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This journal discusses the role of Islamic education management in educational institutions and how to develop them. This research uses qualitative methods, with data collection through observation, interviews, and in-depth literature review. The main findings of this study involve various important components in educational management, including curriculum management, human resources, infrastructure, financing, public relations, and special services. One of the educational institutions analyzed, MAN 4 Bantul, identified four main points in the development of educational institutions. First, the use of the independent curriculum to provide freedom in the learning process; second, the application of Islamic character to shape students' morals; third, increasing individual worship and faith to always be grateful according to Islamic teachings; and fourth, developing branding through information management in the field of public relations. In addition, MAN 4 Bantul also improves the quality of human resources through learning innovation workshops for educators. The results of this study indicate that Islamic education management integrated with religious principles can create a more effective, relevant, and sustainable learning environment, as well as strengthen the competitiveness of educational institutions in the digital era.

This research aims to determine the values of ethics and critical thinking skills in students. This study discusses how implementing ethical values in Indonesian language learning can build critical thinking skills for students. This research employs a literature study that relies on various literature to obtain research data, using a qualitative approach since the data produced is in the form of words or descriptions. The implementation of ethical values in Indonesian language learning is a strategic alternative solution to address the decline of morals in society and the educational environment. Indonesian language learning will enable students to express arguments or opinions using proper and polite Indonesian

Madrasas and Islamic boarding schools are Islamic educational institutions that have a strategic role in shaping the character, morals, and competencies of students. In addition to carrying out the formal learning process, these two institutions are also centers for moral, spiritual, and social development. In their operations, madrasas and pesantren manage various administrative activities, such as student data collection, attendance recording, grade processing, teacher data management, lesson schedule preparation, and delivery of academic information to related parties. However, many institutions still use manual systems that rely on notebooks or separate applications that are not integrated. This condition poses a number of obstacles, including the high risk of recording errors, duplicate data that is difficult to track, the slow process of recapitulation of grades and attendance, and delays in the delivery of academic information. In addition, manual processes cause administrative management to be less efficient and prone to data loss. As the need for fast, accurate, and accurate information increases, technological solutions are needed that are able to integrate all administrative and academic processes in one centralized system. Web-based information systems are an effective alternative to improve work efficiency, minimize errors, and facilitate access to information for teachers, students, and guardians. With the implementation of a well-managed system, madrasas and Islamic boarding schools are expected to improve the quality of services and support a more modern, structured, and sustainable learning process.

Citizenship education from an Islamic perspective plays a significant part in shaping students' character and social mindfulness. By coordination sharia values such as equity, tolerance, and social duty into the educational programs, it is anticipated to make a era that's not as it were scholastically cleverly but too ethically upright. This think about points to analyze how sharia values can be actualized in citizenship instruction and their affect on shaping a harmonious national identify. This investigate employs a qualitative strategy with a descriptive-analytical approach. Information were collected through in-depth interviews, participatory perceptions, and record investigation of instructive approaches and relevant educating materials. The research subjects include teachers, students, and stakeholders included within the usage of an Islamic values-based educational programs. Information investigation takes after the Miles and Huberman demonstrate, which comprises of information reduction, information introduction, and conclusion drawing. The comes about show that sharia-based citizenship instruction can reinforce national personality and foster a more concordant and capable society. The integration of sharia values into the educational programs moreover upgrades students' mindfulness of their rights and duties as citizens based on Islamic morals. In this manner, a systematic effort is required to create a significant and feasible educational programs, in conjunction with back from different partners to guarantee the compelling execution of sharia values in citizenship education.

In the context of education in Indonesia, education requires many touches from various parties in the formation of its policies. Considering that the moral crisis is increasing, strict education management is needed. Education is a process of instilling and developing implicit values and norms in every subject, including Islamic religious education and also its teachers. Therefore, not only Islamic religious education teachers have the responsibility to educate students' morals and ethics, this responsibility also applies to all educators. Efforts to improve the quality of Islamic religious education have been widely implemented. The goal is none other than to convey the meaning of education that functions to build the character and morals of a dignified nation in order to educate the life of the nation to build the potential of Indonesian people who believe and fear God Almighty, have noble morals , are healthy, knowledgeable, capable, creative and independent. The existence of shortcomings and advantages in each educational institution will have an impact and require different handling. The right policies and handling will have a good impact and be in accordance with the expectations of an institution. On the other hand, if the management and policies are not considered and adjusted to the educational institution , then failure will be encountered. Each educational institution has different needs and objectives according to the needs, interests and goals to be achieved.

