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Seagrass beds are coastal ecosystems that have important ecological functions as a provider of habitat, food sources, protection, and reproductive areas for various marine life including Echinoderms. This study aims to analyze the diversity of Echinoderms and their relationship with seagrass distribution in Kiama Beach, Melonguane District, Talaud Islands Regency. The research was conducted in the intertidal zone at three stations using the exploration method with purposive sampling technique. Each station is divided into three plot installation zones measuring 4 × 4 meters, with observations made at low tide. Environmental parameters (temperature and pH), type and number of Echinoderm individuals, and seagrass species were recorded and analyzed using the Shannon-Wiener diversity index and product moment correlations. The results showed that the Echinoderma community consists of two classes and five species: Archaster typicus, Linckia laevigata, Culcita novagueniae, Holothuroidea scabra, and Holothuroidea forskali, with the Asteroidea class dominating (75%). The diversity index (H') value was relatively low at all stations with a range of 0.6261–0.6631. Seagrass beds consist of five species, namely Halophila ovalis, Cymodocea rotundata, Thalassia hemprichii, Halodule uninervis, and Syringodium isoetifolium, with the highest abundance found in Halophila ovalis. Correlation results showed a strong to very strong relationship between the abundance of Echinoderms and certain seagrass types (r = 0.77–0.99) as well as a strong correlation at the overall level of the station (r = 0.74). This study confirms that the presence and abundance of Echinoderms is greatly influenced by the density and composition of seagrass species. These findings provide important baseline data for the management and conservation of seagrass beds as a support for the sustainability of coastal biodiversity.  

This study aims to examine in-depth the cultural, social, and religious values ​​embodied in the traditional Jaipong dance and their relevance to cultural development in Islamic Religious Education (PAI). The approach used was a qualitative study based on literature review with an ethnopedagogical perspective, which views local culture as a source of learning. The results indicate that Jaipong Dance not only possesses aesthetic elements as part of artistic expression, but also contains moral, social, and spiritual values ​​that reflect the character of the Sundanese people. These values ​​include discipline, creativity, cooperation, courtesy, self-confidence, and a spirit of togetherness and nationalism. All of these values ​​align with the principles of Islamic education, which emphasize noble morals, respect for culture, and the development of student character. Therefore, the integration of local arts and culture, such as Jaipong, into Islamic Religious Education (PAI) learning, can enrich educational methods, provide contextual learning, and foster students' love for Islamic values ​​that are more humanistic, inclusive, and applicable in everyday life.

Islamic da'wah organizations play a strategic role in developing, nurturing, and sustaining religious values within society. The development of da'wah organizations is not only related to strengthening religious understanding but also encompasses managerial dimensions, human resource development, and adaptation to social dynamics. This study aims to identify and analyze the types of development implemented within da'wah organizations, as well as their implications for the effectiveness of da'wah movements in the community. This research employs a qualitative method using a literature study approach, through the examination of scholarly works, institutional documents, and previous research. The findings reveal three main forms of development within da'wah organizations: (1) Religious development, which includes strengthening the understanding of Islamic teachings, internalizing moral values, and enhancing members’ spiritual capacity; (2) Managerial and organizational development, focused on institutional structuring, program management, and da'wah strategy development; and (3) Social community development, which involves empowering the community through education, social services, and activities that foster a religious and civilized society. In conclusion, the development of da'wah organizations requires a comprehensive and sustainable approach to effectively respond to social changes and strengthen the organization’s contribution to character building and the advancement of Islamic civilization.

Our country is known as a nation that upholds human rights values. This is manifested in the recognition of the right to express opinions, which is specifically regulated in Law Number 9 of 1998 concerning Freedom of Expression in Public. Along with the increasing dynamics of political contestation and polarization in society, the frequency of demonstrations has also escalated. This condition places the professionalism and neutrality of the police force under increasing public scrutiny. The reduction in citizens' freedom to express their aspirations often creates a negative image of the police, particularly due to repressive actions and the use of discretion that is deemed disproportionate. Based on a normative juridical approach, this study aims to analyze the extent to which the state upholds access and protection of freedom of expression in public, as well as examine the application of human rights principles from both national and international legal perspectives in demonstrations

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.  

