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This study aims to analyze natural phenomena through an integrative approach combining the Hadiths of Prophet Muhammad (peace be upon him) and modern science, with a focus on the spiritual and ethical dimensions they contain. Natural events such as rain, lightning, wind, earthquakes, and eclipses are examined thematically by synthesizing scientific explanations and religious understanding based on authentic hadiths. The research adopts a qualitative-descriptive approach using content analysis of relevant hadith texts and contemporary scientific literature. The objective is to explore a deeper understanding of natural phenomena not merely as physical occurrences, but also as signs of Allah’s greatness that convey moral and spiritual messages for humankind. Findings indicate that the hadiths of the Prophet do not only instruct Muslims to respond to natural phenomena through acts of worship—such as supplication, remembrance (dhikr), or eclipse prayers—but also emphasize the human responsibility as stewards (khalifah) on Earth. The hadiths foster awareness of the interconnectedness between humans and the universe, framed within the concepts of monotheism (tawhid) and trust (amanah) to maintain environmental balance. The integration of hadith and science provides a new conceptual framework for developing spiritual-ecological awareness that balances scientific rationality with religious values. This approach is particularly relevant in the context of today’s global environmental crisis, which demands value-based solutions beyond technological innovations. Thus, this study not only enriches the Islamic intellectual tradition but also contributes to environmental preservation efforts through a religious ethical lens. It underlines the importance of fostering such integrative approaches in education, Islamic preaching (dakwah), and environmental policy. By doing so, a more holistic ecological awareness can be cultivated within Muslim communities. In conclusion, aligning scientific understanding with Islamic teachings through the hadith can serve as a meaningful foundation for both personal spiritual growth and collective environmental responsibility in facing the challenges of our time.

The phenomenon of bullying that occurs in the pesantren environment is not only a social problem, but also reflects a crisis in the internalization of Islamic educational values. This study aims to examine the dynamics of bullying in Islamic boarding schools from a psychosocial perspective and Islamic educational values. With a literature study approach and qualitative content analysis, this study explores various theories, empirical findings, and expert views obtained from relevant journals, books, and scientific works. The results of the study show that the practice of bullying in pesantren often stems from power relations that are institutionalized through the hierarchy structure of seniority, as well as weak supervision of the process of internalizing Islamic values among students. The values of Islamic ukhuwah, justice, and compassion that should be the spirit of Islamic education are often eroded by a culture of silence, neglect, or even the wrong perception that bullying is part of discipline. In fact, the concept of Islamic education not only emphasizes the mastery of the knowledge of tools (tsaqafah), but also the formation of intellect ('aqliyah), soul (nafsiyah), and Islamic personality (syakhsiyah Islamiyah) based on a strong aqidah. Bullying prevention requires deeper Islamic character education, strengthening social control, and psychosocial approaches to maintain mental and spiritual balance of students. The implications of this study emphasize the importance of a holistic and civilized pesantren management strategy, by fostering an anti-bullying culture, creating a safe, harmonious, and harmonious learning environment that is in line with the main goals of Islamic education. Thus, pesantren are expected to be able to form students who are not only intellectually intelligent, but also have noble morals, high social spirit, empathy, and have a strong Islamic personality and full of integrity.

The digital era presents serious challenges to the character formation of Christian adolescents, marked by a rise in moral and spiritual degradation due to exposure to negative content and lifestyle changes. Christian Religious Education (CRE), as a moral foundation, is expected to respond to this phenomenon but often faces issues of relevance. This study aims to analyze the role and effectiveness of CRE in shaping adolescent character, identify the impacts of digital technology, and formulate an integrative character education strategy for the digital age. The method used is qualitative with a library research approach, where data from various relevant journals, books, and articles are analyzed using an interactive model. The results indicate that the effectiveness of conventional CRE tends to decline as it is not contextual to the struggles of adolescents. Digital technology was found to have negative impacts that are more easily absorbed compared to its positive impacts, which require intentional guidance. The key finding of this study is that the solution to these challenges lies in an integrative strategy that synergizes the roles of the school, family, and church holistically. The implication is that CRE must be transformed by integrating digital literacy based on Christian values and strengthening the role of educators as role models. A solid collaboration among stakeholders is the key to equipping adolescents to become wise, ethical, and character-driven technology users in accordance with their Christian faith.

