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The rapid advancement of generative artificial intelligence, particularly ChatGPT, has significantly influenced educational practices, including the teaching and learning of Islamic education. ChatGPT offers considerable opportunities by providing diverse instructional materials, expediting the preparation of teaching documents, and supporting personalized learning based on students’ abilities and learning preferences. Additionally, it functions as a supplementary learning resource capable of facilitating religious discussions, explaining abstract concepts, and fostering critical thinking skills through fast and adaptive feedback. Nevertheless, the use of ChatGPT in Islamic education also presents noteworthy challenges. The risks of misinformation and hallucination may affect students’ understanding, especially in religious matters that require high accuracy and reliable references. Other challenges include academic integrity concerns, excessive reliance on technology, content bias, and the model’s limited ability to interpret Islamic socio-religious contexts in Indonesia. Furthermore, disparities in digital literacy among teachers and students hinder optimal implementation. This article aims to provide a comprehensive analysis of these impacts and challenges by examining recent literature and empirical studies. The findings indicate that ChatGPT can offer substantial benefits for Islamic education learning when integrated critically and responsibly, supported by enhanced teacher competencies, clear institutional AI policies, and strong emphasis on ethics and source verification. Thus, ChatGPT holds the potential to serve as a strategic innovation for improving the quality of Islamic Religious Education in the digital era.

Latar Belakang: Lahan basah merupakan ekosistem yang kaya akan keanekaragaman hayati, namun juga menjadi habitat yang ideal bagi berbagai vektor penyakit, terutama nyamuk. Penyakit Demam Berdarah Dengue (DBD) adalah salah satu penyakit yang ditularkan oleh nyamuk Aedes aegypti. Masyarakat Kelurahan Pebatuan sepakat bahwa jumlah nyamuk di daerah kelolaan sangat mengganggu dan kondisi got yang sangat kotor perlu ditangani. Tujuan: Untuk meningkatkan pengetahuan masyarakat tentang pentingnya menghindari gigitan nyamuk dan penyakit DBD Metode: Penyuluhan dan demonstrasi pembuatan spray anti nyamuk berbahan alami yakni kulit jeruk nipis, serai, cengkeh, dan campuran minyak zaitun. Hasil: Meningkatnya pengetahuan warga mengenai DBD perihal pemanfaatan spray anti nyamuk berbahan alami dengan adanya peningkatan sebesar 31,4 poin. Dan warga aktif melakukan pencegahan DBD dengan membersihkan lingkungan sekitar, penyuluhan yang dilakukan memperoleh respon positif dari masyarakat Kesimpulan: Pada kegiatan pengabdian ini efektif dalam meningkatkan pengetahuan dan kesadaran masyarakat tentang pencegahan DBD melalui pemanfaatan spray anti nyamuk berbahan alami serta menjaga kebersihan lingkungan sebagai upaya berkelanjutan dalam mengurangi risiko penyebaran penyakit

This study aims to comprehensively identify and map various models, strategies, and approaches to Christian Religious Education (CRE) learning that integrate digital technology with Christian values and their relevance to the formation of moral character in Generation Z, and to analyze Christian principles that need to be maintained along with innovative learning strategies to overcome the moral challenges of Generation Z in the digital era. This research uses a literature review method by analyzing 25 scientific journal articles published in 2023-2025 through thematic analysis techniques. The results show that there are five models of digital technology integration in CRE learning: platform-based digital learning, contextual-digital learning, collaborative-participatory learning, artificial intelligence-based learning, and hybrid learning. Implementation strategies include the use of interactive multimedia content, social media ministry, online learning communities, digital project-based learning, and immersive technology. Christian principles that need to be maintained include the supremacy of God's Word, learning centered on relationship with God, the importance of faith community, digital integrity, and balance between digital and direct spiritual experiences. This research provides theoretical contributions in the form of comprehensive mapping of technology integration in CRE and practical contributions in the form of recommended learning strategies that can be implemented to shape the moral character of Generation Z in the digital era.  