This study examines in depth the concepts of maysir, gharar, and riba as three practices that are prohibited in sharia economics because they are considered to cause injustice and imbalance in economic activities. Through an analysis of the postulates of the Qur'an and Hadith, this study confirms that the prohibition of maysir is based on the element of excessive speculation that harms one of the parties, gharar is rejected because it contains ambiguity in the object and contract, while riba is prohibited because it creates an unequal addition in financial transactions. In addition, the study highlights how other religions and various modern economic systems have paid attention to the principles that are in line with the prohibition of these three concepts, especially related to business ethics, social justice, and economic risk mitigation. A cross-faith perspective shows that universal values such as honesty, transparency, and balance are essential foundations for building a sustainable economic order. By combining normative perspectives and cross-tradition comparisons, this study seeks to provide a comprehensive understanding of the dangers of maysir, gharar, and usury, as well as the implications of the implementation of their prohibition in modern economic life. The results of the study are expected to be a reference in formulating economic practices that are fair, stable, and able to be widely applied in various communities.

Modern students face high academic, social, and personal pressures, but Christian Religious Education has not yet maximized the potential of religious-based resilience. This study aims to: (1) analyze how the biblical values of faith, hope, and love can strengthen the components of students' psychological resilience in the cognitive, emotional, and spiritual dimensions; and (2) identify the integration mechanism between biblical teachings and psychological strategies in Christian Religious Education learning that can increase students' resilience in facing academic and personal stress. The method used is descriptive qualitative with a literature study approach to various journals, articles, and related academic sources. The results of the study show that the biblical values of faith, hope, and love are fundamental pillars that strengthen students' psychological resilience as a whole. Faith provides a foundation of self-confidence and personal competence, hope activates optimism and sustained motivation, while love builds healthy social relationships and essential emotional support. These three values work synergistically to strengthen students' emotional regulation, problem analysis, empathy, and self-efficacy. The deep integration of biblical teachings and psychology in PAK learning through biblical narratives, secure parenting relationships, supportive communities, and reflective feedback has proven effective in holistically improving student resilience. In conclusion, PAK learning that explicitly integrates biblical values with psychological resilience strategies is a transformative instrument for shaping students into individuals who not only perform well academically but are also spiritually strong, psychologically resilient, and ready to face complex life situations in accordance with the principles of 1 Corinthians 13:13 regarding faith, hope, and love

Penelitian ini mengkaji rasionalitas pewahyuan Al-Qur’an melalui pendekatan skripturalis-filosofis guna menegaskan relevansi epistemologis wahyu dalam konteks keilmuan modern. Kajian ini berangkat dari pandangan bahwa wahyu bukan sekadar fenomena teologis, tetapi juga sumber pengetahuan yang dapat diuji secara rasional. Analisis dilakukan menggunakan kombinasi metode hermeneutik filosofis, analisis wacana, filologi Semitik, dan pendekatan komputasional berbasis pemrosesan bahasa alami. Pendekatan ini memungkinkan interpretasi mendalam terhadap struktur argumentatif teks dan konteks historisnya. Hasil penelitian menunjukkan bahwa pewahyuan Al-Qur’an memiliki koherensi internal yang kuat, dibuktikan melalui stabilitas filologis manuskrip, kontinuitas transmisi, serta konsistensi retorika dan struktur teologisnya. Wahyu terbukti berfungsi sebagai fondasi epistemik yang menuntun akal dan ilmu pengetahuan menuju kesatuan kebenaran. Penelitian ini juga mengungkap relevansi universal Al-Qur’an dalam etika, pluralisme, dan integrasi sains melalui paradigma tawhidic yang menolak dikotomi antara agama dan ilmu. Hasil analisis memperlihatkan bahwa rasionalitas wahyu memiliki nilai universal dan aplikatif dalam membangun sistem pengetahuan yang komprehensif, interdisipliner, dan berorientasi nilai. Studi ini memperkaya filsafat Islam kontemporer dengan menawarkan model epistemologi integratif yang dapat digunakan untuk mengembangkan wacana etika global, pendidikan spiritual, serta kebijakan ilmu berbasis nilai-nilai wahyu.