This study aims to analyze the role of the Tahfidzul Qur’an teacher in improving the quality of Qur’an memorization among students at SMP-T Darul ‘Amal. The background of this research highlights the importance of tahfidz education as an integral part of Islamic character development, which emphasizes not only the quantity of memorization but also the quality of internalizing Qur’anic values in students’ daily lives. The objective is to examine how tahfidz teachers carry out their roles in the Qur’an learning process and how this impacts students’ memorization abilities and religious attitudes.  The research employs a qualitative approach using a case study design, with data collected through direct observation, in-depth interviews, and documentation of teaching activities. The findings reveal that the role of tahfidz teachers is highly significant in guiding students through methods such as talaqqi (direct transmission), structured muraja’ah (review), discipline development, and spiritual motivation. The learning environment created by these teachers also fosters a conducive and religious atmosphere. The study concludes that the success of improving Qur’an memorization quality greatly depends on the teacher’s competence, emotional connection with students, and the teaching strategies applied. These elements collectively contribute to shaping a generation that loves the Qur’an, upholds strong morals, and demonstrates a sense of responsibility.    

Character education plays a crucial role in shaping students who excel not only academically but also possess strong moral and social values. In this regard, the government, through the Ministry of Education and Culture, has launched the Strengthening Character Education (PPK) policy as a strategic step to create a generation of character. This study aims to explore how the PPK policy is implemented in elementary schools and analyze the factors that support and hinder its implementation. The method used in this study is descriptive qualitative, with data collection techniques through observation, in-depth interviews with principals and teachers, and documentation studies. The results show that the PPK policy has been implemented through the integration of character values into the learning process, extracurricular activities, and school culture. Several factors supporting the success of this implementation include the principal's visionary leadership, active teacher involvement, and support from parents and the community. However, several challenges remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in consistently integrating character values across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is still needed in terms of training, evaluation, and collaboration between all stakeholders. Supporting factors for successful implementation include the visionary leadership of the principal, active teacher involvement, and support from parents and the community. However, several obstacles remain, such as a lack of supporting facilities, uneven teacher training, and difficulties in integrating character values consistently across all subjects. Overall, the PPK policy in elementary schools has had a positive impact on student character development, although further strengthening is needed in terms of training, evaluation, and synergy between stakeholders.

This study aims to analyze the influence of the lifestyle of credit relationship managers (RMs) and the potential for fraud on the occurrence of non-performing loans in the banking sector. Relationship managers are the spearheads of credit distribution, interacting directly with customers, so their behavior, lifestyle, and integrity have a significant impact on the quality of a bank's credit portfolio. This study uses a qualitative descriptive method with a systematic literature review approach, reviewing various recent studies related to bank employee lifestyles, factors driving fraud, and their correlation with non-performing loans. The results indicate that a consumptive lifestyle disproportionate to income can increase the risk of fraudulent behavior, such as manipulation of credit analysis or collusion with customers, which ultimately results in an increase in non-performing loans. Furthermore, weak internal control systems, pressure to achieve credit targets, and moral hazard exacerbate this risk. A lifestyle that prioritizes social symbols and self-image can also encourage employees to engage in deviant behavior to maintain this lifestyle. Several studies have shown that RMs trapped in a hedonistic lifestyle are more vulnerable to conflicts of interest and violations of professional ethics. Meanwhile, the potential for fraud in banking practices is also influenced by employees' weak personal financial literacy, as well as limited training in risk management and ongoing work ethics. In an organizational context, a work culture oriented toward achieving targets without regard for the quality of credit analysis has the potential to create a work climate that is permissive of irregularities. This study recommends strengthening a culture of integrity through the establishment of a firm code of ethics, technology-based supervision (such as an AI-based fraud detection system), and regular training on a healthy financial lifestyle and risk management for RMs.

