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This research aims to analyze in depth the level of understanding among Islamic Religious Education (PAI) students at the Islamic Institute of Nahdlatul Ulama (IAINU) Tuban regarding the concept of Ihsan and its implementation in community life. The urgency of this study is based on the strategic role of PAI students as future educators who are required to integrate spiritual dimensions and social ethics into their personalities. This research employs a quantitative approach with a descriptive survey method. Data were collected through a Likert scale questionnaire instrument that had been tested for validity and reliability, distributed to a sample of students selected through proportional random sampling. Data analysis was carried out systematically using descriptive statistics to calculate the mean value and categorization percentage across cognitive, affective, and applicative dimensions. The results indicated that the overall level of understanding of Ihsan among PAI students at IAINU Tuban falls into the low category, with a total mean score of 1.909. In detail, the affective dimension recorded the lowest score, indicating a weakness in the internalisation of spiritual consciousness, while the applicative dimension showed a slightly higher score but remained within the low category. It is concluded that there is a significant gap between the idealism of the Ihsan concept and the actual understanding of students in the field. These findings provide important implications for the need to reconstruct character-building strategies and the PAI curriculum, emphasizing the aspect of inner spiritual internalisation over mere formalistic cognitive knowledge transfer to produce graduates with authentic social piety.

Islamic educational institutions face various challenges in human resource management, such as internal conflicts, low work motivation, and suboptimal performance of educators. These issues impact the effectiveness of institutions in achieving educational goals. This article aims to analyze how the synergy between conflict management and work motivation can improve human resource performance in Islamic educational institutions based on Islamic values. The issues examined include how conflict management and motivation contribute to performance improvement, as well as how Islamic values can be used as a basis for their management. The method used is a literature study by reviewing various relevant literature from journals, books, and previous research results. The results of the study show that conflicts that are managed constructively and motivation that is built on the basis of Islamic spiritual values can create a productive and sustainable work culture. The synergistic integration of the two can encourage an improvement in work ethic, teamwork, and the quality of educational services. This article provides a theoretical contribution to the development of HR management strategies in Islamic educational institutions based on Sharia values.

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.

This research aims to analyze the application of material criminal law against perpetrators of sexual abuse crimes against children and examine the judge's considerations in sentencing in cases of sexual abuse against children committed by teachers. The study focuses on Court Decision Number 1649/Pid.Sus/2020/PN.Mks, where a Quran teacher was convicted of committing sexual abuse against several of his students. This normative legal research employs statutory and case approaches, analyzing primary legal materials including the Criminal Code (KUHP), Law Number 35 of 2014 concerning Child Protection, and the aforementioned court decision. The findings indicate that the application of material criminal law in this case has been in accordance with Article 82 paragraph (1), jo Article 76E of the Child Protection Law, where all elements of the crime were proven fulfilled. However, the judge's consideration in sentencing raises critical concerns regarding the application of aggravating factors. Under Article 82 paragraph (4) of the Child Protection Law, when sexual abuse is committed by educators, the punishment should be increased by one-third. The court sentenced the defendant to 6 years and 6 months imprisonment and a fine of Rp. 60,000,000, whereas according to the applicable law with aggravating factors, the sentence should have been 8 years and 8 months imprisonment. The study also identifies obstacles in handling such cases, including children's difficulty in revealing traumatic events, victims' fear and shame, limited witnesses, threats from perpetrators, and inadequate resources. The research recommends consistent application of sentence enhancement for perpetrators who are educators, improved inter-agency cooperation in handling child victims, enhanced school security measures, and comprehensive legal protection for child victims throughout the judicial process.  

