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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.

Learning evaluation is an important element in the educational process because it allows us to determine the extent to which students have achieved their competencies and helps improve the quality of learning. Objective tests are considered relevant because they can measure students' thinking abilities efficiently and systematically. However, in PAI learning, there are challenges because what is assessed is not only knowledge, but also understanding, attitudes, and actions in religion. This study aims to analyze the application of objective test instruments in evaluating PAI learning at SMA Negeri 1 Jetis Bantul, including how teachers create questions, the difficulties they encounter, and the impact on students. This study uses a qualitative approach with interview, observation, and documentation techniques, then content analysis is used to analyze the results. The findings indicate that teachers have applied HOTS-based questions in accordance with the principles of the Merdeka Curriculum. However, students still have difficulty understanding long narrative questions, and objective instruments are not appropriate for assessing affective aspects. In general, students respond positively, but their learning style tends to be instant, relying solely on question outlines. To achieve holistic educational goals in line with the Pancasila Student Profile, continuous innovation is needed in the development of objective testing instruments that are capable of comprehensively measuring cognitive, affective, and psychomotor aspects.

This community service activity aims to enhance students' understanding and awareness of the green marketing concept and the importance of environmental preservation. Through socialization activities conducted via seminars, interactive workshops, educational module distribution, and group discussions, students of the Management Study Program at Universitas Serang Raya gained insights into sustainable and environmentally friendly marketing practices. Evaluation results indicate a significant increase in students' comprehension of green marketing concepts and environmental awareness. Students also demonstrated active participation, presented creative ideas, and showed commitment to applying sustainability principles within the campus and surrounding communities. This activity contributes to fostering pro-environmental behavior, strengthening students' capacity as agents of change, and supporting the educational institution's role in sustainable development. The results of this service are expected to be an initial step for integrating green marketing and environmental awareness education into the curriculum and ongoing campus activities.

Technological advancements in education have led to major transformations, particularly with the implementation of the Merdeka Curriculum, which emphasizes learning flexibility, student-centered approaches, and educator autonomy in developing innovative teaching methods. One of its essential aspects is the integration of technology for managing educational data, including student health records. At SMP IT Mutia Rahma, biannual student health monitoring has generated a growing volume of data, making it difficult to identify students experiencing psychological challenges. Adolescent mental health problems—such as learning stress, anxiety, and social pressure—can negatively affect academic performance if left unaddressed. This study aims to group students based on their mental health conditions to support more effective intervention strategies. The K-Means Algorithm, a data mining technique for clustering data by similarity, was employed to analyze student health data. The results show that in a three-cluster model, Cluster 2 represents students in a stable condition characterized by high resilience and low counseling needs, indicating good mental health and academic engagement. Meanwhile, Clusters 1 and 3 include students requiring further attention and support. This research demonstrates that the K-Means Algorithm can serve as an effective tool in identifying and categorizing student mental health conditions to improve school-based health management and early intervention programs.

This study aims to analyze the synergy between the Cambridge Curriculum and Islamic Education in fostering students’ character who are faithful, knowledgeable, and globally competitive. The research employed a Systematic Literature Review (SLR) approach, following the PRISMA protocol to trace, screen, and synthesize relevant literature from reputable databases (Scopus, Web of Science, and Google Scholar) within the 2015–2025 timeframe. Out of 142 identified articles, 38 met the thematic and methodological eligibility criteria. The findings indicate that the integration of the Cambridge Curriculum and Islamic Education creates a hybrid educational model that balances global academic achievement with spiritual and moral development. The Cambridge Curriculum provides a framework for 21st-century competencies, while Islamic Education embeds values, manners, and moral accountability. This synergy requires a paradigm shift among teachers, pedagogical innovation, and curriculum policies centered on character formation. The study concludes that character development based on the integration of global curriculum and Islamic values is a strategic pathway to cultivating an excellent and adaptive Muslim generation ready to face global challenges.

