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Islamic education plays a strategic role in shaping the morality of individuals and society. Based on the teachings of the Qur'an and Sunnah, Islamic education not only delivers religious knowledge but also builds Islamic character rooted in the values of tauhid (oneness of God), hablum minallah (relationship with God), and hablum minannas (relationship with others). This study analyzes literature to explore the relevance of Islamic education in addressing the challenges of modernization and globalization. The findings show that Islamic education remains crucial as a foundation of morality by integrating spiritual, social, and technological values into the learning process. Active learning methods like PAKEM have proven effective in enhancing students' moral understanding, while communities play a vital role in supporting the success of value-based Islamic education. The main challenge is to keep Islamic education relevant by adapting to social changes, technological advancements, and local and global needs. Therefore, collaboration among educators, educational institutions, and society is essential to sustain Islamic education as a strong moral foundation in the modern era.

This article examines Islamic Religious Education (PAI) materials through a psychological approach to optimize students' understanding of religious teachings. This study explores five main aspects: (a) religion from psychologists' perspective which emphasizes the role of religion in identity formation and psychological well-being, (b) adaptation of PAI materials according to students' developmental stages, which is essential to ensure religious teachings can be well received and understood, (c) analysis of PAI materials based on interests and talents, focusing on increasing student motivation and engagement, (d) PAI models oriented towards religious comfort, which aims to create positive relationships between students and religious teachings, and (e) the role of PAI teachers as spiritual counselors who support students' mental and spiritual health. With this approach, religious education can function as both a spiritual foundation and sustainable psychological support. This article is expected to serve as a reference for educators and education practitioners in developing more effective and relevant PAI materials.

This research was conducted to identify the Islamic Boarding School leadership typology. The research method used is a descriptive qualitative approach. Data obtained through observation, in-depth interviews, and documentation studies were analyzed through the stages of data condensation, data presentation, and verification/conclusion. The research results show that Islamic Boarding School has a strategic role in traditional Islamic education in Aceh, but still faces challenges in developing human resources, especially regarding recruitment, competency and welfare of its teaching staff. Islamic Boarding School has made several efforts to improve the competence of educators, including through the yellow book teaching program for level IX students who are teachers, joint studies between abu and ummi to increase competence, as well as regular religious formation. The proposed recommendations are the need to improve the quality of teaching of the yellow book, develop training and self-development programs for educators, as well as providing awards that motivate educators to improve the quality of education in Islamic Boarding School.

Social Studies (IPS) is one of the subjects taught at the elementary / MI / SDLB level to SMP / MTs / SMP / SMPLB. IPS examines various claims, facts, assumptions, and generalizations related to social issues, by covering disciplines such as Geography, History, Sociology, and Economics in the SMP / MTs curriculum. Through social studies learning, students are encouraged to become active citizens, caring, politically aware, and have a global awareness and love of peace.This research uses a literature analysis method or literature review approach. Social studies covers a variety of subjects, including science, mathematics, and Indonesian language, thus placing it as a challenging field of study. Social studies learning seeks to answer various human rights issues and daily social problems faced by society. In the process, social studies learning is characterized by challenges and complexities that must be faced by educators and students. Keywords: Social Science, Education and Curriculum, Social and Civic Issues, Literature Review

The development of digital technology has a significant impact on various aspects of life, including education. Islamic Religious Education (PAI) as one of the main components in shaping learners' character and morals must also adapt to technological advances to remain relevant and effective. This article discusses the design of innovative PAI learning in the digital era, identifying the main challenges faced, as well as implementing solutions to improve learners' engagement and understanding in learning. This study uses a descriptive method with a literature approach to explore the use of technology in PAI learning. The study found that digital-based PAI learning design requires careful planning, active involvement of teachers, and collaboration between school and family to achieve optimal results. The results of this study are expected to serve as a guide for PAI educators in presenting relevant, interactive, and inspiring learning in the digital era.