Christian religious education in schools has an important role in forming students' morals. This subject not only focuses on teaching religious doctrine, but also on forming character, ethical values, and attitudes that are in accordance with Christian teachings. In the context of formal education, Christian religious education functions as a means of instilling moral values such as honesty, responsibility, love and tolerance. This research aims to analyze how the implementation of Christian Religious Education in schools can influence students' moral formation, as well as the factors that support and hinder this process. The research method used is a qualitative approach with interviews, observation and document analysis as data collection techniques. The research results show that Christian religious education delivered with a contextual approach and relevant to students' lives can have a positive impact on their moral formation. Apart from that, the involvement of teachers who have good moral integrity and creative teaching methods is a determining factor for success. Thus, Christian religious education in schools has a strategic role in creating a young generation who have morals, character, and are able to live according to Christian principles amidst the challenges of the times.    

Character education is an essential aspect of Islam in shaping individuals with noble morals. Hadith, especially those compiled in Arbain an-Nawawi, contains many moral values that can be applied in daily life. This study aims to identify moral values in Arbain an-Nawawi, analyze how to implement them in education, and examine the challenges and solutions in their application. This research uses content analysis to examine the hadiths in Arbain an-Nawawi.The findings reveal that the moral values in these hadiths fall into three main categories: (1) Morals toward Allah, such as sincerity (ikhlas) and trust in God (tawakal); (2) Morals toward others, such as honesty and compassion; and (3) Morals toward oneself, such as self-reflection and anger management. These values can be taught through exemplary behavior, habituation, self-reflection, and storytelling. However, there are several challenges in implementing hadith-based character education, such as a lack of understanding among educators regarding hadith, an education system that prioritizes academics over character development, and the influence of modern culture and technology. To address these challenges, teacher training, the strengthening of character-based curricula, and the use of technology as a learning medium are necessary. This study is expected to provide insights for the educational sector in strengthening students’ character based on Islamic teachings.    

Christian religious education plays a crucial role in shaping students' character and morals. Christian religious teachers are responsible for teaching God's Word with objectivity, without discrimination based on students' social, cultural, economic, ethnic backgrounds, or academic abilities. However, in practice, discrimination can still occur in various forms, both consciously and unconsciously. This study aims to analyze the competencies of Christian religious teachers in teaching God's Word objectively and to identify possible forms of discrimination in the learning process. Using a qualitative descriptive analysis method, this research examines religious education policies and teachers' experiences in the teaching process. The findings indicate that teachers with a deep understanding of theology, a neutral attitude in interpretation, discussion-based teaching methods, and high ethics and professionalism are better able to create an inclusive learning environment. To prevent discrimination, awareness and commitment from educators are needed so that the values of love and justice in Christian teachings can be realized in the learning process.

Islamic education has a strategic role in shaping the character and morals of students in line with the principles of democracy. This article aims to examine how democratic values ​​such as equality, justice, deliberation, and tolerance can be instilled through the process of Islamic education, both formally in educational institutions and in non-formal contexts such as religious studies and socio-religious activities. With a qualitative descriptive approach and literature study, this study shows that Islamic education can be an effective instrument in instilling democratic values ​​through the integration of religious teachings, teacher role models, and strengthening the curriculum that encourages dialogue, freedom of thought, and respect for differences. Instilling democratic values ​​in Islamic education is not only relevant to the development of national character, but also becomes an important foundation in forming a civilized civil society.

Islamic religious education not only functions to shape the faith and morals of students, but also has a strategic role in encouraging independence and economic empowerment of the community. This study aims to analyze the role of Islamic religious education in Padangsidimpuan District. Hutaimbaru , Contribution of economic empowerment to the Hutaimbaru community , as well as supporting and inhibiting factors of economic empowerment for the Hutaimbaru community . This study uses a qualitative approach with descriptive methods. The research subjects include religious leaders, educators or instructors of Islamic Religious Education, community leaders, and micro-entrepreneurs who were selected purposively based on their involvement in religious and economic activities. Data collection was conducted through in-depth interviews, field observations, and documentation as supporting data. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions, with data validity maintained through triangulation techniques. The results of the study indicate that Islamic religious education plays a role in instilling the values of hard work, honesty, responsibility, and entrepreneurial spirit which are the foundation for strengthening the people's economy. Optimization is carried out through religious studies, religious guidance, social preaching, and strengthening Islamic economic values in everyday life. Obstacles faced include limited capital, low business skills, and less than optimal sustainable mentoring. Therefore, synergy is needed between educational institutions, religious leaders, and the government to strengthen the economic empowerment of the people based on Islamic values.