Mistakes in obtaining, using, storing, and disposing of medication (DAGUSIBU) remain a major issue in Indonesia, including in Kedungpring Village, Kemranjen District, Banyumas Regency. This study aims to improve the knowledge of PKK mothers in Kedungpring Village regarding DAGUSIBU practices through interactive counseling. The method used is a community-based empowerment approach, involving active participation of PKK members in the planning, implementation, and evaluation of activities. The results showed a significant improvement in the participants' knowledge and behavior regarding proper medication management, including proper storage and disposal of expired medication. This activity also encouraged the formation of medication health cadre groups at the RT level to continue educating the community. This DAGUSIBU counseling was proven effective in improving medication literacy at the household level and reducing the risk of medication errors.

This study aims to analyze the dynamics of interfaith relations in Indonesia by integrating Social Identity Theory (SIT), Social Identity Complexity (SIC), and Pope Francis’ vision of synodality. The focus is directed toward understanding how social identity categories, overlapping identity structures, and the synodal vision of communion, participation, and mission enrich the paradigm of religious moderation in a plural society. This research employs a qualitative library research design using descriptive-analytical and content analysis techniques on identity theories, empirical findings on interfaith tolerance, and relevant Catholic Church documents. The analysis includes an exploration of the core concepts of SIT and SIC, a review of interfaith tolerance practices in Indonesian communities, and an examination of the pastoral significance of synodality as a dialogical approach. The findings indicate that religious moderation can flourish when religious communities have natural spaces of encounter, develop flexible identity intersections, and engage actively in mutual listening as emphasized in the Synod 2021–2024. In this context, synodality provides a theological and pastoral framework for cultivating inclusive, creative, and transformative interfaith relations, allowing each religious tradition to express its uniqueness while fostering fraternal harmony.

This   study  aims  to  identify  the  strategies  implemented  by  Islamic  Religious Education (PAI) teachers to enhance students’ religious practice at SMA Negeri 3 Padang Panjang. The research employed a descriptive qualitative method, collecting data through interviews and documentation. The findings reveal that PAI  teachers’  strategies  include  giving  reprimands,  advice,  and  warnings; guiding students through religious activities such as Quran memorization (tahfiz), Islamic student organizations (rohis), congregational prayers, and other worship practices; and collaborating with parents and fellow teachers. Supporting factors include the encouragement provided by the school and parents, while inhibiting factors involve students’ lack of awareness and their family background.  

This study explores the use of art and cultural practices as a means to instill Islamic values in the learning process of Islamic Religious Education. The background of this research arises from the challenges faced by Islamic education in the era of globalization, particularly the declining interest of students in Islamic-oriented activities and the strong influence of popular culture. Using a descriptive qualitative approach by reviewing relevant literature, the study finds that various forms of Islamic art such as nasheed, hadrah, calligraphy, and Islamic-themed drama can help students understand and appreciate religious values in a more engaging and meaningful way. These artistic activities serve as a bridge between Islamic teachings and everyday life, allowing values such as good character, piety, and love for the Qur’an to be internalized more effectively. However, the implementation still encounters several obstacles, including limited teacher competence and insufficient curriculum support. The study concludes that strengthening collaboration with the community, utilizing digital technology, and developing extracurricular programs are important steps to reinforce the application of Islamic values through art and cultural approaches within educational settings.

This research discusses the education system in France with a focus on the development and challenges of Islamic religious education in the developed country. The study was conducted through a review of the history, geography, and applicable educational policies, so as to be able to describe how the education system in France integrates cultural aspects and historical values in learning practices. One of the main concerns of this study is efforts to improve teachers' competence in teaching Islamic religious subjects, even though religion is not explicitly taught in the national curriculum. The results of the study show that Muslims in France obtain religious education through private institutions and Islamic organizations that act as an alternative to formal education. The challenges faced include the limitations of teacher training and the negative perception of Islam by the public. These findings confirm that Islamic religious education in France flourished in a limited space, yet still contributed to the needs of Muslim communities. This research is expected to be a reference for other countries that face similar challenges in developing religious education, especially in the context of cultural integration, education policies, and strengthening the capacity of educators.

