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

This research aims to increase understanding and relationships related to the revitalization of noble moral values ​​in the Al-Islam Kemuhammadiyahan perspective. This research was prepared using a qualitative approach using the literature review method. Research data was collected using reference sources from several research articles and books using document triangulation. It is hoped that this research can contribute to organizations involved in helping to realize the Islamic character of the nation's next generation through education. The results of this research provide an overview and understanding of the urgency of religious integrity in building Islamic character based on noble moral values ​​in building the next generation of civilized nation. Apart from that, the implications of this research can be a guide to the formation of Islamic character and ethics, strengthening noble moral values, and can be a guide in the field of education, especially universities with Islamic nuances in designing programs that support the progressive process of revitalizing noble moral values. and maximum.

This study aims to analyze the efficiency of the curriculum of Islamic universities in Indonesia in ensuring the readiness of students to enter the workforce, by reviewing the role of Islamic religious education in improving intellectual competence. Through a literature study approach, this study identifies the challenges and opportunities faced by Islamic universities in integrating religious values ​​with the intellectual and professional needs of students. The main focus of this study is the effectiveness of the curriculum in balancing theoretical aspects of religion and practical skills needed in the workplace. This study found that the curriculum of Islamic universities in Indonesia has attempted to adopt an integrative approach that combines religious education with the development of soft skills and hard skills that are relevant to professional careers. However, there are still some weaknesses in the implementation, such as the lack of curriculum adjustment to the dynamics of the labor market, as well as the imbalance between religious education and practical skills. The results of this study indicate that Islamic religious education has an important role in shaping the character and professional ethics of students, which are the main capital in entering the workforce. Therefore, increasing the efficiency of the curriculum through collaboration between academics, industry practitioners, and policy makers is needed to ensure that students' intellectuality is in accordance with the demands of the workplace. This study contributes to the academic discussion on the reform of Islamic higher education curriculum and emphasizes the importance of Islamic religious education in producing graduates who are not only intellectually competent, but also have strong ethical values ​​to face professional challenges. The implication of this study is the need for a more flexible and adaptive curriculum strategy to improve the competitiveness of Islamic higher education graduates in the global job market.

Dhuha prayer mentoring as an effort to develop students' character at SMKS Karsa Mulya, Palangka Raya City through the Participatory Action Research (PAR) approach. This study aims to explore and understand the impact of Dhuha prayer practices on students' character development, including attitudes of discipline, responsibility, and spiritual values. Students involved in this program showed an increase in discipline and responsibility towards worship and schoolwork. In addition, Dhuha prayer activities also strengthen social bonds between students, creating a more harmonious learning environment. The results of the study showed that routine Dhuha prayer mentoring was able to increase students' religious awareness and improve their behavior in academic and social contexts. Students involved in this program showed an increase in discipline and responsibility towards worship and schoolwork.

This study examines the effectiveness of three integration-interconnection models in Islamic Religious Education (PAI): the Tree of Knowledge Model, the Spider Web Model, and the Twin Towers Model. These models are designed to bridge religious knowledge and general sciences, enriching a holistic approach in Islamic education. The Tree of Knowledge Model positions religious values as the ethical foundation for all disciplines, integrating faith as the basis for understanding general knowledge. The Spider Web Model envisions education as an interconnected, interdisciplinary network, enhancing students' ability to perceive connections across various fields. The Twin Towers Model balances the roles of religious and general sciences, promoting moderation and openness among students. The study findings suggest that these models help reduce the dichotomy between religious and secular sciences and assist students in developing a comprehensive and relevant understanding of both disciplines. The study recommends adopting these models into the PAI curriculum, providing comprehensive teacher training, and developing integrated learning modules to prepare Islamic education students to face contemporary social and scientific challenges with critical thinking and a strong ethical foundation.