There is a decline in student morality and the intention of student independence in carrying out worship. Christian Religious Education (PAK) teachers are very important in directing moral understanding and producing independence in worship. This study explores PAK teachers’ roles in facing moral challenges in the digital era. With a qualitative paradigm and a literature review approach, this study describes the roles of PAK teachers in shaping morals and spirituality as a form of interactive and contextual learning. The study results show that PAK teachers’ role is significant in shaping moral awareness and independence of worship. The role of PAK teachers is key to building a generation with a solid moral foundation and can carry out worship according to Christian teachings.

Challenges faced by Christian Religious Education (PAK) teachers in dealing with the diversity of student backgrounds that affect the acceptance of the values ​​taught This study examines the role of Christian Religious Education (PAK) teachers in providing examples through noble morals to students at SMP Negeri 1 Lahomi, West Nias Regency. The noble morals possessed by a PAK teacher play an important role in shaping students' character, especially in the context of religious education that emphasizes moral and spiritual values. This study uses a qualitative literature method. Data were collected through document analysis related to learning activities and teacher interactions with students. The results of the study indicate that PAK teachers at SMP Negeri 1 Lahomi provide strong examples through noble morals in various aspects, such as patience, honesty, discipline, and compassion. PAK teachers also use an approach based on religious values ​​to guide students in developing good character. This study concludes that strengthening PAK teachers to provide examples in developing noble morals has an impact on students in creating themselves as role models for others.

Social media is one of the communication tools that has become an integral part of everyday life, especially for teenagers and the younger generation. This study focuses on the TikTok application. TikTok can affect children's moral character. Strong moral education is very important to protect children from the negative impacts of TikTok. This research method adopts a qualitative approach with a focus on in-depth interviews with students of SMA Negeri 10 Medan. The results of the study show that the use of TikTok among students at SMA Negeri 10 Medan has positive and negative impacts. The positive impacts include increased creativity, skills, and self-confidence, while the negative impacts include gadget addiction, the spread of age-inappropriate content, and academic disruption. Teachers' efforts to overcome these negative impacts involve education, supervision, and the use of TikTok for more positive purposes. Thus, it is important for students at SMA Negeri 10 Medan to use TikTok wisely and responsibly, and to understand the moral values ​​that are important in everyday life.

The research departs from the phenomenon of the development of Islamic boarding school education models with varying names and styles. Islamic boarding schools are faced with two important problems in adapting to the demands of the times, namely the problem of developing Islamic boarding school governance without abandoning tradition and the Islamic boarding school's identity in producing a generation with good morals. The research objectives are to identify the management of Sufistic curriculum development in Islamic boarding schools including; 1) Curriculum planning, 2) Curriculum organization, 3) Curriculum implementation, 4) Curriculum evaluation and 5) Impact of Islamic boarding school management in developing the Sufistic curriculum at Al-Istiqomah Islamic Boarding School and Al-Falah Biru Islamic Boarding School, Garut Regency. The research framework departs from George R. Terry's (1973) management theory, namely four management functions, namely: 1) Planning, 2) Organizing, 3) Actuating, 4) Controlling. The curriculum theory uses the Ralph W curriculum development model. Tyler curriculum development is carried out in systematic stages, namely; Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation. Developing the Islamic boarding school curriculum has an impact on the morals of the students, as according to Sheikh Musthafa Al-Ghalayini, the implications of Sufistic moral values contribute to shaping behavior. This study uses a qualitative approach using the Ethnography method. Data collection techniques are carried out through interviews, observations and documentation analysis. The data analysis technique uses the Miles and Huberman analysis technique. While the validity test is carried out with data validity by conducting tests; credibility, transferability, dependability, and confirmability. The results of the study found that the management of the development of the Islamic boarding school curriculum in preparing a generation with Sufi morals: First, the Islamic boarding school curriculum is included in the traditionalist model of the school, namely by showing its traditional and school character. Second, the organization of the curriculum content consists of the contents of the curriculum, data, concepts, generalizations, and subject matter at the Islamic Boarding School. Third, Curriculum development is categorized as a grass roots model where there are initiatives and efforts coming from below, namely ustadz and Islamic boarding schools in developing a curriculum that is designed by themselves to produce a generation with Sufi morals. Fourth, Curriculum evaluation refers to the Objective Model Evaluation model (objective model) carried out at the end of curriculum development, this assessment activity is often called summative evaluation. Fifth, The impact of curriculum management on the level of morals is shown by the nature of istiqomah, self-control, prioritizing Islamic and basyariyah brotherhood, tolerance, honesty, sincerity, istiqomah, patience, gratitude, politeness and helping each other. Sixth, Traditionalist Hypothetical Management Model of the School.