The urgency of marriage as an effort to elevate human dignity and sustain life and progeny is regulated in Law Number 16 of 2019, which amends Law Number 1 of 1974 concerning Marriage. The state requires marriage registration to guarantee the validity and legal protection of the rights of married couples and their children. One important provision in this regulation is the determination of the minimum age for marriage, which is 19 years for both men and women. However, in practice, underage marriages, including unregistered marriages, still occur. This study uses a normative-empirical research method, combining written legal analysis with field data to examine the application of laws and regulations in community practice. The results show that underage marriages can be legalized by the Religious Court based on Minister of Religious Affairs Regulation Number 20 of 2019. This regulation provides legal certainty and protection of children's rights, but has also raised controversy regarding the potential legalization of early marriage. This regulation has had a significant impact on the practice of itsbat nikah anak kecil, especially at the Bulango Ulu Religious Affairs Office (KUA), by reducing unregistered marriages. However, challenges in verifying evidence, socio-cultural pressures, and the normalization of early marriage remain major obstacles that must be overcome through education and cross-sector collaboration.

This study examines the complex issue of citizenship in interfaith marriages within Indonesia’s legal and human rights framework. The problem arises from the absence of explicit provisions in national law regarding the civil registration and citizenship consequences of marriages between individuals of different religions. This legal ambiguity often results in unequal recognition, difficulties in registering children’s citizenship, and broader implications for the right to identity. The research aims to analyze how Indonesian marriage law, administrative population law, and judicial interpretations interact with international and constitutional human rights principles. Using a normative juridical method combined with case study analysis and doctrinal review, this study identifies legal inconsistencies between national regulations and the principle of non-discrimination guaranteed under human rights law. The findings indicate that judicial practices, such as post-SEMA No. 2 of 2023 rulings, show a gradual shift toward balancing legal certainty with human rights protection, although disparities persist across jurisdictions. The study concludes that reform is required to clarify the status of interfaith marriages and to protect the citizenship rights of all parties involved, including children. It recommends that legislators harmonize marriage and citizenship laws with constitutional mandates and human rights instruments to ensure equality before the law, legal certainty, and respect for individual freedoms.

Particularly in the context of Christian Religious Education, the question of children's spiritual growth and development is a critical component in the process of character formation, resulting in a holistic personality. Children benefit greatly from the use of Christian Religious Education psychology since it helps them comprehend the importance of faith, morality, and spirituality in a way that is suitable for their stage of psychological development. Data for this study were gathered by analyzing a variety of pertinent literature sources that were linked to the research issue. The author used a qualitative method in conjunction with a library research methodology. The purpose of this study is to examine how Christian Religious Education psychology concepts might be applied to improve children's spiritual development in the smallest social settings the family, school, and church.The study's end findings show that using Christian Religious Education psychology helps kids become more aware of the principles of their faith, behave in ways that emphasize love, behave responsibly, and have a positive relationship with God. It is anticipated that this study will improve the analytical abilities of church ministers, particularly those who specialize in children's ministry, parents of children, and educators who use it as a teaching tool. It is acceptable and effective for the demands of children's spiritual growth and development when a mature and proper technique is used.