This research reviews the concept and role of Aswaja lessons at Islamic boarding schools, especially at Islamic boarding schools in Jambi City, in de-radicalization efforts. As is known, radicalization increasingly developed after the fall of the New Order. The Reformation era opened up various forms of expression, including religious expression. The increasing development of radicalization has given rise to widespread public unrest. Various responses emerged, including through counter-ideology. Aswaja is believed to be able to prevent the growth of radicalization. The data presented in this article comes from observations, interviews at Islamic boarding schools in Jambi City; As'ad Islamic boarding school in Jambi City, Saadatul Daren Jambi City and Al Hidayah Islamic boarding school in Jambi City as well as literature review related to the topic of writing. The argument built in this paper is that the reconstruction and actualization of the values contained in Aswaja can be firmly internalized within a santri. The strategies and policies carried out by Islamic boarding schools are important in the socialization and internalization of Aswaja. applying Aswaja subjects and materials, as well as a moderate level of religious understanding among the students Based on test results, the level of moderate understanding among students is as follows: National commitment is 86, maintaining religious tolerance in society is 88, anti-violence is 87 and views and respect for local traditions and culture is 87. Thus, there is a change in religious moderation views in the students after learning the concept of aswaja    

This research aims to determine the typology of Islamic boarding schools as Islamic educational institutions with a focus on Islamic boarding schools regarding the typology of Islamic educational institutions which have distinctive religious characteristics that are different from other Islamic boarding schools. This Islamic boarding school is not only a place to gain religious knowledge, but also a place for character formation, skill development, and integration of Islamic values ​​in everyday life. This research uses a qualitative approach with interview and observation techniques to collect data. The resulting data was then analyzed using content analysis techniques. The research results show that Islamic boarding schools or Dayah have different characteristics from modern Islamic boarding schools. Islamic boarding schools or Dayah have unique characteristics in curriculum development, teaching methods and institutional management.

Christian Religious Education (PAK) plays a crucial role in strengthening the value of tolerance among Indonesian society which is very diverse in cultural, religious, tribal and ethnic aspects. In the context of a pluralistic society, PAK aims to instill the values ​​of love, forgiveness, respect and empathy in accordance with Christian teachings. These values ​​are the basis for harmonious interaction between individuals from various backgrounds. This article discusses how PAK can be a means of increasing understanding of inter-religious tolerance through inclusive education that respects diversity. Through the PAK learning process, Christians are taught to respect differences without viewing other religions or cultures as threats. On the contrary, these differences are considered as wealth that deserves respect. PAK also plays a role in creating inclusive character, which helps students to practice love and respect for others, as taught by Jesus in the message 'love your neighbor as yourself. ' In this context, interreligious dialogue is strongly encouraged as a preventive measure against conflict and to strengthen unity amidst diversity. PAK teachers, with full responsibility, are tasked with guiding students so that they are able to live in harmony with various groups, without being influenced by differences. It is hoped that PAK's contribution will be able to create a society that is harmonious, harmonious and far from conflict, thus making Indonesia a model of a pluralistic society full of tolerance and unity.

Indonesia is a countryrich in cultural, ethnic, linguistic, and religious diversity, which requires ongoing efforts to maintain social harmony. However, this diversity also presents unique challenges, particularly concerning potential social conflicts due to differences in values and beliefs. Christian Religious Education (CRE) plays an important role in shaping the character and attitudes of students to enable them to live harmoniously in a pluralistic society. CRE not only focuses on teaching religious doctrines but also imparts universal values, such as love, tolerance, and justice, which can support the creation of a peaceful society. By internalizing these values, students are expected to understand and respect differences and contribute to communal welfare. Nevertheless, implementing CRE in a diverse society also faces various challenges that require synergistic support from various stakeholders. This study aims to deepen the understanding of CRE’s contribution to creating harmonious living in Indonesia’s diverse society and to identify optimal strategies to enhance CRE’s role in educating the younger generation to coexist peacefully.

