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This paper explores the educational philosophy of KH. Imam Zarkasyi, the founder of Pondok Modern Darussalam Gontor, and his significant contributions to modernizing Islamic education in Indonesia. Imam Zarkasyi's approach redefined the traditional pesantren model by integrating religious and secular education to prepare students for the challenges of the modern world. His educational philosophy emphasized a balance between moral, intellectual, and spiritual development, with the goal of producing independent, ethical, and globally aware graduates. This study examines the background and biography of Imam Zarkasyi, the core educational values he implemented at Gontor, and his lasting impact on contemporary Islamic education in Indonesia. Through a qualitative literature review of primary and secondary sources, this research identifies Gontor’s education system as a model of Islamic education that fosters both character and knowledge, contributing to the broader reform of pesantren education in Indonesia.

This study explores the potential of mobile educational applications to enhance student-centered inquiry-based learning (IBL) in secondary school classrooms. As traditional, teacher-centered pedagogies fail to adequately engage students in critical thinking and problem-solving, IBL offers a promising alternative that encourages active participation and deeper learning. The research investigates how mobile applications can support IBL by facilitating the inquiry process, such as data collection, hypothesis formulation, and collaboration. Through a quasi-experimental design involving secondary school students, the study compares the effectiveness of traditional teaching methods and mobile-assisted IBL. Results indicate that students using mobile applications showed significant improvements in critical thinking, engagement, and academic performance compared to those taught through traditional methods. Teachers and students both reported high satisfaction with mobile apps, particularly in terms of ease of use and educational value. The findings suggest that integrating mobile technologies into the classroom can create more interactive, accessible, and personalized learning experiences, fostering critical thinking and enhancing student outcomes. However, challenges related to infrastructure, teacher training, and digital literacy must be addressed to fully harness the potential of mobile-assisted inquiry-based learning.

Apart from being a means of entertainment, films can also be a means of guidance to the public through the message contained in the film. Therefore, the public must be more careful in choosing films, especially for children, so as not to fall prey to the negative things that come from the films they watch. Nussa and Rara is one of the children's animated films with the Muslim genre that children like. In this animated film there are positive educational values ​​for children. This study aims to analyze the educational values ​​contained in the film Nussa and Rara in one of its episodes entitled 3S (Senyum, Salam, Sapa).This study used library research methods with mass media analysis as the type of research. The results of the study show that there are two types of character education in the films Nussa and Rara episode 3S (Senyum, Salam, Sapa), namely character education and social education. The character education values ​​contained in the animated film are based on the Ministry of Education and Culture's references, namely religious attitude, fond of reading and curiosity. Meanwhile, the social educational values ​​contained in the film are based on Nashih Ulwan's opinion, namely 1) the inculcation of noble psychological foundations, namely piety and brotherly affection. 2) safeguarding the rights of others, namely the teaching of social etiquette.