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Early Childhood Education (ECE) is an important stage in shaping a child's personality and character. At this point, the story serves as the primary tool for conveying principles, ethics, and the meaning of life. However, the process of interpreting stories often overlooks cognitive aspects and lacks focus on children's character development. The purpose of this article is to study how hermeneutic principles are used in early childhood education, with a particular emphasis on how stories function as a tool for shaping children's character. The hermeneutic method allows educators to interpret stories contextually, dialogically, and reflectively. This allows children to understand and internalize the principles contained in the story. This research utilizes a qualitative-descriptive literature study on hermeneutic literature, character education, and early childhood pedagogy. The results indicate that hermeneutics, employing principles such as the hermeneutic circle, dialog of meaning, and contextualization of stories, significantly enhances honesty, empathy, responsibility, and religious attitudes in early childhood. Thus, hermeneutics is not only relevant in adult text research, but also effective as a pedagogical method in teaching early childhood.

This study aims to examine and develop the learning process of Christian Early Childhood Education (ECE) through the application of a pedagogical hermeneutics approach. This approach is employed to interpret and convey Christian faith values in a contextual and pedagogical manner so that they can be meaningfully understood by young children in accordance with their developmental stages. The research adopts a qualitative method using a literature review and hermeneutical analysis of biblical texts, Christian ECE curriculum documents, and relevant literature in early childhood education and Christian theology. The findings indicate that the application of pedagogical hermeneutics enables the integration of faith texts, children’s developmental contexts, and creative as well as reflective pedagogical practices. The resulting learning process goes beyond the mere transmission of religious knowledge and emphasizes character formation, spiritual development, and holistic faith experiences for children. The study concludes that pedagogical hermeneutics can serve as a strong theoretical and practical foundation for developing Christian ECE learning that is contextual, meaningful, and responsive to the developmental needs of early childhood learners.

In early childhood education (ECE), the integration of hermeneutics provides opportunities for students to cultivate positive character rooted in moral values and broaden their understanding of the meaning of stories. Hermeneutics is not only used to interpret texts; it is also a dialogical approach that encourages children to think about meaning, characters, values, and moral messages thru questioning, interpreting, and connecting stories to everyday life. The purpose of this article is to explain the concept of hermeneutics in early childhood education, how it can be applied in story-based learning, and how it impacts children's character development. The study shows that hermeneutics enhances early critical literacy, empathy, self-control, and moral choices. This article provides new guidance for educators on how to design story-based learning, which is a significant interpretive process and more than just knowledge transfer. This article provides new guidance for educators on how to create story-based learning, which is an interpretive process essential for character development, not just knowledge transfer.

The process of Christian Religious Education for early childhood must be aligned with children’s cognitive, emotional, social, and spiritual development. One of the main challenges in this learning process is interpreting biblical stories accurately while maintaining simplicity and relevance for young learners. This study aims to examine the role of hermeneutics in understanding and interpreting biblical narratives used in Christian Religious Education for early childhood. The research employs a qualitative approach through a literature review of hermeneutical studies, biblical texts, and scholarly works on early childhood Christian education. The findings indicate that narrative hermeneutics enables educators to interpret biblical texts contextually while translating theological messages into pedagogically appropriate stories for children. Through a hermeneutical approach, learning becomes more meaningful, reflective, and transformative, fostering deeper spiritual understanding in early learners. Furthermore, hermeneutics helps educators bridge the gap between the theological content of the Bible and the everyday experiences of Christian children. In conclusion, hermeneutics functions as a strategic tool in delivering biblical messages in ways that are developmentally appropriate, spiritually enriching, and relevant to the lives of early childhood learners within Christian education contexts.