The culture of education in Indonesia is very diverse, including formal, informal, and non-formal institutions. Madrasah Diniyah (Madin) as a non-formal educational institution plays an important role in preserving Islamic religious and cultural values, especially through the use of the Pegon Arabic script in teaching Arabic. This study evaluated the effectiveness of Pegon script writing training using the PAR (Planning, Acting, Reflecting) approach. The results showed a significant increase in writing skills and positive attitudes of participants towards the Pegon script. Success factors included effective learning methods, intensive mentoring, and relevant training materials, despite time constraints and differences in participants' initial abilities. Potential for further development includes the creation of more comprehensive training modules, the formation of a Pegon

Eid al-Adha is an important moment in the Islamic religion which is full of values ​​of sacrifice, solidarity and social concern. However, in some cases, the essence of this celebration is often forgotten and becomes mere routine. This article discusses efforts to revive the meaning of Eid al-Adha in Rejosari Kaliopak Village, Kotabumi District, North Lampung Regency, through collaboration between Karang Taruna and the Hadroh youth group. This collaboration aims to create a celebratory atmosphere full of Islamic values, strengthen ties, and increase people's understanding of the meaning of Eid al-Adha. Activities carried out include religious recitations, slaughtering and distribution of sacrificial animals, hadroh art performances, as well as social service in the form of distributing basic necessities. The result of this collaboration is the creation of a more meaningful Eid al-Adha celebration, increasing community participation, and strengthening social solidarity. Apart from that, this activity also helps develop youth potential in the fields of religion and arts and culture, as well as forming a more responsible and disciplined youth character.

Diversity in society is an unavoidable reality, especially in Indonesia which is known for its plurality of ethnicities, religions, and cultures. Christian Religious Education (PAK) has an important role in preparing the younger generation to live in harmony amidst differences. This article explores strategies that can be applied in PAK to face the challenges of diversity. The research conducted by the researcher is a qualitative descriptive study using a qualitative library approach. This approach focuses on describing the research problem. With an inclusive approach, PAK can help students understand and appreciate differences, promote interfaith dialogue, and encourage real actions that contribute to peace and social justice. The results show that PAK that is responsive to diversity is able to form individuals who not only have strong faith, but are also open and ready to contribute positively in a pluralistic society. The proposed strategies include integrating inclusive values ​​into the curriculum, developing interfaith dialogue skills, and strengthening student involvement in social activities that prioritize cooperation between religious communities. Christian Religious Education also plays an important role in improving the quality of Indonesian society, both in knowledge, attitudes, spirituality, and daily life. In this way, Indonesian people will have knowledge of God and strong faith in living a righteous life every day. 

This article discusses the importance of teaching Christian love amid the cultural and religious diversity in Indonesia. Diversity, which is a national treasure, should be nurtured through inclusive humanitarian values, where every individual is viewed as a fellow being worthy of love and respect. In this context, Jesus' teachings about love for one another and Martin Buber's concept of "I and Thou" play a significant role in fostering mutual respect.The article emphasizes that the biblical teachings on love, particularly in 1 Corinthians 13, serve as a foundation for creating positive and inclusive social interactions. By applying Christian values, society is expected to reduce prejudice and discrimination, as well as prevent conflict. The importance of instilling these values from an early age, both in families and educational institutions, is highlighted as a means to build a generation that is sensitive to differences. Through love and understanding, it is hoped that a harmonious and prosperous Indonesian society can be created, where every individual feels valued regardless of their background.

This article examines the role of "Pak" as a change agent in a multicultural society from both cultural and social perspectives. In societies characterized by ethnic, cultural, and religious diversity, individuals or groups known as Pak often play a crucial role in facilitating integration and social development. The study explores how Pak functions as a mediator, leader, and driver of social change, addressing the challenges that arise from such diversity. The article focuses on Pak’s involvement in developing inclusive policies, enhancing communication between different groups, and promoting values of tolerance and unity. By analyzing relevant case studies and literature, the article identifies various strategies employed by Pak to improve social well-being and strengthen community cohesion. The findings are intended to provide valuable insights into how change agents like Pak can influence social dynamics in multicultural societies and offer practical recommendations for supporting social integration.

