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This study aims to develop a Christian Religious Education learning model based on Tongkonan values to strengthen the spiritual identity of Toraja youth amid identity crisis caused by globalization. Using qualitative method with literature study, this research analyzes the integration of Tongkonan philosophical values such as karapasan, kasiuluran, and kasianggaran with theological principles of Christian Religious Education through contextual learning approach and narrative theology. The results show that Tongkonan values have strong resonance with Christian teachings and can be integrated into a learning model comprising five components: theological-cultural foundation, contextual curriculum design, experience-based learning strategies, the role of three educational centers, and authentic evaluation. Implementation of this model has significant implications for strengthening spiritual identity through formation of solid self-identity, authentic moral value internalization, and development of spiritual resilience. This Tongkonan values-based Christian Religious Education learning model bridges the dichotomy between modernity and tradition, making Christian Religious Education more relevant and meaningful for Toraja students by equipping them with a holistic identity as Toraja people who are also followers of Christ.  

This study aims to examine the concept of intellectual intelligence from the perspective of the Qur’an and its implications for the development of contemporary Islamic education. The background of this research is rooted in the tendency of modern education to emphasize rational–cognitive aspects while neglecting spiritual and moral dimensions. This study employs a qualitative approach with a library research design, utilizing thematic analysis of Qur’anic verses, classical and contemporary tafsir works, and relevant scholarly literature. The findings reveal that intellectual intelligence in the Qur’an is understood holistically through the concepts of ‘aql, tafakkur, tadabbur, and tafaqquh, and is represented in the characteristics of ulul albab, qaum ya‘qilun, and ulul abshar. Qur’anic intellectual intelligence is not value-neutral but is integrated with God-consciousness and moral responsibility. The implications of this study emphasize the need for Islamic education to develop intellectual capacity in a critical, reflective, and value-oriented manner through dialogical learning, integrative curricula, and the role of educators as intellectual and moral facilitators. These findings reinforce the urgency of renewing the paradigm of Islamic education that balances intellect, faith, and morality.

Inclusive education requires learning approaches that are not solely oriented toward academic achievement but are also capable of supporting the psychomotor and emotional development of students with special needs, including those with mild intellectual disabilities. Students with mild intellectual disabilities commonly experience limitations in motor coordination, emotional regulation, and attention focus, which necessitate adaptive, holistic, and experiential learning strategies. This study aims to describe the implementation of contemporary dance as an art therapy approach in supporting the psychomotor and emotional development of students with mild intellectual disabilities in an inclusive school setting. The study employed a quantitative approach using a Single Subject Research (SSR) method with an A–B–A design. The research subject was one ninth-grade student with mild intellectual disability at SMPN 1 Karangtengah. Data were collected through systematic observation during the baseline-1 (A-1), intervention (B), and baseline-2 (A-2) phases, using indicators of psychomotor and emotional development. The results showed improvements in motor coordination, movement fluency and balance, imitation ability, attention focus, and emotional expression during the intervention phase. In the baseline-2 phase, most of the acquired abilities were maintained despite the termination of the intervention, indicating stability in behavioral changes. These findings suggest that contemporary dance as an art therapy approach has the potential to serve as a relevant and effective pedagogical-therapeutic strategy in supporting the psychomotor and emotional development of students with mild intellectual disabilities. The implications of this study indicate that contemporary dance can be integrated into arts learning or Individualized Education Programs as a humanistic learning alternative oriented toward students’ developmental needs within inclusive education contexts.

The development of the digital era has brought significant changes to the world of education, including Islamic education, thus requiring educational institutions to adapt their policies and governance in a more modern way without neglecting Islamic values. SMA Al Hijrah Global School, as a globally oriented Islamic school, faces challenges in integrating the use of technology with the principles of Islamic education, both in learning, administration, and character development of students. This study aims to analyze how Islamic education policies are managed in the digital era and to identify the main challenges that arise in digital governance at the school.This research uses a descriptive qualitative approach with a case study design, involving the principal, teachers, administrative staff, and students as informants selected through purposive sampling. Data were collected through interviews, observations, and documentation, and then analyzed using the Miles and Huberman model. The findings show that the school has utilized technology in learning and management; however, it still faces constraints in the form of limited digital competence among teachers, suboptimal infrastructure, and challenges in supervising students’ digital ethics. The implications of this study indicate the need to strengthen Islamic education policies that are more adaptive to digital developments through improving digital literacy, providing adequate infrastructure, and reinforcing digital ethics based on Islamic values so that educational governance can run effectively and in line with the demands of the digital era.