The childfree phenomenon, the decision of married couples not to have children, is gaining increasing attention among young people, including within the Catholic Church. This choice arises in response to various modern factors, such as economic considerations, careers, personal freedom, and changing views on the meaning of family. This study aims to explore the views of young Catholics in the Semarang Vicarage on the childfree phenomenon and analyze them in light of the Catholic Church's teachings on marriage, which place procreation and education as one of the essential purposes of marriage. The study used a mixed-methods approach through the distribution of quantitative surveys and in-depth qualitative interviews. The results indicate a tension between the modern values ​​adopted by young people and the Catholic Church's teachings on openness to life. This phenomenon poses a serious pastoral challenge, particularly regarding the regeneration of the congregation and the sustainability of church life. Therefore, the Church is expected to formulate a more dialogical, contextual, and inclusive pastoral approach in accompanying young people to remain faithful to the Church's teachings without ignoring the social realities they face.

The importance of worship in shaping the character of a Muslim is the purpose of this study. Worship is considered the main way to guide and direct a person towards a better, balanced, and moral life. This study was conducted using a qualitative approach and data collection techniques through literature research on relevant Islamic literature and sources. The data were analyzed descriptively to examine the relationship between character building and the practice of worship in the life of a Muslim. The results of the study indicate that worship that is performed correctly, sincerely, and in accordance with the requirements of Islamic law plays a significant role in shaping noble character or morals. Worship enhances the vertical relationship between humans and Allah SWT. It also influences the way we behave towards others in our daily lives. Good morals will help a person maintain harmonious relationships with others, foster mutual respect, honesty, and social responsibility, which in turn will result in a better and more civilized society.

The purpose of this research is to find out the legal basis in the science of hadith or Islamic law and positive law related to DNA testing which is used as a strong argument for determining the legal certainty of child lineage and how to resolve the problem of child lineage in Indonesia and Islam. In the research process used is normative research and library research with a legislative approach taken from positive law and Islamic legal sources, namely the Qur'an and the hadith approach as a basis for legal theory. The resulting research study that DNA testing can resolve the uncertainty of abak lineage and DNA test results can be used as proof of determining a child's lineage to his father. In the teachings or regulations of Islamic law, there are four methods used in determining lineage in accordance with the terms and conditions of the application of the four methods, namely; al-firasy, al-iqrar, al-bayyinah, and al-Qiyafah. With the development of today's technology, the four methods have been developed through cutting-edge technology as a medium for tracing a person's lineage to obtain justice and benefit. From a positive Indonesian legal perspective, DNA testing has been recognized as a means of proving parentage. Therefore, children born as victims of rape, marriages not officially registered by the Office of Religious Affairs (KUA), and marriages that took place secretly (in other words, under the table) can claim their rights as children, including child support and parentage, from their father.

This study examines the intellectual footprint of Nusantara scholars in the tradition of Qur'anic interpretation from classical to contemporary times. This study is motivated by the importance of understanding the role and contribution of Nusantara scholars in building a distinctive and contextual style of interpretation with local culture. The purpose of this study is to trace the development of methods, styles, and approaches to interpretation used by scholars from time to time. The method used is qualitative with a literature study approach through analysis of exegetical works such as Tarjuman al-Mustafid by Abdur Rauf as-Singkili, Tafsir Al-Munir by Nawawi al-Bantani, Tafsir Al-Furqon by Al-Hasan, Tafsir Al-Qur'an Karim by Prof. Dr. H. Mahmud Yunus, Tafsir Al-Azhar by Hamka, to Tafsir al-Mishbah by M. Quraish Shihab. The research results show that during the classical period, interpretation focused on spirituality and spirituality, while in the modern and contemporary eras, interpretations have developed that emphasize the maqasid al-shari'ah (purpose of law). They focus not only on literal meaning but also on universal wisdom and objectives. This development reflects the continuity between the global Islamic scholarly tradition and the local socio-cultural realities of the Indonesian archipelago. Interpretations of the Quran by Indonesian scholars not only enrich the global Islamic heritage but also demonstrate that Islam is capable of dialogue with cultural and contemporary contexts without losing its universal values.