This writing is motivated by the phenomenon of love that is not owned by Christians, so that there is a tendency of materialism among Christians that affects the way of thinking and behavior, this is because Christians are not able to carry out religious values perfectly. The emergence of cases of persecution, and discrimination against others shows that there is still a lack of love between people, especially Christians. Therefore, this study aims to apply theological studies on the concept of love for others in the Gospel of 1 John 4: 7-8 and its relevance for Christians, by providing forgiveness to others. By using a qualitative approach method to analyze, study and deepen it so that the right steps are obtained in practicing love for others in everyday life. The results of this study show that, (1) Jesus showed love regardless of ethnic or social differences, (2) Love is selfless, unselfish and most importantly unconditional, meaning total love. Thus, love is shown not only in words, but every real action as shown by Jesus to the Samaritan woman in John 4:7-8.

Christian Religious Education (CRE) plays a significant role as a means of character formation for students within the complex multicultural context of Indonesia. CRE not only emphasizes understanding Biblical teachings but also instills values such as love, tolerance, and moral responsibility, which are relevant to cultural and religious diversity. In a diverse society, character education through CRE aims to shape individuals who respect differences, are able to live harmoniously, and serve as "salt and light" in society. Through an inclusive and dialogical approach, CRE teaches students to appreciate diversity without losing their Christian identity. This study employs a literature review method to identify the challenges and opportunities in implementing CRE as a character-building tool in a multicultural society. The results show that a multicultural approach in CRE creates space for interfaith dialogue, helps prevent intolerance, and shapes a generation committed to values of peace and love. Thus, CRE not only plays a role in students' faith formation but also in building the tolerant character needed in a pluralistic society

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

The digital era is an era in life where progress is quite rapid and is leading to digital forms. The development of the digital era will continue to run so fast and cannot be stopped by humans. The development of communication in the digital era has also had an impact on the Catholic Church. As a fellowship of God's people who have a divine-human dimension and are on a pilgrimage on earth towards heavenly fullness, the Church's presence in the world aims to be a sacrament of God's salvation so that everyone experiences divine grace that gives them life in abundance. The development of digital technology in this century has of course had an impact on the Catholic Church. Believers need to form digital communities that have special facilities that make them different from other communities, on the other hand stating that in the field of religious expression and praxis, the virtual world has offered a medium for people to gather in the name of faith and spirituality, so that existence Today's digital technology is not seen as a problem.  Believers must understand well the positive side of changing times and must have technological competence to be able to create good quality. In this digital era, technology is like a double-edged sword. On the one hand, technology helps connect people and facilitate various aspects of life. But on the other hand, excessive dependence on technology can have an impact on individuals, one of which is alienation from the people around them. In the turbulent modern era, building a strong Catholic faith is like erecting a strong fortress to protect and grow the faith of the people. This faith becomes a forum for strengthening each other, spreading the love of Christ, and facing various challenges of the times. Facing the challenges of the times, namely social and cultural changes, where strong Catholic faith and teachings can help Catholics to face various social and cultural changes that occur in the modern era. Catholic teachings provide a strong moral and spiritual foundation for Catholics to remain firm in their faith and Christian values.

This article examines the role of Christian religious education in Indonesia as a tool for creating unity amidst the diversity of society. With a long history of forming character and positive values, this education needs to adapt to the context of advanced society. Through emphasizing the values ​​of tolerance, interfaith dialogue, and character development, Christian Religious Education aims to reduce tensions between various religious groups. This article also highlights the contribution of education in social activities and community service that supports social and economic development. In facing the challenges of globalization, education must continue to innovate by utilizing technology to instill inclusive values. In conclusion, Christian religious education not only functions to educate individuals, but also as an agent of social change, creating a society that is more united and harmonious in diversity.

This Study explores the important role of Cristian Education (PAK) values ​​in the lives of diverse communities. Within the framework of pluralism, values ​​such as love, tolerance, and justice are key to creating interfaith harmony. With a qualitative approach, this study examines how PAK values ​​are applied in social interactions, education systems, and community activities.The results of the study indicate that the application of PAK values ​​not only strengthens Christian identity, but also supports positive dialogue between religious communities. The conclusion of this article confirms that the integration of PAK values ​​can serve as a bridge to building a more inclusive and peaceful society, and reduce the risk of conflict in diversity.