Marriage is the only way to legalize the relationship between men and women in order to realize the happiness of family life. Marriage is also a complement to the religion of Muslims. However, because marriage basically unites two different individuals, it certainly does not rule out the possibility of differences of opinion and other problems. Divorce is the last resort for a marital relationship that can no longer be maintained, divorce can occur for several reasons, including because the couple has changed religions, as contained in the Compilation of Islamic Law Article 116 letter H. Divorce certainly causes a legal consequence, one of which is the effect on children. If the divorce occurs because the wife or a mother has changed, then how is the determination of custody of a child who has not been mumayyiz. The purpose of this study is to find out the judge's considerations in determining child custody due to divorce because the couple changed religion in the decision Number 1515/Pdt.G/2015/PA.Smn. This research is a normative-empirical legal research, this research data uses secondary data consisting of primary, secondary and tertiary legal materials. To complete the secondary data, interviews were also conducted with the judge at the Sleman Religious Court. Based on the results of the research and analysis that has been carried out, it can be concluded that the judge's consideration in deciding the case of determining child custody due to divorce caused by a couple converting (apostasy) at the Sleman Religious Court was given to the Applicant as his father in order to maintain the safety of his child's faith and the best interests for his child and for the sake of the child's future.

This study discusses the status of marriage books as legal and administrative documents, as well as the mechanism for their disposal as State-Owned Goods (BMN) at the Regional Office of the Ministry of Religious Affairs in Papua Province. The marriage book serves as valid evidence of marriage and plays an important role in population data management. As a document printed using the state budget (APBN), the marriage book is classified as BMN, and its management must comply with regulations. A qualitative approach with an empirical juridical method is used to examine the relationship between legal regulations and their implementation practices. Data were collected through interviews, observations, and literature studies with officials from the Islamic Guidance Division of the Ministry of Religious Affairs in Papua. The results indicate that the disposal of marriage books follows the Directorate General of Islamic Guidance Circular Letter No. 5 of 2024 and Ministry of Finance Regulation No. 83/PMK.06/2016. The disposal process is carried out in stages through administrative and physical mechanisms with principles of accountability and transparency. However, in Papua, the process of collecting unused marriage books has not yet reached the physical disposal stage. The disposal of marriage books is a strategic step in realizing good governance.

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

Learning design is a fundamental component in the educational process, as it serves as a foundation for teachers in planning, implementing, and evaluating learning activities systematically and purposefully. In the context of Islamic Religious Education (PAI), learning design has a broader role, not only focusing on the delivery of religious knowledge, but also encompassing the formation of character, morals, and strengthening Islamic values ​​in students. This paper discusses the general concept and function of learning design in PAI through theoretical studies from various literature and expert views. The results of the discussion indicate that PAI learning design must be prepared comprehensively by considering the components of objectives, materials, methods, media, and evaluation that are aligned with Islamic values. In addition, learning design serves as a practical guideline for teachers to create effective, efficient, innovative learning that is able to respond to the challenges of modern developments. Good learning design also contributes to increased learning motivation, optimal achievement of competencies, and the formation of students who are faithful, pious, and have good morals. Thus, understanding the concept and function of learning design is crucial for educators in their efforts to improve the quality of PAI learning as a whole.

Islamic Religious Education (PAI) learning methods are strategies used by teachers to effectively convey Islamic teachings so that they are easily understood, internalized, and practiced by students. The application of appropriate methods can create a more engaging, active, and meaningful learning process, enabling students not only to acquire knowledge but also to develop Islamic attitudes and personalities. In the context of modern education, PAI learning needs to integrate a variety of approaches, ranging from lectures, discussions, demonstrations, to hands-on, experiential learning. Furthermore, learning environments such as museums, mosques, monuments, and open spaces can be utilized as resources and supporting learning media, even if these places are not specifically designed for teaching and learning activities. Utilizing these environments provides real-life experiences that help students understand Islamic values ​​contextually. Thus, PAI learning methods play a crucial role in realizing a holistic, comprehensive educational process oriented toward the formation of Islamic character.