The phenomenon of pseudoexpertise on social media, namely the tendency to feel knowledgeable without adequate scientific grounding due to exposure to unrestricted information, has become a serious challenge for Islamic religious education. This study employs a phenomenological method through in-depth interviews with two Master's students of Islamic Education (PAI) at UIN Syarif Hidayatullah Jakarta, who come from different social backgrounds teaching at Islamic boarding schools in rural Bogor and urban South Jakarta to obtain diverse perspectives on how social context influences the emergence of pseudoexpertise. The selection of master's-level informants is based on their academic qualifications and teaching experience, which are considered capable of providing representative insights. Secondary sources include scientific articles and relevant literature. The findings indicate that globalization and pseudoexpertise constitute obstacles that are difficult for religious teachers to control, as students acquire much of their religious knowledge from outside the school without verification. Therefore, contextual Islamic Education (PAI) learning and teachers who serve as knowledge validators through healthy communication are required, enabling students to filter information and develop more mature religious literacy.

This study aims to explore Christology in the Gospel of John, specifically the identity of Jesus as the pre-existent Word (Logos), His incarnation, the claim to divinity through the statement "ego eimi," unity with the Father, and its relevance for the early church and the contemporary church. The method used is a qualitative approach through literature study, with the primary source being the Gospel of John (especially John 1:1-18 and the statement "ego eimi"), supported by commentaries, theological journals, and the works of scholars such as Culpepper, Bauckham, and Dunn, analyzed in historical and theological contexts. The results show that John presents an explicit high Christology, depicting Jesus as the true God who became man, with theological essences such as the basis of worship, the certainty of salvation, and the resilience of faith for the congregation facing exclusion and polemics, while also being relevant for the foundation of faith, pastoral comfort, and missionary motivation in the current era of pluralism.

Animated video is one of the media that can be used in the learning process. In grade III of Madrasah Ibtidaiyyah Rahmah El-Yunusiyyah Padang Panjang, students experience difficulties in understanding the concept of jama' prayer, and the learning method used by teachers still relies on textbooks without utilizing varied technology-based media. Consequently, many students' scores remain below the minimum mastery criteria (KKM). Therefore, researchers are interested in developing animated videos as learning media to improve students' scores in the subject of fiqh, specifically on the jama' prayer material. This study aims to: (1) describe the development process of animated videos as learning media for jama' prayer material, (2) determine the validity of the animated video development, and (3) assess the practicality of the animated videos. The research employs the Research and Development (R&D) method with the 4D model (Define, Design, Develop, Disseminate) involving 21 students from grade III of MIS Rahmah El-Yunusiyyah as subjects. Research instruments include expert validation sheets, teacher practicality questionnaires, and student response questionnaires. The research findings indicate that the animated video has very high validity based on material experts (98.2%) and media experts (94%), with practicality reaching 100% under the very practical criteria. Additionally, student responses reached 82.86% in the very interesting category. The developed animated video can be categorized as valid, practical, and effective in enhancing students' understanding of jama' prayer material.

This study reexamines Genesis 26:12–13 to illuminate the hermeneutical tension between the original meaning of the Hebrew term זָרַע (zāraʿ) and the interpretive patterns characteristic of the Prosperity Gospel. Through a historical-critical approach combined with narrative analysis, the study demonstrates that Isaac’s act of sowing must be understood as an actual agrarian activity undertaken within conditions of crisis and limitation, and grounded in the initiative and faithfulness of God. The findings indicate that the blessing Isaac received was never intended as a universal, reproducible formula but as a theological declaration of divine care within a history marked by uncertainty. In contrast, the Prosperity Gospel employs a hermeneutic that is predominantly literal and selective in its use of texts while disregarding their contexts, thereby reshaping the covenant narrative into a reductive pattern of guaranteed prosperity. This analysis shows that such reading not only shifts the theological focus of the text but also obscures the dynamics of faith, obedience, and grace that form the heart of the narrative. The study affirms the necessity of a more critical and responsible hermeneutic and argues that recovering the historical context and narrative structure serves as an essential theological corrective to Prosperity Gospel readings that detach the text from its original context.

This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.