The instillation of trustworthiness (amanah) is an essential element in the character development of students, particularly within the framework of Islamic education. As a core moral value emphasized in both the Al-Quran and Hadith, amanah serves as a foundation for shaping students' integrity, responsibility, and reliability. Despite its significance, the teaching materials designed to instill this value have not been critically assessed, especially in terms of their content relevance and pedagogical effectiveness. This study aims to conduct an in-depth analysis of the Tafhim Al-Quran teaching materials used for Grade II students at SMP-T Darul 'Amal, focusing on the topic of amanah. Utilizing a qualitative approach with a descriptive method, data were gathered through the collection of documents, lesson plan (RPP) reviews, and interviews with subject teachers. The findings reveal that the teaching materials do cover the three learning domains—cognitive, affective, and psychomotor—but tend to disproportionately emphasize the cognitive domain. While the materials include references to Al-Quran verses and Hadith concerning trustworthiness and the fulfillment of promises, they often lack practical, real-world examples that are relatable to the everyday experiences of adolescents. Moreover, the current instructional approach remains conventional and teacher-centered, offering limited opportunities for students to engage in reflective and participatory learning activities. In light of these findings, the study recommends the development of more contextualized and student-centered teaching materials. These materials should incorporate active learning strategies, such as group discussions, case studies, and experiential learning activities, to more effectively foster the internalization of amanah as a lived value. Enhancing the relevance and interactivity of character education in this way can significantly improve its impact on students' moral development.  

Community-based education is an approach that positions society as an active participant in the educational process, integrating local culture, values, and social dynamics into learning. One such model that reflects these principles is the Wustho educational model, which originates from the Islamic pesantren system. This model offers a balanced integration between religious and general education, emphasizing the role of community and character development as essential elements of student success. This research aims to explore the influence of the Wustho model on students’ academic achievement at SMP PGRI 1 Ciambar, Ciambar Sub-district, Sukabumi Regency. The study involved 150 students across different grade levels, using a qualitative descriptive research approach. Data collection techniques included participatory observation, in-depth interviews with teachers, school leaders, and parents, as well as document analysis of academic performance records.The findings indicate that the implementation of the Wustho model has a positive impact on student achievement, both in academic and behavioral aspects. Students showed improvement in learning motivation, discipline, and active engagement in religious and community-based learning activities.¹ This model also strengthens moral values and spiritual awareness, which in turn enhances students’ holistic learning outcomes.² Moreover, collaboration between schools, families, and community figures plays a crucial role in reinforcing the effectiveness of this educational approach.³ The presence of religious instruction embedded within daily learning experiences helps students to better contextualize academic content in real-life situations.⁴In conclusion, the Wustho educational model offers a meaningful contribution to the development of community-based education practices, especially in rural or religiously active areas. Its focus on moral education, community involvement, and the integration of spiritual and secular knowledge demonstrates its relevance and effectiveness in improving student learning outcomes. It is recommended that similar models be adapted in other educational settings where community values are strongly upheld.

Pharmacist professionalism is a key component in ensuring the quality of pharmaceutical services, encompassing not only compliance with technical and scientific standards but also a deep commitment to moral and ethical principles. In the Indonesian cultural context, the concept of "medicine as a trust" (obat sebagai amanah) reflects a profound sense of responsibility, where medicine is viewed not merely as a commodity, but as a mandate that must be preserved with integrity and accountability in health care practices. This article conceptually explores the relationship between pharmacist professionalism and the moral value of trust within the framework of the Nusantara constitutional theory. This theory emphasizes the integration of legal, cultural, and moral dimensions in shaping professional conduct in Indonesia. Using a descriptive-critical approach through literature review, this study investigates how trust functions as both a legal expectation and a cultural imperative in the practice of pharmacy. The findings highlight that trust must be internalized as a core value in pharmaceutical services—manifested through ethical decision-making, transparency in drug management, and a commitment to prioritizing patient welfare. Pharmacists are not only required to uphold professional standards, but also to carry out their duties as custodians of public trust. To realize this vision, the integration of the value of trust into pharmacy education, legal regulations, and clinical practice is essential. Educational institutions, professional organizations, and regulatory bodies must work collaboratively to instill this value as part of a pharmacist’s identity. In doing so, the profession can contribute more effectively to building a health care system that is just, culturally grounded, and centered on the well-being of the people.