This study compares the Islamic religious education systems in Indonesia and Malaysia with a particular focus on curriculum design and its implementation within secondary schools. Using a qualitative research approach, data were gathered through document analysis and interviews with educators and school administrators from both countries. The findings show that although Indonesia and Malaysia share similar objectives in fostering students’ understanding and practice of Islamic teachings, several significant differences remain in terms of curriculum structure, learning materials, and instructional strategies. In Indonesia, Islamic religious education is more closely integrated into the national curriculum, emphasizing a balance between religious values and general educational competencies. Meanwhile, Malaysia adopts a more specific and traditionally oriented curriculum that places stronger emphasis on classical Islamic knowledge and conventional pedagogical practices. Implementation in both countries is shaped by government policies, socio-cultural contexts, and local wisdom that influence how Islamic education is delivered in the classroom. Overall, this study is expected to contribute as a useful reference for enhancing the effectiveness, relevance, and contextualization of Islamic education systems in both nations.

Globalization is a major phenomenon that brings rapid changes in the mindset, behavior, and culture of society, including students in formal educational settings. This condition presents significant challenges for Islamic Religious Education, which plays a crucial role in shaping character and internalizing Islamic values. This study aims to analyze how globalization influences students’ understanding, attitudes, and practices of Islamic values, as well as how Islamic Religious Education can respond adaptively to these changes. This research employs a qualitative approach using a literature study method that reviews books, scholarly articles, and relevant documents related to globalization, Islamic education, and character formation. Data were analyzed through processes of collection, classification, and interpretation to identify patterns of global influence on Islamic values. The findings reveal that globalization offers two major impacts: opportunities for the development of religious literacy through technological and informational access, and threats in the form of external values such as hedonism, individualism, and decreasing religious sensitivity. These findings highlight the need for educational strategies that balance the use of technology with the reinforcement of Islamic character, including the integration of Islamic values into digital-based learning, strengthening teacher role modeling, and habituating moral behavior within school activities. The implications of this study emphasize the importance of innovation in Islamic Religious Education to maintain the relevance of Islamic values amid the ongoing developments of globalization.

Artificial Intelligence (AI) is a technology that has had a significant impact on various aspects of life, including science. Recent developments in AI have shifted the traditional boundaries of knowledge production and distribution, including in the religious realm. This research aims to fill the epistemological gap in contemporary Islamic legal thought by offering an integrative framework between traditional ijtihad and supervised digital ijtihad practices. This research uses a normative-qualitative (juridical-normative) approach. The researchers found that AI has the potential to be an effective tool for strengthening religious moderation, particularly through digital education, the dissemination of messages of tolerance, and the dissemination of counter-narratives against radicalism. For example, da'wah chatbots and digital interpretation applications can expand moderate religious literacy. However, the research also highlights various challenges, including epistemological issues stemming from AI's lack of a scientific chain of command, the risk of shifting authority from scholars to technology, and the lack of legal regulations governing responsibility for AI-generated religious content. Therefore, specific regulations and collaboration between scholars, the government, and technology developers are needed to ensure that AI continues to support the maqāṣid al-Shari'ah (the principles of Islamic law) and religious moderation.

Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan Culturally Responsive Teaching (CRT) berbasis audio-visual menggunakan kesenian Madihin dalam pembelajaran Bahasa Indonesia materi teks tanggapan, serta menganalisis efektivitas pendekatan tersebut. Penelitian dilaksanakan di SMP Negeri 14 Banjarmasin dengan pendekatan kualitatif deskriptif. Subjek penelitian adalah pengajar Bahasa Indonesia kelas 7 yang menerapkan inovasi pembelajaran CRT berbasis budaya lokal. Teknik pengumpulan data dilakukan melalui kuesioner daring yang disebarkan menggunakan Google Formulir, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan CRT dengan media Madihin mampu meningkatkan hasil belajar siswa, membangun keterlibatan aktif, serta menumbuhkan sikap positif terhadap pembelajaran. Inovasi ini juga mampu menghubungkan materi pelajaran dengan latar belakang budaya siswa sehingga menciptakan pembelajaran yang lebih bermakna. Kendala teknis terkait keterbatasan akses teknologi berhasil diatasi melalui strategi kolaboratif dalam kelas. Secara keseluruhan, pendekatan CRT berbasis audio-visual Madihin terbukti efektif dan layak dikembangkan sebagai model pembelajaran yang adaptif terhadap keberagaman budaya di Indonesia.

This study aims to describe the religious habituation strategies implemented at PAUD Adz-Dzikra in developing religious and moral values among children aged 5–6 years, as well as to analyze the behavioral changes resulting from these practices. Using a descriptive qualitative approach, the research involved 50 children and 4 teachers. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that the habituation activities—such as Iqra reading practice, short surah memorization, Dhuha prayer, and the Friday Cleaning program—significantly contributed to the development of children’s religious and moral values. Children not only recognized basic religious teachings but were also able to apply them in real actions, including reading hijaiyah letters, performing simple worship, demonstrating politeness, honesty, helpfulness, and maintaining personal and environmental cleanliness. The religious habituation strategies applied at PAUD Adz-Dzikra proved effective in internalizing religious and moral values in accordance with the indicators of the Early Childhood Development Achievement Standards (STPPA) stated in the Ministry of Education and Culture Regulation No. 137 of 2014. This study confirms that consistent habituation is a fundamental approach to developing religious character in early childhood.

This study aims to examine the contribution of educational psychology in the context of Christian education, particularly for educators, school principals, Christian Religious Education (CRE) teachers, Sunday school teachers, pastors, elders, and church servants. This theoretical study shows that educational psychology helps in understanding the characteristics of learners, optimizing teaching methods, building effective teacher-student relationships, and enhancing motivation and involvement in the learning and preaching process. The research method used is a descriptive qualitative approach, collecting data through a review of books, literature, journals, notes, and relevant reports. Educational psychology plays a significant role for all those involved in Christian education and ministry. CRE teachers and Sunday school teachers have a crucial role in instilling faith values in the younger generation by understanding the learning needs of children according to their cognitive and spiritual development stages. This enables them to deliver God's word in an engaging and meaningful way. Meanwhile, pastors, elders, and church servants require an understanding of educational psychology to carry out more wise pastoral ministry. Psychological understanding helps them provide spiritual guidance, counseling, and support for members who are struggling. Educational psychology also equips church servants to lead with empathy, listen with their hearts, and guide the congregation towards true spiritual restoration. The integration of educational psychology with Christian faith significantly impacts the improvement of learning and church ministry, producing individuals who are intellectually, emotionally, and spiritually balanced.

This article discusses the importance of pluralism and multiculturalism in building a peaceful and harmonious society amid the cultural, religious, and ethnic diversity in Indonesia. Pluralism emphasizes the importance of mutual respect and valuing differences, while multiculturalism asserts that every culture has an equal status and deserves appreciation. These two concepts play a strategic role in strengthening national unity, preventing social conflicts, and fostering tolerance between religious groups and cultural communities in Indonesia. In the context of the existing diversity, the implementation of pluralism and multiculturalism not only strengthens the unity of the nation but also creates an inclusive and just society. Education that integrates these values is key in shaping a generation that appreciates differences and upholds harmony. This article uses a theoretical approach and social analysis to emphasize that pluralism and multiculturalism are the main foundations for the realization of a civilized society that respects differences and lives in unity. Therefore, these values need to be applied in every aspect of social life, education, and public policy.