The era of globalization presents serious challenges for Christian Religious Education (PAK) through the currents of value relativism, consumerism, and digital influences that threaten the formation of the spiritual character of the younger generation. This study aims to analyze strategies for integrating spiritual values ​​into Christian Religious Education (PAK) to ensure its relevance and effectiveness in facing the dynamics of the times, with a focus on a holistic approach that combines a contextual curriculum, hybrid learning media, faith-based digital literacy, and strengthening teacher competencies. The research method uses a qualitative descriptive approach based on library research through thematic content analysis of books, scientific journals, and related literature. The results indicate that effective integration of spiritual values ​​through strategies such as interactive digital learning, school-church-family collaboration, and systematic evaluation produces students who are strong in faith, critical of global influences, and ethical in character. In conclusion, the need for ongoing synergy to shape a generation of Christians who are adaptive and imbued with integrity in the era of globalization is emphasized.

The flood disaster the struct Mauponggo, Flores, Est Nusa tenggara, not only caused infrastructural destruction, loss of life and social trauma, but also revealed a deeper philosophical dimension of human existence. From an ontological prespective, a disaster is not merely a natural occurrence but a moment of disclosure that unvieils the existential fragility of human beings in the faceof natural forces beyond rational, technological, and social control. Onology, as a branch of metaphysics that explores the nature of being, understands humans as beings whose existence is inseparable from space, time, and limitation. Trough a reflective and literature based approach, this study examines the Mauponggo flood as an existential event that exposes the ontological condition of humanity, drawing particularly on Martin Heidegger’s concepts of being toward death and being in the world. The finding show that disaster reveals humans as finite and vulnerable beings who remain open to relationships with nature, others, and the transcendent. This study affirms that an ontological prespective on disaster not only enriches academic discussions on the philosophy of disaster but also holds practical signifincace. The awareness of existential fragility encourages social solidarity, ecological ethics, and deeper transcendental reflection. Thus, this work contributes to developing more reflective and meaningful humanitarian and sustainability responses rooted in a philosophical understanding of human existence and its place in the world.  

A problem that is often debated by both the western and eastern world is the problem of determining the truth of a scientific field or theory. In western science, a thought emerged from a philosopher, namely the theory of falsification put forward by Karl Raymond Popper. In his theory Popper argues that the truth of a science is not determined through justification (verification), but through refuting the propositions that science itself builds (falsification). The study of Popper's falsification has been very widely published and discussed in various writings, especially in Islamic studies and science (science). In this article, the author tries to briefly describe the urgency of Karl R. Popper's thought in the academic field. The method used in writing this article is library research (literature review), using relevant documents, journals, and research. Through this research, it is known that the application of Karl Raimund Popeer's theory of falsification is very important in the academic field. This is evidenced by the concept of falsification which is used to determine the scientific knowledge. In addition, the concept of falsification was used long before Popper introduced the theory. One of them is used by the Muslim philosopher Imam Al-Gazali in defending and proving his arguments and thoughts. In the development of scientific methods, the principle of falsification plays an important role in strengthening scientific theory because it serves as evidence to disqualify other irrelevant theories.

This study examines the ideas of Ziauddin Sardar and Azyumardi Azra in three major areas: Islamic education, digital religious authority, and religious moderation. Using a library research approach, this article analyzes how Sardar’s Postnormal Times (PNT) framework explains global complexity, chaos, and contradictions that shape the future of Islamic thought and education. Meanwhile, Azra’s concept of Islam Nusantara and wasathiyah provides a historical and cultural foundation for constructing moderate Islamic identity in Indonesia. Findings indicate that Sardar emphasizes adaptive education oriented toward future literacy, while Azra highlights the integration of tradition, modernity, and local culture. In the context of digital authority, Sardar views the transformation as a structural effect of postnormal conditions driven by algorithmic systems, while Azra stresses the need to strengthen scholarly legitimacy based on sanad, institutions, and ethical guidance. Both perspectives converge on the importance of moderation. Sardar presents moderation as a strategy to manage global complexity, whereas Azra positions wasathiyah as the inherent identity of Islam in the archipelago. This study concludes that synthesizing both frameworks can strengthen Islamic education, stabilize digital religious authority, and reinforce Indonesia’s moderate Islamic identity in responding to contemporary challenges.