This community service activity aims to help teachers and education staff manage burnout while improving the ability of the 4Cs (Creativity, Critical Thinking, Communication, and Collaboration) in the school work environment. The training was held at SMP Muhammadiyah 2 Banjarbaru with the involvement of 11 participants, using a participatory approach that included interactive lectures, group discussions, reflections, and role play simulations. The main objective of this activity is to build the adaptive capacity and psychological well-being of educators through strengthening 21st century skills. The evaluation was carried out by comparing burnout scores before and after the training. The results showed a significant decrease in the average burnout score from 71.6 to 57.4, or by 14.2 points. This decline reflects an improvement in participants' psychological well-being and adaptive ability in the face of work pressure. In addition, training also has a positive impact on improving creative thinking, collaborative, and positive communication skills in the context of school work. These findings show that participatory-based interventions are effective in building a healthier and more productive work environment for educators. This activity recommends replicating similar training in other educational institutions as a preventive and promotive strategy to overcome burnout and strengthen teachers' professional competence in facing contemporary educational challenges.

This community service program aimed to enhance the understanding and skills of teachers and educational staff in implementing anti-bullying classroom management to create a safe and effective learning environment at SD Negeri Pasar Lama 6 Banjarmasin. The training consisted of four stages—preparation, implementation, application, and evaluation—and applied a participatory approach through interactive lectures, case studies, group discussions, and role-play simulations. The evaluation showed significant improvement in participants’ competencies, with the average score increasing from 59.78 (pre-test) to 87.17 (post-test), a gain of 27.39 points. Participants’ satisfaction also reached an average score of 4.78, categorized as excellent. These results demonstrate that the Anti-Bullying Classroom Management Training effectively improved teachers’ ability to prevent and handle bullying cases, while also enhancing classroom learning effectiveness and promoting a positive and collaborative school climate.

This article discusses hadiths related to the nature of learning materials, characteristics, and types in the context of Islamic education. In Islamic education, the learning materials taught by the Prophet Muhammad SAW include spiritual, intellectual, and social dimensions, which aim to form a complete individual (al-insan al-kamil). Through an analysis of various hadiths, this paper identifies the characteristics of learning materials that are comprehensive, morally oriented, and tailored to the needs of students. In addition, this paper also categorizes various types of learning materials, including aqidah, morals, worship, the Qur'an, and fiqh, which have an important role in forming the character and morals of students. Thus, this study confirms that understanding and implementing hadith-based educational materials can be a guideline in developing an Islamic education curriculum that is relevant and adaptive to the challenges of the times. The results of the study are expected to contribute to the development of better and more meaningful Islamic education for society.

This study examines the transformation of Islamic education in the digital era, focusing on issues, challenges, and opportunities. The development of digital technology has brought significant changes in Islamic learning, including curriculum innovation, teacher competence, digital literacy, and the ethical use of technology. Using a qualitative literature review method, this article analyzes primary and secondary data from national and international journals to present a comprehensive discussion. The findings highlight that while digital transformation provides opportunities for broader access to knowledge, it also raises concerns about the digital divide, the role of teachers, and the maintenance of Islamic values. Furthermore, the increasing reliance on digital tools in education has intensified the need for teachers to adapt to new technologies and methodologies. The study concludes that strengthening digital literacy, professional teacher training, and appropriate policy support are crucial for optimizing Islamic education in the digital age. The findings stress the importance of balancing technological integration with the preservation of traditional Islamic values in educational practices.

This study examines the education systems of Japan and the United States with the aim of identifying their main characteristics, strengths, and weaknesses in addressing global challenges. The Japanese education system emphasizes discipline, cooperation, and character building as the foundation for academic achievement and moral development. Meanwhile, the American education system prioritizes creativity, freedom of expression, and an individual-centered approach that encourages critical thinking and innovation. The comparison reveals fundamental differences in educational philosophy and classroom practices, particularly in curriculum design, teacher-student interaction, and assessment methods. Despite these differences, both systems share a common vision of preparing competent and adaptable generations capable of contributing to the global society. The findings of this study are expected to provide valuable insights for the development of Indonesia’s education system, especially in formulating policies that combine Japan’s strong character-based education and the United States’ innovation-oriented learning. By integrating these strengths, Indonesia can create a more holistic and globally competitive education framework suitable for the 21st century.