This study aims to achieve several main objectives in order to overcome the existing problems and improve the effectiveness of PjBL in Islamic Education learning.  The research method used in this study is descriptive qualitative research, which aims to understand and describe the implementation of Project-based Learning (PjBL) in the context of Islamic Religious Education (PAI) learning. This research focuses on an in-depth exploration of the experiences and views of educators and learners regarding the implementation of PjBL. The results of this study show that the implementation of Project-based Learning (PjBL) at SMPN 1 Sungai Sariak revealed several key findings. Teacher readiness is a crucial factor in the implementation of PjBL, with the main challenges being concept understanding, pedagogical skills, and limited resources and administrative support. Despite enthusiasm, teachers require ongoing training and improved access to resources. The impact of PjBL on learners' understanding showed improvements in cognitive, affective and psychomotor aspects, strengthening understanding of religious concepts, critical thinking skills, and student motivation and engagement. PjBL also develops 21st century skills such as critical thinking, creativity, collaboration and communication, although challenges related to resources and time remain. Overall, despite significant challenges, PjBL has great potential to improve the quality of learning at SMPN 1 Sungai Sariak with proper support and management.

This study aims to explore the relevance of Al-Farabi's thought in the context of modern education, with an emphasis on the integration of moral and spiritual values in the curriculum. The method used in this research is descriptive qualitative analysis with a library research approach. The results show that Al-Farabi's educational thought is still very relevant in creating individuals who are noble and active in society, especially amid the negative impact of globalization. It is emphasized that education should focus on character development, spirituality, and ethical understanding, in line with the goals of Islamic education. This research recommends that educators incorporate moral and spiritual values in the contemporary curriculum to produce intellectual and moral individuals, and face the challenges of an increasingly complex age.

This article aims to describe the implementation of the Madrasah Education Section's Educator and Education Personnel Management Information System (SIMPATIKA) at the Palangka Raya City Office of the Ministry of Religious Affairs. The main focus in this research includes: implementation, effectiveness of use, and inhibiting factors of SIMPATIKA implementation. This research was conducted qualitatively with data collection through in-depth interviews, observation, and documentation. The results showed that: 1) The implementation of SIMPATIKA has been carried out by the Madrasah Education Section at the Palangka Raya City Ministry of Religious Affairs Office, which is managed by SIMPATIKA Special operators.2) The effectiveness of using SIMPATIKA as a madrasah data management system has not been fully realized.3) The inhibiting factors of SIMPATIKA implementation are mainly caused by the ignorance of some teachers in accessing the management information system for educators and education personnel (PTK). This has led to the delegation of SIMPATIKA account management to madrasah operators, whereas the account should be managed individually by each educator. The proposed solution is to hold technical guidance on the SIMPATIKA management information system, and provide an understanding of the rights and responsibilities in using individual SIMPATIKA accounts..

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

This research aims to explore the application of metaverse technology at MAN Insan Cendekia OKI through a qualitative approach. In an educational context, the metaverse offers an immersive and interactive learning space, allowing students to interact in a virtual environment. Through in-depth interviews and observations, this research identifies the challenges and opportunities faced in the integration of this technology. The findings show that despite barriers in infrastructure and technological understanding, implementing metaverses can increase student engagement and create more engaging learning experiences. Recommendations are provided to improve technical support and training for educators in implementing the metaverse effectively.

This research examines Al-Ghazali's thoughts in shaping the character of student independence through an educational approach. As one of the important figures in the world of Islamic education, besides concentrating on academics, Al-Ghazali proposed an educational approach that emphasizes the development of strong character. Finding out how Al-Ghazali's education helps students become independent is the driving force for this research as well as its application to the current educational context. The research method is a literature review by analyzing Al-Ghazali's relevant works, such as Ihya Ulumuddin and Mizan al-'Amal. The findings show that there are four main components of education as proposed by Al-Ghazali: moral development, inculcation of religious values, learning life skills, and individual independence. These findings are relevant to the challenges of modern education, especially in the effort to form independent and moral students. Educators can look to the results of this study as a resource in designing a curriculum that facilitates students' self-reliance in a holistic manner.