This study explores the implementation of respect and tolerance through akhlak mahmudah (noble morals) in the multicultural environment of SD Fransiskus Bukittinggi, Indonesia. Using a qualitative descriptive approach, data were collected via classroom observations, interviews with teachers and stakeholders, and document analysis. Findings indicate that integrating akhlak mahmudah values—such as honesty, justice, and compassion—into the curriculum significantly enhances positive interactions among students from diverse cultural and religious backgrounds. Key success factors include active teacher roles as moral exemplars, participatory learning methods (e.g., group discussions and collaborative projects), and parental engagement. Challenges identified include resource limitations and varying teacher perceptions. The study underscores the effectiveness of holistic, value-based education in fostering inclusive attitudes and reducing social conflicts. Recommendations emphasize teacher training, innovative pedagogical strategies, and community collaboration to strengthen character education in multicultural settings.

The results of this study indicate that 1) The management of the religious activity program implements four management functions in fostering students' spiritual intelligence. It is proven by the implementation of management functions, starting from planning which includes determining the goals, activities, methods and coordination of teachers, implementation in the form of mentoring teachers in each activity, direct supervision and observation by the head of madrasah and teachers, finally evaluation of the programs that have been run. 2) The head of the madrasa in carrying out the program of religious activities implements methods of habituation, example, coaching and nurturing as well as methods of punishment and reward. From these management and efforts, this religious activity program has a positive impact on students, especially regarding morals. This extraordinary change in student behavior is due to the habituation of religious activities in the madrasa so that students' spiritual intelligence is formed.

The realization of learning that actively involves students is the hope of all parties, both the community and education practitioners. Increasing student activity is highly dependent on the teacher's ability to plan effective teaching and learning activities to achieve learning objectives. In the learning process at school, teachers need to encourage students to make optimal observations in order to obtain maximum learning outcomes. Therefore, teachers should provide students with the widest possible opportunity to observe in depth. The application of learning strategies with an activity-based approach in Islamic Religious Education subjects for grade V students of SDN 027 Labuhan Tangga Baru is expected to be able to increase motivation, achievement, creativity, and problem-solving abilities in learning.

This study focuses on the importance of the role of monthly religious studies in shaping students’ religious attitudes at SMAS Budi Agung Medan, considering that religious studies are one of the effective means to teach religious values, strengthen faith, and shape students’ character and morals in everyday life. The method used is a qualitative method with a descriptive approach. Data collection was carried out through documentation, observation and interviews. The subjects of the study were the principal, vice principal for student affairs, Islamic Religious Education teachers, and students. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. The results of the study showed that (1) Monthly religious studies activities at SMAS Budi Agung Medan are carried out once a month on the first week starting at 08.00 to 11.00 WIB at the Al-Huda Marelan Mosque. The three activities carried out in this monthly religious study are the opening, core and closing. (2) The materials discussed include faith, jurisprudence, morals, as well as the Qur’an and Hadith of the Prophet. (3) The role of monthly religious studies in forming the religious attitudes of SMAS Budi Agung Medan students includes spiritual, moral, social and educational roles. (4) The monthly religious study program held at SMAS Budi Agung Medan is considered to have a positive impact on SMAS Budi Agung Medan students, because the religious studies are able to gradually improve the students’ religious attitudes.

This study aims to analyze the integration of Islamic education values in the school curriculum as an effort to form Islamic character in students. By using descriptive qualitative method, this research examines how spiritual, moral, and social aspects in Islam can be applied in various subjects. The results show that the integration of Islamic values in the curriculum has a positive impact on the formation of students' morals, discipline, and responsibility in everyday life.

Leadership in Islamic education is an important aspect aimed at forming a generation that is not only intellectually intelligent but also strong in faith and morals. The basic concept of leadership in this context includes several key aspects, namely leadership based on Islamic values, noble character, and educational goals. Leaders in Islamic education are expected to serve as role models for students, implement the principle of shura (consultation) in decision-making, and emphasize the importance of beneficial knowledge. The purpose of this research is to understand the principles of leadership in Islamic education derived from the Qur'an and Hadith. Data was collected through literature studies and document analysis. The results of the research indicate that leadership in Islamic education must be based on Islamic principles such as honesty, justice, and wisdom. Islamic education leaders are responsible for guiding students towards optimal self-development, both academically, morally, and spiritually. The conclusion of this research shows that the concept of leadership in Islamic education must combine modern leadership principles with spiritual and ethical values of Islam to create a good leadership model. This research provides insights into the basic concepts of leadership in Islamic education.