This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

This study aims to analyze the implementation of the policy on drug abuse education programs for students in Senior High Schools. The main focus of this research is to examine the extent to which government and institutional policies have been effectively implemented within the school environment. The problem identified in the field indicates that the implementation of anti-drug education programs has not been optimal, due to limited coordination among stakeholders, inadequate resources, and the low level of teacher and student participation in preventive activities.This research employed a qualitative descriptive approach with a case study design conducted in several Senior High Schools that implemented drug abuse education programs. Data were collected through in-depth interviews, observations, and document analysis. The research questions focused on: (1) how the policy on drug abuse education programs is implemented in schools; (2) what factors support and hinder its implementation; and (3) how the implementation of the policy affects students’ understanding and attitudes toward drug abuse prevention.The results revealed that the policy implementation was partial and not yet fully integrated into the curriculum or school culture. The main supporting factors included the strong commitment of school principals and partnerships with the National Narcotics Board (BNN), while the main inhibiting factors were limited human resources, weak policy monitoring, and a lack of contextualized educational materials. Nevertheless, the program has had a positive impact on improving students’ awareness and preventive attitudes toward drug abuse, especially when activities were conducted collaboratively and sustainably.

This study is entitled Community-Based Non-Formal Education Model of PERMAI Guidance Center for Indonesian Immigrant Children in Penang, Malaysia. This center is an educational facility for Indonesian immigrant children in Malaysia who do not have official citizenship documents. This study uses a qualitative method with a case study approach. The purpose of this study is to determine the education model used by the PERMAI Guidance Center as a community-based non-formal education institution for Indonesian immigrant children in Malaysia. The theory used in this study is the concept of Community-Based Non-Formal Education (PBK). The results of the study show that the educational curriculum used by the PERMAI Guidance Center is the Equivalency Education Curriculum (Packages A, B, and C). This curriculum is a non-formal education system equivalent to formal education (Package A is equivalent to elementary school, Package B is equivalent to junior high school, and Package C is equivalent to high school) recognized by the Ministry of Education and Culture of the Republic of Indonesia. The adoption of this curriculum is the main pillar for providing legitimacy and recognition of the education received by immigrant children at the PERMAI Guidance Center. Meanwhile, the education model used reflects the theory of transnationalism. This is manifested in two key aspects, namely the preservation of identity and the curriculum of the country of origin, as well as functional needs in the host country.

This study aims to examine Nurcholish Madjid’s ideas on the reconstruction of pesantren curricula in facing the challenges of modernity. As traditional Islamic educational institutions, pesantren are often criticized for focusing heavily on fiqh and linguistic sciences, while modern society requires the integration of general knowledge, technology, and life skills. Using a qualitative method with a library research approach, data were obtained from Nurcholish Madjid’s Bilik-Bilik Pesantren and related academic literature. The findings highlight three main issues in Cak Nur’s thought: (1) critique of the unbalanced traditional curriculum, (2) the gap between pesantren and the modern world, and (3) the need for reformulating a universal, rational, and inclusive Islamic weltanschauung. These ideas emphasize that pesantren curricula must balance tradition and modernity, strengthen faith and spirituality, while also fostering critical thinking, scientific literacy, and social ethics. The implication of this study suggests that integrative curricula are essential for pesantren to remain relevant in the era of globalization.

The post-truth phenomenon has posed significant challenges to education, particularly Islamic education, in shaping a young generation that is both critical and religious. Generation Alpha, born and raised in a digital ecosystem, faces an overwhelming flow of information, disinformation, and opinion manipulation that often blurs the line between fact and falsehood. This study aims to analyze how Islamic education can respond to the post-truth crisis by fostering a critical-religious character among Generation Alpha. This research employs a qualitative library-based method, utilizing content analysis that integrates classical Islamic sources on epistemology such as al-haqq and tabayyun with contemporary findings on digital literacy and the psychosocial development of Generation Alpha. The findings indicate that Islamic education should focus on strengthening Islamic digital literacy, promoting dialogical learning that cultivates critical thinking, and integrating strong spiritual values. Curriculum transformation, the role of teachers as epistemic role models, and the support of families and communities are essential in creating an educational ecosystem capable of countering post-truth influences. Thus, Islamic education serves as both a moral and intellectual safeguard, protecting Generation Alpha from the crisis of truth while preparing them to be critical, adaptive, and religious Muslims in the digital age.

Christian Religious Education (PAK) research in Indonesia has undergone significant developments, but its future direction and relevance are still crucial questions. This article aims to map the PAK research landscape and identify key challenges and opportunities through a literature review of publications in national and international journals, theses, and dissertations. The analysis is focused on three aspects: dominant themes, methodology, and contextual relevance. The findings show the dominance of conventional themes such as teaching methods, curriculum, and the role of teachers, with a qualitative approach limited to case studies, making generalizations difficult. Contemporary issues such as religious pluralism, digital media, Generation Z spirituality, integration of faith and knowledge, and inclusive approaches in multicultural contexts are still underexplored. This article proposes the reorientation of PAK research through an interdisciplinary approach (theology with psychology, sociology, media studies), methodological strengthening (longitudinal and mixed-methods studies), and emphasis on Indonesia's socio-cultural reality as a starting point. With this strategy, PAK's research is expected to be able to expand its theoretical contribution while answering practical challenges in shaping the character and spirituality of students in the era of modernity.