Researchers argues that large language models are critical to the advancement of artificial intelligence and will play a vital role in future progress. Despite criticism and occasional bans, these models are persistent and poised to continue. This analysis delves into the potential benefits and challenges of utilising extensive language models in education, considering perspectives from both students and educators. These models' current status and applications are briefly reviewed, emphasising their use in generating educational material, increasing student engagement, and personalising learning experiences. The discussed challenges include the need for educators and students to develop skills and literacies to understand and navigate the technology and its limitations. Employing a strategic and pedagogical approach that stresses critical thinking and fact-checking is a crucial component of effectively integrating these models into educational institutions. AI applications in education often encounter additional challenges, including potential biases, the necessity for ongoing human oversight, and the risks of misuse. However, these challenges may present educational opportunities for students to become familiar with social biases, complexities, and risks associated with AI. The essay presents solutions for effectively addressing these challenges to ensure the responsible and ethical use of large language models in education.

This article explores the ethical implications of teaching religious education in a predominantly secular world. It examines the challenges religious educators face when imparting moral and ethical teachings in societies where secularism and religious pluralism are on the rise. The paper argues for a balanced approach that respects diverse beliefs while fostering ethical responsibility.

The application of the philosophy of progressive education within the Merdeka Curriculum aims to create a more student-centered education system that encourages active and contextual learning. Progressivism emphasizes the importance of hands-on experiences and the development of critical thinking skills through real projects and discussions. In the context of the Merdeka Curriculum, this approach allows students to explore their interests and talents more independently, with teachers acting as facilitators guiding the learning process. Through project-based learning, collaboration, and authentic assessment, the Merdeka Curriculum provides students with the opportunity to explore their interests and talents. This research identifies various strategies that educators can adopt to integrate the principles of progressivism, such as using active learning methods and allowing freedom in choosing learning materials. The implementation of the progressive philosophy presents several challenges, including teachers' readiness to adopt new roles, the need to adjust the curriculum to local contexts, and the availability of adequate resources. However, this application also offers significant opportunities to enhance the quality of education by producing graduates who are more adaptive, creative, and capable of solving complex problems. This study highlights how the application of progressive philosophy in the Merdeka Curriculum can increase student motivation, develop 21st-century skills, and prepare them for future challenges. Therefore, it is essential to continuously evaluate and develop this approach to align with the evolving times and national educational needs.

The attitude of Christians to live righteously and live holy is very necessary amidst the lives of people who live evil and unclean lives. Roman Emperors and their followers in ancient times rejected John's prophecies written in the Book of Revelation, so they continued to carry out evil and dirty deeds. Likewise, some members of the Christian congregation in Asia Minor were unwilling to endure suffering because of it offended Jesus Christ through their sinful actions. Christians were constantly intimidated into denying Jesus, so that some did not faithfully follow Jesus to the point of death. The aim of this research is to encourage readers and listeners of the essence of the Book of Revelation not to do evil and unclean things in their lives. The research methodology used is qualitative research with a literature research approach. The result obtained is that if Christian educators become more loyal in teaching Christians (Christian students) in educational institutions, then Christian students will increasingly free themselves from the evil and uncleanness they once practiced. Conclusion: Christians (Christian students) must be taught continuously through the word of God to experience repentance, live righteously, live holy, and not to deny Jesus Christ in their lives.