The disruption era, marked by rapid technological development and socio-cultural transformation, presents significant challenges to the spiritual and character formation of young children. In this dynamic context, Christian Early Childhood Education (ECE) teachers are not merely facilitators of learning but are also expected to act as spiritual leaders and moral role models. These responsibilities require a form of leadership that is not only rooted in biblical principles but also adaptive to the shifting demands of the digital age. This study aims to (1) identify the core challenges faced by Christian ECE teachers in the disruption era, (2) examine Christ-centered leadership values, and (3) propose an adaptive spiritual leadership model suitable for Christian ECE settings. Utilizing a qualitative approach through a literature review, data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing. The findings highlight two main categories of challenges: external challenges such as the influence of digital media, shifting values in society, and increased parental expectations; and internal challenges including limited teacher capacity, spiritual stagnation, and institutional gaps. In response, this research proposes the "Three-Pillar Adaptive Spiritual Leadership Model," which emphasizes: (1) the teacher's internal spiritual formation and integrity, (2) the implementation of innovative and contextually relevant pedagogical strategies grounded in Christian values, and (3) synergistic collaboration with families and church communities as key support systems. This model provides a conceptual and practical framework for Christian educational institutions to empower teachers in forming resilient, Christ-like character in children. The study contributes to the discourse on faith-based education in the 21st

The study of eschatology and logic in Islam represents a significant and intellectually rich area within the broader discourse of ʿAqidah (Islamic creed) and Islamic philosophy. Eschatology, derived from the Greek word eschatos meaning "last," concerns matters of the afterlife, including death, the apocalypse (al-Sāʿah), resurrection (al-Baʿth), judgment (al-Ḥisāb), heaven (Jannah), and hell (Jahannam). These concepts are elaborated extensively in both the Qur'an and the prophetic traditions (ḥadīth). Meanwhile, logic in Islam is not merely a philosophical exercise but serves as an epistemological framework for interpreting divine revelation and deducing legal and theological principles. Islamic logic (al-manṭiq) is rooted in both Greek logical tradition—particularly Aristotelian logic—as well as unique Islamic methodologies that integrate rationality with scriptural fidelity. This research aims to analyze selected verses and prophetic traditions related to eschatology and logic, with the objective of understanding not only their linguistic and theological meanings but also their practical implications for human belief systems and ethical behavior. The study employs an interpretive and analytical method (manhaj taḥlīlī wa tafsīrī), focusing on exegesis (tafsīr) of Qur’anic verses QS. Al-A'raf: 187–188 and QS. Al-An'am: 30, as well as relevant ḥadīths concerning eschatological events and rational thought. These verses were selected due to their direct references to the knowledge of the Hour (ʿilm al-sāʿah) and the human tendency to demand evidence while rejecting spiritual truth. The findings indicate that Islamic eschatology is framed not around speculative prediction but rather spiritual and moral readiness. The Qur'an clearly asserts that knowledge of the exact time of the Day of Judgment belongs solely to Allah (QS. Al-A’raf: 187), highlighting the limitations of human knowledge and emphasizing submission to divine wisdom.

This study aims to improve the understanding of macapat songs by applying the Jigsaw cooperative learning approach. Although macapat songs have high moral and intellectual values, students often dislike them because they are considered complex and irrelevant. This study used the McTaggart model consisting of two cycles, combined with the Classroom Action Research (CAR) method. Data were collected through various techniques, including observation, tests, interviews, and note-taking, and then analyzed qualitatively and quantitatively. The results showed that students' understanding of the meaning of macapat songs increased significantly when the Jigsaw model was applied. The learning completion rate increased from 56% to 100%, while the average student score also increased from 72.33 in the pre-cycle to 86.6 in the first cycle. These findings demonstrate the effectiveness of the Jigsaw approach in improving student understanding. In addition, this method also succeeded in encouraging active student participation, increasing their confidence in class discussions, and fostering respect for the rich local culture. Thus, teaching local Javanese language through the Jigsaw cooperative learning paradigm can be considered an interesting and effective alternative approach. This approach not only helps students understand the material better but also strengthens their social and cultural skills. This research provides an important contribution to the development of more innovative and relevant teaching methods in the context of regional language learning, and encourages teachers to implement strategies that can increase students' interest and understanding of the valuable and diverse local culture. Through the application of this method, it is hoped that students will gain a greater appreciation for their cultural heritage.