The moral crisis and low religious understanding among the younger generation pose serious challenges in shaping students' character in accordance with Islamic teachings. This phenomenon is increasingly exacerbated by the rapid flow of globalization and technological developments that are not always in line with the principles of Islamic law. In this context, the existence of Madrasah Diniyah (Islamic Madrasah) is a strategic solution to equip students with a deep understanding of religion while simultaneously forming a strong Islamic personality (syakhsiyah Islamiyyah). This study aims to determine the role of Madrasah Diniyah in improving mastery of Islamic religious knowledge and shaping Islamic character in students. The study used a descriptive qualitative approach with the aim of systematically describing the learning process and its impact on student development. Data were collected through observation, in-depth interviews with teachers and students, and analysis of learning documents. The results show that Madrasah Diniyah plays a significant role in improving mastery of Islamic religious knowledge through structured learning that includes the Qur'an, aqidah, fiqh, and morals. This material not only broadens students' religious knowledge but also instills the values of faith, worship, and noble morals that serve as the foundation for daily behavior. This success is supported by teachers who possess strong scientific and pedagogical competence, varied learning methods, and harmonious relationships between teachers, students, and parents. Furthermore, a conducive madrasah environment helps strengthen the internalization of Islamic values. Thus, Madrasah Diniyah serves as a vital partner in the Islamic education system, particularly in instilling an Islamic personality from an early age, thus fortifying the younger generation against the negative influences of globalization and shaping a generation of faith, knowledge, and noble morals.

This study examines the role of social and cultural structures as mechanisms in reconstructing and maintaining the religious practices of Hindu Kaharingan amidst the challenges of modernization. As a local belief system of the Dayak community in Central Kalimantan, Hindu Kaharingan functions not only spiritually but also as a guardian of cultural identity. This research uses a descriptive qualitative approach with a phenomenological study design. Data was collected through in-depth interviews, participant observation, and document studies to understand the meanings and experiences of the practitioners. The findings reveal that major rituals, such as Tiwah, serve a dual purpose: spiritually, to guide the souls of ancestors, and socially, as a community adhesive that reinforces solidarity through mutual cooperation (handep). Through the lens of Functionalism Theory and Religious Systems Theory, this study reveals that religious ceremonies act as a vital medium for cultural transmission. The active involvement of the younger generation in these rites serves as a non-formal educational mechanism for passing down values, philosophies, and ancestral knowledge within an oral tradition system. Thus, the socio-cultural role of the community functions as an adaptive and resistive strategy that ensures the continuity of the spiritual identity and cultural resilience of Hindu Kaharingan in the contemporary era.

Islamic Religious Education (PAI) plays a strategic role in shaping students’ character and developing their religious potential. However, religious learning often becomes less engaging if not presented creatively. The PAI Festival (Pentas PAI) in Karangharja Village, Pagelaran District, Cianjur Regency, was implemented to explore and foster students’ religious talents and interests through Islamic-themed competitions. This program applied the Asset-Based Community Development (ABCD) approach, focusing on mobilizing community religious assets such as Islamic teachers, preachers, and local religious institutions. The implementation consisted of five stages: discover, dream, design, define, and destiny. The results indicate that Pentas PAI effectively served as a medium for students to express their religious abilities, enhance enthusiasm for learning religion, and cultivate Islamic character values such as responsibility, sportsmanship, and confidence. Furthermore, the activity strengthened collaboration among schools, communities, and families in supporting religious education. By optimizing local assets and community participation, Pentas PAI successfully created an engaging and sustainable model of religious education at the village level.

This study aims to analyze the interfaith solidarity of UINSU Law students after natural disasters in North Sumatra and Aceh and to identify the forms of social activities and humanitarian values developed through these humanitarian actions. The research method used is a qualitative method with a field research approach through observation, interviews, and documentation. The research data sources were obtained from students, social volunteers, and disaster-affected communities involved in humanitarian activities. The results of the study indicate that UINSU Law students have an important role in helping communities through fundraising activities, humanitarian volunteers, psychosocial assistance, and interfaith cooperation. The interfaith solidarity carried out by the students was able to strengthen social relationships, increase tolerance, and create social harmony in post-disaster communities. In addition, the values of religious moderation, social concern, and unity became the main foundations of the students’ humanitarian activities. The presence of students among disaster victims gave a positive impact on the social recovery process and strengthened the sense of brotherhood and humanity within Indonesia’s multicultural society.