This study presents a comparative analysis of the practice of talaqqi in the science of qira’at in Indonesia and Syria, two significant regions in the transmission of sanad-based Qur’anic recitation. Based on the premise that talaqqi is the primary method for preserving the authenticity of the Qur’an—yet its standards, patterns, and scholarly framework have developed differently across regions this research aims to identify the similarities and differences in requirements, implementation methods, stages, and reference texts used in talaqqi qira’at in both countries. The study employs a descriptive qualitative approach with a multi-site design: in Indonesia at Pondok Pesantren Al-Munawwir Krapyak, Yanbu’ul Qur’an Kudus, Bustanu ‘Usysyaqil Qur’an Demak, and Al-Hikmah Semarang; and in Syria at Muhyiddin Ibn ‘Arabi Mosque, Mujamma’ Sheikh Ahmad Kuftaro, Maghribiyah Mosque, and the Qira’at Department of Bilad Syam University, Al-Fath al-Islamy branch. Data were obtained through in-depth interviews, observation, and document analysis, and then analyzed descriptively and analytically. The findings reveal that both countries require memorization of the Qur’an (30 juz), conduct talaqqi through face-to-face musyafahah, follow the sequential stages of ifrād jam‘ (including mufradat, jama‘ shughra, and jama‘ kubra), and refer to the Syāthibiyyah poem as a foundational text. However, Indonesia tends to focus on qira’at sab‘ah within the pesantren system, with simpler entry requirements and reliance on the practical manual Faidhul Barokat. In contrast, Syria emphasizes qira’at ‘asyrah with stricter selection standards, implementation in mosques and universities, recitations accompanied by evidence from Syāthibiyyah and ad-Durrah, and extensive support from various commentaries and jam‘ al-qirā’āt muṣḥafs. These findings reinforce the role of Indonesian pesantren in the global qira’at tradition and provide a basis for evaluating and developing a more integrative talaqqi qira’at curriculum that balances theoretical understanding and practical mastery.

This study aims to analyze in depth the moral values ​​contained in Surah Luqman verses 14–15 based on M. Quraish Shihab's Tafsir Al-Mishbah and their relevance in shaping the character of adolescents in the modern era. The research method used is library research with the tafsir munasabah approach, namely examining the relationship between the meanings of verses contextually and thematically. The main data source comes from Tafsir Al-Mishbah, supported by relevant tafsir literature and character education studies. The results of the study show that in Tafsir Al-Mishbah, Surah Luqman verses 14–15 contain six main moral values, namely birrul wâlidayn (devotion to parents), an attitude of gratitude to Allah and both parents, proportional obedience and not violating the principle of monotheism, gentleness and ethics in responding to differences, orientation to the afterlife, and exemplary behavior. These values ​​have strong relevance to efforts to shape the character of adolescents, especially in facing moral challenges in the digital era. The implementation of this teaching is considered strategic as a fundamental solution to overcome various youth problems, such as cyberbullying, ethical crises, and moral decadence, by instilling religious attitudes, empathy, and social responsibility.

This study examines the fundamental concepts of learning by emphasizing that learning is an active process that not only involves receiving information but also includes changes in students’ knowledge, attitudes, and skills. This research was conducted using a literature review method by exploring various relevant scholarly sources to understand the theories, principles, components, and factors that influence the success of learning. The findings indicate that learning theories such as behaviorism, cognitivism, constructivism, and humanistic theory provide an essential foundation for teachers in designing meaningful learning experiences. In addition, there has been a paradigm shift from teacher-centered learning to student-centered learning, which requires teachers to act as facilitators and designers of a conducive learning environment. The study further reveals that effective learning is determined by the alignment of objectives, materials, methods, media, learning activities, and evaluation. Internal factors such as students’ motivation and readiness to learn, as well as external factors such as teacher competence and the availability of learning facilities, also significantly influence learning outcomes. Overall, this study emphasizes that effective learning requires comprehensive planning, adaptive approaches, and classroom management that supports active student engagement.