This study aims to examine one of the disciplines of Islamic law, namely the pricing mechanism from the perspective of Imam Al-Ghazali, in order to create a healthy market environment free from monopolistic practices and manipulation, and aligned with Sharia principles. This research employs a descriptive qualitative approach using a literature study method by reviewing various relevant books, classical texts, articles, and academic journals related to Islamic economics and Imam Al-Ghazali’s thought. The findings indicate that the concept of fair pricing is not solely dependent on the interaction between supply and demand, but must also consider moral and social dimensions, such as justice, honesty, and public welfare. Imam Al-Ghazali strongly emphasized that economic transactions should uphold ethical standards and social responsibility to prevent exploitation and inequality. He argued that pricing must reflect not only market dynamics but also the broader ethical framework rooted in Islamic values. Furthermore, the study explores the concept of economic equilibrium in relation to pricing mechanisms, where prices should ideally balance individual interests with communal welfare. The research also discusses the correlation between economic balance and price-setting policies, including the views of other classical and contemporary Islamic scholars. It is found that state intervention is permissible in certain conditions—particularly when market mechanisms fail to ensure fairness—thus justifying government roles in market supervision and price stabilization. One of the key concepts in Islamic economics is the notion of a just price (al-thaman al-‘adl), as emphasized by Imam Al-Ghazali.. This study concludes that understanding pricing from Al-Ghazali’s perspective offers valuable insights for building ethical and socially responsible economic systems aligned with Islamic teachings.

This article discusses the dynamics of Islamic education during the Sultanate of Banten, an Islamic kingdom that developed since the 16th century and became one of the centers of Islamic civilization in the archipelago. Islamic education in Banten not only shapes the Islamic identity of the community, but also strengthens morality, social solidarity, and cultural resilience. Islamic boarding schools are the main pillars of education that integrate the teaching of religious science, character education, and socio-religious practices. The role of pesantren expands, not only as a learning center, but also as a da'wah institution that instills the values of independence, justice, and brotherhood in the midst of a multicultural society. Great scholars such as Sheikh Nawawi al-Bantani and Sheikh Yusuf al-Makassari have an important role in strengthening the scientific network between Banten, the Middle East, and the Islamic world. Their profound works in the fields of jurisprudence, Sufism, and morals had a great influence on the development of Islamic thought in Southeast Asia. The pesantren curriculum that focuses on the yellow book, with the teaching methods of sorogan, bandongan, and wetonan, produces students who are not only knowledgeable, but also disciplined, moral, and sensitive to social problems. The Dutch colonial period brought severe challenges with secular policies and restrictions on Islamic education. However, pesantren still exist as spiritual and intellectual fortresses. This success is supported by the ability of pesantren to develop economic independence and expand scientific networks through the overseas migration of students to various Islamic study centers abroad. Until now, Banten's Islamic education heritage has transformed into a modern Islamic boarding school that is able to combine classical traditions with technology and global insights. This study confirms that traditional Islamic education in Banten has a strategic role in shaping the social, spiritual, and identity structure of the Muslim community, which persists across generations.

This article explores the law and ethics of the Old Testament, drawing on Micah 6:8; highlighting its relevance as a guide for everyday life. In the often complex and conflicted modern context, the principles contained in these ancient texts offer profound insights into how to live meaningful and ethical lives. The Torah, consisting of commandments and regulations, served not only as a religious guide for the Israelites, but also as a moral foundation that can be applied by anyone seeking justice, love, and integrity in social interactions. This article examines various aspects of the law, including social justice, protection of the weak, and individual responsibility to the community. In addition, the ethics of the Old Testament emphasize the importance of the relationship between humans and God, as well as between humans. Values ​​such as compassion, forgiveness, and respect are at the heart of these teachings, encouraging individuals to live in harmony with themselves and others. Through in-depth analysis, this article also provides concrete examples of how these principles can be applied in everyday life, whether in personal, social, or professional contexts. In this way, readers are expected to find inspiration and practical guidance for living a more ethical and meaningful life, in line with teachings that have existed for thousands of years.