The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

This study explores the role of Christian religious education teachers in shaping students’ character within the school setting. Employing a literature review method, the research analyzes secondary sources that discuss character formation theories grounded in Biblical principles and Christian education approaches. Key values examined include love, honesty, responsibility, forgiveness, and compassion, which are integrated into the learning process. The findings reveal that Christian religious education teachers hold a crucial position as educators, mentors, and role models, responsible for guiding students in internalizing these values. Character development is fostered not only through formal lessons but also through teachers’ personal example, the incorporation of Biblical teachings into classroom activities, and the encouragement of practical faith expressions in daily life. This holistic approach ensures that students not only understand Christian moral principles cognitively but also embody them in behavior and interactions with others. The study emphasizes that effective character formation relies on consistent modeling of values by teachers, meaningful integration of religious teachings into pedagogy, and opportunities for students to practice faith-based actions, thereby strengthening both moral awareness and ethical conduct.

Indonesia, as a pluralistic nation, faces significant challenges in maintaining social harmony amidst increasing globalization and cultural disruption. One strategy to strengthen the nation's ideological resilience is through religious moderation based on the values ​​of Pancasila and multiculturalism. This Community Service (PKM) activity was carried out in Widodaren Village, Gerih District, Ngawi Regency, with the aim of fostering tolerance, strengthening national identity, and internalizing the values ​​of religious moderation in community life. The implementation method includes three stages: preparation, implementation, and evaluation. The implementation stage includes Training for Anti-Radicalism and Intolerance Cadre Facilitators (KANIRA), a Religious Moderation Workshop, interfaith mutual cooperation activities, and a Village Diversity Festival. A participatory approach was implemented so that the community is actively involved in the entire activity process. All activities were carried out with a participatory approach so that the community can understand and internalize the values ​​of moderation contextually. The program's implementation has demonstrated the growth of dialogue, interfaith cooperation, and a spirit of togetherness among residents in daily life. The positive response from the community and village officials demonstrates that a value-based approach to religious moderation can be an effective means of strengthening national identity at the local level.

Christian Religious Education (PAK) plays a strategic role in instilling foundational faith and moral values in children from an early age. Through the VAK learning style ( Visual, Auditory, and Kinesthetic). In the context of modern education, PAK functions not only as a medium for delivering biblical teachings but also as a framework for character formation that aligns with children’s developmental needs. This study aims to analyze the role of PAK as a means of shaping faith and moral values, as well as to describe how PAK learning practices strengthen children’s spiritual growth through modeling, habituation, and learning interactions relevant to their daily lives. This qualitative research employs a descriptive approach, with data collected through literature studies, limited observations, and reflections on field experiences. The findings indicate that contextually designed PAK learning significantly influences children’s ways of thinking, behaving, and acting. The integration of school, family, and church further reinforces the impact of PAK as a spiritual foundation and moral guide in everyday life. This study emphasizes that PAK is not merely the transmission of religious content but a process of value internalization that directs children toward a life of faith, strong character, and responsibility.

Game-based learning has emerged as a relevant instructional strategy to address the challenges of 21st-century education, including in Islamic Religious Education (PAI), which is often perceived as monotonous and less engaging for students. This study aims to describe the implementation of game-based learning in enhancing students’ learning motivation in the PAI subject at MA Yapina. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the use of educational games—both digital and non-digital—creates a more interactive and enjoyable learning atmosphere while encouraging active student participation. Students demonstrated increased motivation, self-confidence, and interest in understanding religious concepts more deeply. In addition to boosting motivation, game-based activities contributed to better conceptual understanding through collaborative tasks and contextual simulations of Islamic values. However, several challenges were identified, including limited teacher competence in using game-based media and unequal availability of technological facilities. These findings suggest that game-based learning holds significant potential for PAI instruction but requires adequate teacher support and sufficient infrastructure to optimize its implementation. This study is expected to serve as a reference for developing innovative and creative learning strategies in Islamic Religious Education that align with the characteristics of digital-native learners.