse by positioning Eucharistic Adoration as a relevant practice of faith formation within contemporary Catholic education.

This research explores how the theology of embodiment in 1 Corinthians 6:19-20 can serve as a biblical foundation for integrating the embodied dimension in Christian Religious Education (CRE) pedagogy. The research background is the tendency of CRE in Indonesia to be highly cognitive-centric and neglect the embodied dimension, despite contemporary research showing the importance of sensory experience in constructing religious experience. The research objective is to conceptually explore the theological foundation and pedagogical implications of the theology of embodiment for CRE. The research method is library research with grammatical-historical exegesis analysis of 1 Corinthians 6:19-20 and conceptual synthesis with embodied cognition theory and body pedagogics. The findings show that the body has intrinsic sacred value as the temple of the Holy Spirit and the glorification of God occurs explicitly through the body. Religious knowledge is embodied, rooted in sensory-motor experience. The pedagogical implication is that CRE needs to integrate systematic embodied practices such as somatic inversion, participatory rituals, and cultivation of enactive mastery for experientially transformative learning. This research contributes theoretically by bridging biblical exegesis and embodied cognition theory, and provides practical direction for developing holistic CRE that integrates the body as an authentic and biblical medium for learning faith.

Madrasahs play a strategic role in shaping the moral character of young generations amid the challenges of the digital era, particularly Generation Alpha, who grow up in an environment dominated by technology. This community service activity aims to analyze and strengthen the role of Madrasah Baitul Mu’minin in Ngemplak Village in forming the moral character (akhlaq) of Generation Alpha through a Qur’anic empowerment approach. This program employed a qualitative approach using a case study method. Data were collected through participatory observation, in-depth interviews, and documentation, involving madrasah caregivers, teachers (ustadz and ustadzah), students, and parents. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that Madrasah Baitul Mu’minin plays a significant role in strengthening the moral character of Generation Alpha through Qur’an-based learning that emphasizes understanding and value implementation, consistent religious habituation, and exemplary behavior of educators. The Qur’anic empowerment approach proved effective in internalizing Qur’anic values and fostering moral awareness among students. Furthermore, the madrasah functions as a moral and spiritual development center that helps counterbalance the negative impacts of digital technology. These findings highlight the importance of non-formal madrasahs as adaptive bases for Islamic character education in responding to contemporary challenges.

Islamic Educational Philosophy holds a pivotal role in directing the learning process to remain consistent with Islamic principles. This article seeks to explore how the values of Islamic Educational Philosophy are implemented in the learning activities at the Institute of KH Ahmad Sanusi, with a focus on fourth-semester students. The study adopts a qualitative approach using a descriptive-analytical design based on library research and the examination of instructional practices. The results reveal that Islamic Educational Philosophy serves as a conceptual framework for determining and applying learning strategies, including discussion and inquiry-based learning, which foster active participation, critical thinking, and the internalization of Islamic values. Learning assessment is carried out in a comprehensive manner by addressing cognitive, affective, and psychomotor domains through individual assignments, collaborative tasks, formal examinations, and academic writing activities. Moreover, the emphasis on self-reflection (muhasabah) enhances students’ awareness of their moral and spiritual responsibilities in the process of seeking knowledge. The application of Islamic Educational Philosophy is therefore expected to support the development of students who are intellectually competent, morally grounded, and reflectively aware as future educators and Muslim intellectuals.

The global ecological crisis indicates that technical methods and regulations alone are insufficient to change human behavior related to the environment, thus requiring approaches that touch on moral and spiritual aspects. This study aims to design and examine spiritual-ecological education as an alternative approach in building sustainable environmental awareness. This research uses a qualitative method based on literature study using Miles and Huberman's analysis through summarization, exposition, and data conclusion drawing. The results of the study show that spiritual-ecological education has three important outcomes, namely: (1) the integration of the values of monotheism, khalifah, and ecological trust creates a solid environmental ethical framework; (2) the methods of ecosufism and scientia sacra deepen students' affective and reflective understanding of the relationship between humans and nature; and (3) contextual learning methods such as eco-pesantren and environmental programs may connect spiritual values with real ecological activities. This study contributes scientifically by developing a theoretical basis for spiritual-ecological education that combines theological, philosophical, and pedagogical aspects of environmental education. These results imply the importance of developing lesson plans and teacher training that place spirituality as the basis of ecological understanding, with the caveat that drawing general conclusions from the study results requires further empirical testing.

This research focuses on the use of social media among Gen Z students at the Faculty of Economics, Universitas Nasional Pasim, specifically in their first semester, with the primary obejctive of identifying the impact of social media usage on entrepreneurial interest Gen Z. Utilizing a quantitative method with a population of 94 individuals and a sample derived using a 5% margin, data were collected through questionnaires. The analytical results through validityand reliability tests confirmed that all data were both valid and reliable, while the simple regression analysis indicated that the regression model is feasible and relevant. This is evidenced by an R-Square value os 0.575, showing that 57,5% of the variation in entrepreneurial interest is influenced by social media usage, while the remaining 42.5% is affected by external factors. Furthermore, the F-count of 19.580 exceeds the F-table of 3.10, proving that social media usage significantly impacts entrepreneurial interest for instance, platforms like TikTok serve not only as entertainment but also as vital tools for information, business learning, and promotion. Such platforms encourage students to develop the courage to build businesses and foster independence, creativity, risk taking and readiness to create jobs and face future economic challenges. Ultimately, utilizing social media in a positive and productive manner serves as an effective strategy for cultivating the entrepreneurial spirit an dinterest among Gen Z.