In the era of globalization, the world is increasingly developing rapidly, humans no longer pay attention to ethics, morals, and human character. The author sees the role of various parties as very necessary, namely from  parents and especially from a shepherd who is entrusted by God in controlling children who have fallen into the current of the development of the era. So in this case, the role of a serious shepherd is very necessary to educate and shape the character of good children. This article offers how a shepherd can play a role in the formation of a child’s character. The author is aware that currently most children are experiencing a character crisis that is not controlled by the influence of the era of technological and scientific development. Therefore, the shepherd is expected to carry out his duties well, earnestly and in accordance with the teachings and learning of the Christian faith. The goal is to form and create a good generation, with noble morals, responsible and has a character like Christ.

The Book of Esther delivers a powerful moral message about courage, wisdom, and faith amidst the threat of genocide against the Jewish people. Although the name of God is not explicitly mentioned, the book reveals God’s providence working behind the scenes through the character of Esther. By placing her as queen, God used her bravery and resolve to save His people from destruction. This article explores the moral messages in the story of Esther and their relevance in modern life, especially regarding female leadership, faithful obedience, and the courage to face challenges. The research employs a qualitative method through literature analysis. Findings show that values in the Book of Esther—such as trust in God, prayer, integrity, and self-sacrifice—remain relevant as moral and spiritual inspiration in contemporary life.

This community engagement initiative aimed to enhance students’ awareness of the strategic role of madrasahs in developing spiritually grounded, intellectually capable, and socially responsible individuals. Conducted at MA Darut Taqwa Semarang on July 17, 2024, the program employed a motivational and participatory approach, integrating lectures, reflective discussions, and storytelling centered on Islamic values and success narratives of madrasah alumni. Participants included 86 Grade X students. Post-session evaluations revealed significant positive shifts in student perceptions. Among Grade X students, 82% expressed increased pride in their madrasah identity, and 76% developed greater optimism about their future success through madrasah education. Motivational gains were also observed as students redefined academic effort as part of spiritual devotion. These results suggest that when learning is contextualized within a value-based framework, it fosters intrinsic motivation and future-oriented thinking. Theoretically, the program supports expectancy-value and purpose-based education models by demonstrating how spiritual framing can shape motivation and aspiration. Practically, it offers a replicable model for enhancing student engagement in faith-based schools. On a broader level, the program contributes to the reframing of madrasahs as centers of leadership development and ethical formation in a morally uncertain world. This activity affirms that madrasahs, when supported by strategic communication and reflective pedagogy, can serve as transformative educational spaces for youth, particularly those from underserved backgrounds

The younger generation in Indonesia faces significant challenges in the form of an identity crisis and moral degradation due to the increasingly strong influence of other cultures in the era of globalization and the fifth industrial revolution. A pragmatic culture that does not always align with national identity puts pressure on Pancasila principles such as belief in God, humanity, unity, democracy, and social justice. As a result, character education integrated into social studies instruction serves as a tactical tool to reintroduce these fundamental principles to students from an early age. This study, using qualitative methodology and a descriptive design, found that contextualized and project-based social studies instruction not only enhances students' understanding of Pancasila values ​​but also fosters the growth of critical thinking skills, social empathy, reflective attitudes, and a spirit of cooperation. When combined with digital tools like Canva, Taman Siswa's teachings—niteni, niroake, and nambahi—have proven successful in developing students' creativity and enhancing their purpose and enjoyment in learning.

The development of social media has transformed institutional communication strategies, including those of the Indonesian Army (TNI AD) in building a more humanized image. This study aims to analyze how visual and narrative elements in the disaster relief content related to the eruption of Mount Lewotobi, as published by TNI AD on Instagram, are constructed and conveyed to the public. The research employs a qualitative descriptive method using Robert N. Entman’s framing analysis model, which includes problem definition, causal interpretation, moral evaluation, and treatment recommendation. Data were collected through observation and documentation of TNI AD’s Instagram post dated January 13, 2024. The findings indicate that both visual and narrative framing effectively shape public perception of the TNI AD as a responsive, compassionate, and empathetic emergency actor that presents itself as a solution during humanitarian crises. The humanistic image is emphasized through visuals depicting aid distribution, warm interactions with residents, and the provision of healthcare services. The implications of this study suggest that social media can serve as a strategic tool to strengthen public trust and expand the military's communication role in the civilian sphere, particularly during disaster situations.