This study aims to describe the implementation of the Quranic recitation habit before teaching and learning activities and the role of students in supporting Quranic learning activities during the internship. Quranic recitation habit is one of the school's flagship programs, aiming to instill a love of the Quran, develop religious character, and establish a Quranic learning environment for students from an early age. This study used a descriptive method with a qualitative approach. Data collection techniques were conducted through observation, interviews, and documentation during the internship. Observations were made through direct observation of Quranic recitation, memorization, muraja'ah (recitation), and moral development activities for students before the teaching and learning activities began. The results showed that the Quranic recitation habit before teaching and learning activities had a positive impact on students, including improving discipline, calmness in learning, and fostering a love of the Quran. Furthermore, student involvement in the internship contributed to supporting the Quranic learning process through memorization assistance, tahsin guidance, and moral development. Internships also provide students with practical experience in developing their academic, professional, and spiritual competencies as future educators. Thus, cultivating the habit of reciting the Quran before teaching and learning activities can be an effective means of developing a Quranic generation with noble morals and Islamic character.

This study evaluates the impact of remote-mentoring programs on prospective teacher preparedness and self-efficacy during their initial teacher training. Teacher preparation is a critical element in developing effective educators, and mentoring plays a pivotal role in enhancing the professional development and confidence of novice teachers. With the growing trend of remote learning, particularly due to the COVID-19 pandemic, remote mentoring has emerged as an alternative to traditional face-to-face mentoring. The objective of this study was to assess how remote mentoring influences prospective teachers’ readiness to teach and their belief in their teaching abilities. Through a quasi-experimental design, the study compares two groups of prospective teachers: one group receiving remote mentoring and another group without it. The data were collected using self-efficacy questionnaires and in-depth interviews, focusing on participants' perceived teaching readiness, confidence, and experiences with remote mentoring. The findings suggest that remote mentoring significantly enhanced teaching self-efficacy and preparedness compared to the non-mentored group. While remote mentoring provided flexibility and accessibility, challenges such as technological barriers and the lack of personal interaction were identified. The study concludes that remote mentoring can be an effective tool for teacher preparation, particularly in areas where traditional mentoring is difficult to implement. Recommendations include the use of blended approaches, combining online mentoring with occasional face-to-face interactions, to overcome the limitations of remote learning. Further research is suggested to explore the long-term effects of remote mentoring on teacher performance and to compare mentoring practices across different disciplines and regions.

The development of information systems in educational management has become a very necessary need to improve the efficiency and effectiveness of educational institution management. This study explores the concept and implementation of information systems in educational management in Christian educational institutions. The main focus of this study is to understand how information systems can support administrative processes, academic systems, curriculum management, and interactions between educators and students. This study uses a qualitative approach with a literature study method in several Christian educational institutions. The results of the study indicate that the implementation of appropriate information systems can improve the quality of educational services, facilitate access to information, and improve overall organizational performance. However, challenges such as limited resources and resistance to change need to be overcome to achieve successful implementation. This study provides practical recommendations for Christian educational institutions to optimize the use of information systems in their educational management.

Congregation members are God's people who should be cared for and shepherded by the pastor of the congregation. Because without being shepherded well and responsibly, God's people are easily influenced to carry out and maintain a culture of belief that is contrary to the truth of God's Word. Indeed, the truth of God's Word is the main source for organizing human life in the world, including the people of God in the Indonesian Faithful Christian Church (GKSI) Sebangar Congregation, Kuala Behe ​​District. In order for God's people in the GKSI Sebangar Congregation, especially the young men and women who are old to marry well without violating customary laws relevant to God's Word, the pastor's responsibility in shepherding is needed to be maximal and optimal. The pastor's responsibility as a Christian educator of the GKSI Sebangar Congregation regarding the mapak pue tetek mando traditional marriage is considered important because some young men and women after the mapak pue tetek mando event immediately marry like husband and wife without paying attention to Christian marriage. This study aims to describe the Belangin mapak pue tetek mando traditional marriage in the Sebangar area. The researcher used qualitative methods through observation, interviews, and literature review. The results indicate that pastors, as Christian educators, are increasingly loyal in their responsibility to shepherd all members of the GKSI Gethsemane Sebangar congregation, enabling young men and women of marriageable age to maintain a pure life.