Abstract: Character education has become a critical challenge in secondary education, particularly in learning contexts that emphasize cognitive achievement over affective and behavioral development. Although Project-Based Learning (PjBL) is widely recognized for its potential to foster collaboration and responsibility, character outcomes are often treated implicitly and rarely evaluated systematically. This study aims to develop and evaluate a character-oriented Project-Based Learning framework using a Design-Based Research (DBR) methodology in Islamic secondary education. The research was conducted through iterative design cycles involving problem analysis, instructional design, implementation, evaluation, and refinement. Explicit character indicators were embedded into each phase of the PjBL process and assessed using quantitative and qualitative instruments. Statistical analysis of pretest and posttest data revealed significant improvements in students’ character-related outcomes following the implementation of the proposed framework. Qualitative findings further indicated enhanced student engagement, collaboration, and social responsibility during project activities. The results demonstrate that integrating explicit character indicators into PjBL through a DBR approach enhances the effectiveness of character education beyond conventional instructional practices. This study contributes to the literature by providing a structured and empirically validated framework that bridges Project-Based Learning, Design-Based Research, and character education. The proposed framework offers practical implications for educators seeking to integrate affective learning objectives into active learning environments.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

The development of the modern world, characterized by advances in digital technology, globalization, and complex social dynamics, has created new challenges in child-rearing practices, particularly for Muslim families. Children require not only the fulfillment of physical needs and formal education, but also balanced emotional, social, and spiritual support. This study aims to examine the concept of child-rearing based on love and compassion from the perspective of Islamic psychology, identify the core principles of Islamic parenting, and explain its implications for children’s psychological development. This research employed a qualitative approach using a literature review method with a systematic literature review design. Data sources were obtained from academic books as well as nationally accredited journals and reputable international journals published between 2020 and 2024. The data were analyzed using content analysis and thematic analysis to identify patterns, key concepts, and relationships among variables. The findings indicate that parenting grounded in love and compassion (rahmah), combined with role modeling, justice, and wisdom in discipline, contributes positively to children’s emotional, social, moral, and spiritual development. Warm and responsive Islamic parenting supports the development of effective emotional regulation, prosocial behavior, and the internalization of faith-based and moral values in children. The results also demonstrate a strong alignment between Islamic parenting concepts and the compassionate parenting approach in modern psychology, with Islamic psychology offering a distinctive strength in its spiritual dimension. This study contributes to the reinforcement of the theoretical framework of Islamic psychology and provides practical recommendations for parents and educators in implementing balanced parenting that integrates compassion, discipline, and Islamic values in the modern era.

Islamic Education Management is a process of utilizing every facility owned by Islamic educational institutions, so that the quality of Islamic educational institutions needs to be continuously improved in accordance with the development of the times. This study aims to describe and analyze factors related to leadership management and improving the quality of Islamic education. The research method used is a literature study, namely conducting a review process on books, existing theories to be connected with the topic of leadership and quality of education, especially Islamic Education. The results of this study indicate that leadership and improving the quality of Islamic education as mandated by the national education goals require management that requires full support from various parties ranging from the government, school students, parents and the community. An improvement in the quality of education requires strengthening in several components, namely effective leadership, customer satisfaction, organizational culture, performance of educators and education personnel, curriculum and quality of graduates.

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.

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.

This research aims to determine the extent to which interactive quizzes can help improve students' understanding of Economics lessons in the Merdeka Curriculum, which focuses on a Deep Learning approach implemented at SMA Negeri 4 Surakarta. The results show that quite a few students have difficulty grasping economic concepts. The lack of participation and learning motivation, combined with the dominance of the lecture method, makes the learning process tend to be one-way. Conversely, the application of digital technology by educators is still very limited. This research uses a descriptive qualitative approach, collecting data thru observation, interviews, and documentation. A total of five students from the eleventh grade were selected based on purposive sampling techniques who had already taken economics lessons. The results show that the quiz format contributes to increasing students' interest, attention, and participation due to the presence of visual elements, screen animation, and a game-like atmosphere. However, obstacles such as slow internet connectivity or a slightly longer completion time than estimated did arise, although they did not hinder overall learning activities. Essentially, implementing this type of quiz aligns with the direction of the Merdeka Curriculum, which emphasizes in-depth conceptual understanding while also encouraging self-study habits, training the ability to reflect on the material, and creating a classroom atmosphere that tends to be more dynamic.