This study investigates the simultaneous and individual effects of School-Based Management (SBM), principal supervision, transformational leadership, and work culture on the performance of junior high school teachers in Serang City, Indonesia. Against the backdrop of the Merdeka Curriculum and the shift to hybrid learning in the post-pandemic era, the research addresses persistent challenges such as hierarchical school cultures and technological disparities. Employing a quantitative ex post facto approach, data were collected from 316 teachers across public and private schools through structured questionnaires, classroom observations, and document analysis. Multiple linear regression analysis reveals that SBM, principal supervision, transformational leadership, and work culture each have significant and positive impacts on teacher performance, with transformational leadership and work culture exerting the most substantial influence. The results demonstrate that 74% of the variance in teacher performance can be explained by these four organizational factors, underscoring their critical role in shaping pedagogical competence, classroom management, and professional development. The study further highlights the necessity for comprehensive managerial training, the integration of technology in supervisory practices, and the cultivation of collaborative and innovative work cultures. Practical recommendations include enhancing principal leadership capacity, fostering instructional supervision, and investing in digital infrastructure to support sustainable improvements in teacher performance. The findings contribute to the body of knowledge on educational management in Indonesia and offer actionable insights for policymakers, school leaders, and educators aiming to strengthen teacher effectiveness amidst ongoing educational reforms and digital transformation.

The curriculum serves as a guideline for the teaching and learning process in schools. In Indonesia, the curriculum continues to evolve in line with changes in time and societal needs. These changes aim to adapt to advancements in science and technology, address challenges within the education system, and achieve more effective learning outcomes. This research adopts a qualitative approach with a literature study method, drawing data from journal articles, books, research reports, and other documents. The findings illustrate the evolution of the national primary education curriculum from 1945 to the Merdeka Curriculum of 2022, depicting a lengthy journey of curriculum adaptation to Indonesia's educational dynamics. The implications of this research emphasize the importance of developing a curriculum that is responsive to both global and local developments, as well as the necessity for an adaptive education system to meet the needs of modern society.

This research explores the impact of digital citizenship education (DCE) in promoting responsible online behavior and reducing cyberbullying among adolescents. With the increasing prevalence of online risks such as cyberbullying, online aggression, and privacy breaches, this study focuses on understanding how structured DCE curricula can equip adolescents with the necessary knowledge and skills to navigate the digital world responsibly. The research aims to assess the effectiveness of a curriculum-based intervention delivered over 8 weeks, involving pre- and post-assessments to measure changes in students' knowledge, attitudes, and online behaviors. Data was collected through surveys, behavioral assessments, and interviews to evaluate the impact of the curriculum on students’ online conduct. The findings reveal a significant reduction in harmful online behaviors, including cyberbullying, and a marked improvement in empathy, respect, and online responsibility. The study demonstrates that proactive educational approaches, such as DCE, are more effective than punitive measures in fostering long-term positive online behaviors. The conclusion emphasizes the need for integrating DCE into school curricula, with recommendations for educators, policymakers, and parents to reinforce digital citizenship principles both in the classroom and at home.  

This study aims to analyze the patterns of interpersonal communication between teachers and students in an effort to enhance learning motivation at MAN 1 Bogor. The background of this research is the declining enthusiasm for learning among students, which potentially affects the overall quality of education. A decrease in learning motivation is often influenced by both internal and external factors, one of which is the quality of communication between teachers and students in the classroom. Using a descriptive qualitative approach, this study involved in-depth interviews with three key informants consisting of two teachers and one student, selected through purposive sampling to obtain relevant and comprehensive information. The findings indicate that openness, empathy, support, and equality demonstrated by teachers are able to foster positive emotional relationships and encourage students’ active participation. One-way, two-way, and circular communication patterns were found to play an important role in creating more effective and meaningful learning interactions. The study concludes that the success of the educational process is not only determined by curriculum and teaching methods but also by the quality of interpersonal communication between teachers and students as a fundamental basis for sustainable learning motivation.