This study aims to explore in depth the impact of Islamic parenting on the development of disciplinary character in early childhood. Conceptually, parenting in Islam is understood as a child-rearing method based on Islamic principles, emphasizing values of role modeling, love, responsibility, and moral development from an early age. Through this approach, parents serve as the first and foremost educators in instilling the values of discipline reflected in children’s daily behavior, both within the family and in social interactions. This research analyzes various ways Islamic parenting is applied in daily activities, including the habit of performing prayers on time, managing schedules for study and play, and implementing educational consequences in accordance with Islamic principles. The findings reveal that the consistent application of Islamic parenting patterns, combined with effective communication between parents and children, has a positive effect on the development of children’s disciplinary character. Children raised under Islamic parenting tend to have an awareness of obeying rules, valuing time, and taking responsibility for their duties and obligations. Conversely, the study also identifies challenges stemming from parents’ limited understanding of Islamic parenting concepts, as well as external environmental influences such as digital media and peer interactions that are not always aligned with Islamic values. Therefore, efforts are needed to improve literacy regarding Islamic parenting through educational activities involving early childhood education institutions, religious study groups, and parent communities. In general, the findings of this study highlight the importance of collaboration among families, schools, and communities in consistently applying Islamic parenting principles to foster children’s disciplinary character from an early age in accordance with Islamic teachings.

This study analyses the synergy between teachers and parents through a home visit programme at Jenu Islamic Junior High School in supporting student learning assistance. A descriptive qualitative method was applied with data collection techniques through in-depth interviews, participatory observation, and documentation studies conducted over three months. The results show that the home visit programme, conducted regularly every three months, has succeeded in building effective collaboration between educators and parents in supporting student learning. Home visits not only strengthen the emotional bond between the school and families, but also enable teachers to understand the learning conditions of students directly in their home environment. This programme has had a significant impact on improving student motivation, attendance, and discipline. Despite facing obstacles such as scheduling difficulties and ethical challenges for female teachers in visiting the homes of male parents, the personalised approach applied in this programme proved to be capable of creating a more inclusive and sustainable educational environment. The home visit programme has become an effective mentoring model for improving the holistic academic and character development of students based on Islamic values.

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 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.

This journal analyzes sexual violence by educators against students by analyzing Supreme Court Decision No. 5642 K/Pid.Sus/2022 using normative legal research methods. The primary focus of this research is the abuse of power relations by perpetrators holding positions of authority, as well as the legal protections afforded to child victims. Furthermore, this paper compares the provisions on sexual violence in the Child Protection Law and the Sexual Violence Criminal Law (UU TPKS). The findings indicate that courts impose harsher sentences on perpetrators who abuse their trust as educators and place victims at the center of the legal process, ensuring guarantees of recovery, psychological rehabilitation, restitution, and the right to education. The judges' approach in the ruling also reflects the spirit and principles of victim protection as outlined in the TPKS Law, including recognition of power dynamics, psychological pressure, and the importance of a victim-centered perspective. The TPKS Law expands the scope of sexual violence beyond physical aspects to include psychological and structural dimensions, which were previously not clearly regulated in other laws.  Therefore, this paper emphasizes the importance of harmonizing the two laws to create a more just, progressive, and victim-centered legal system, especially for children in educational settings. This research is expected to contribute to strengthening a more comprehensive and child-oriented legal approach.

This study examines the effectiveness of problem-solving skills in enhancing decision-making processes among teachers at State Junior High Schools in Jambi Province. The research was motivated by the increasing demands placed on educators to make timely, accurate, and contextually appropriate decisions in academic, administrative, and student-related matters. A quantitative approach was employed using a survey method, involving teachers from several public junior high schools across the province. Data were collected through validated questionnaires measuring levels of problem-solving competence and decision-making quality. The results indicate a significant positive relationship between problem-solving skills and decision-making effectiveness. Teachers with higher levels of analytical thinking, alternative evaluation, and solution implementation were found to make decisions more systematically, responsively, and with greater accuracy. Moreover, the findings reveal that problem-solving skills contribute not only to improving daily pedagogical decisions but also to enhancing school governance and conflict resolution. This research highlights the importance of continuous professional development programs aimed at strengthening teachers’ cognitive and strategic abilities. The study concludes that integrating structured problem-solving training into teacher development initiatives can substantially improve decision-making quality in junior high schools, ultimately supporting better educational outcomes in Jambi Province.

Understanding God in Christian education plays a crucial role in the moral formation of children, as the theological concept of God forms the foundation for values, character, and ethical actions, developed from an early age. In Christian education, the process of moral formation does not simply rely on rules or customs, but rather rests on the child's personal relationship with God as a loving, guiding Being, and the source of truth. This study uses qualitative methods with a library research approach to explore how the concept of God according to Christian theology can serve as a foundation for the comprehensive moral formation of children. The aim of this study is to analyze how God's attributes such as love, holiness, justice, and faithfulness can be applied in the educational process so that the moral values formed are not formalistic but grow from a deep spiritual awareness. The research findings show that a proper understanding of God helps children recognize moral standards rooted in God's character, develop ethical attitudes, and strengthen the internal drive to live according to His will. This research is also expected to contribute to Christian educators in developing theological, contextual, and effective learning strategies to continuously cultivate children's morality in accordance with the principles of the Christian faith.

Adolescent girls' adherence to taking iron tablets is still lacking, iron intake is very important to prevent anemia. Based on the 2018 Riskesdas, the coverage rate of iron tablets is 76.2%, but the awareness of adolescent girls of the importance of preventing anemia by consuming iron tablets is still low. One way to increase compliance with taking blood supplement tablets is by utilizing peer group education. This study aims to determine the effect of peer group education in an effort to increase adherence to taking blood tablets for adolescent girls. This is a quantitative pre-experimental study using One-Group Pretest-Posttest Design. The population was all students of class XI SMAN 1 Godean. Simple random sampling technique with a sample size of 58 female students. Education time was 40 minutes with peer educators in each group. Data analysis using the Wilcoxon test with the results of compliance with iron tablet consumption before education in adolescent girls at SMA Negeri 1 Godean in the category of non-compliant as many as 51 people (87.9%) and compliant as many as 7 people (12.1%), compliance with iron tablet consumption after education has increased in the category of compliant as many as 16 people (27.6%) and non-compliant as many as 42 people (72.4%). In the Wilcoxon Test, the results obtained p = 0.013, therefore it was concluded that there was an effect of peer group education on increasing compliance with blood supplementation tablet consumption in adolescent girls of SMA Negeri 1 Godean.

In the learning process, educators often face challenges in helping students achieve optimal learning outcomes. One of the contributing factors is the dominance of teacher-centered learning models, which frequently leads to low student engagement and reduced motivation. This condition affects students’ curiosity, particularly in Science learning, which requires active participation and exploration. Therefore, innovative teaching materials are needed to encourage student involvement while simultaneously stimulating their curiosity. One alternative that can be utilized is the Student Worksheet (Lembar Kerja Peserta Didik/LKPD), which can be designed systematically and contextually to support active learning. This study aims to determine the effectiveness of using LKPD in enhancing students’ curiosity in Grade VII Science learning at SMPN 1 Sanrobone. The research employed a Classroom Action Research (CAR) approach carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings indicate a significant increase in students’ curiosity after the implementation of LKPD, as shown by improvements in questioning behavior, interest in the material, and the ability to observe and explore scientific phenomena. Based on these results, it can be concluded that the use of LKPD is effective in fostering students’ curiosity and contributes to a more interactive and meaningful Science learning experience.