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Radicalism is an ideology or view that is very extreme and tends to oppose the values ​​of Pancasila and threatens the integrity of the Republic of Indonesia. The development of radicalism and terrorism needs to be prevented early on in the family environment, schools/universities, and the community environment. This study aims to determine the effect of socially adaptive learning, curriculum management, and social networking models on anti-radicalism characters among students, using a quantitative approach. The object of research is Junior High Schools (SMP) in Central Java. The sampling method uses a purposive technique. The results of the study show that Through rigorous path analysis, this study reveals the significant role of effective curriculum management, social networks, and socially adaptive learning in forming resistance to radical ideology. These findings have substantial theoretical and practical implications, but also raise critical questions that need to be explored further.

In the era of digital transformation, online learning has become a dominant mode of education, emphasizing the need for intercultural competence to ensure inclusivity and equity. This study explores strategies for fostering intercultural competence in online learning environments by examining best practices in curriculum design, communication, and technological integration. Utilizing a qualitative research approach, data were collected through interviews with educators and students from diverse cultural backgrounds. The findings reveal that interactive learning activities, culturally responsive pedagogy, and adaptive learning technologies significantly enhance students’ intercultural competence. The study highlights the importance of fostering a supportive online community, encouraging cross-cultural collaboration, and implementing inclusive instructional strategies. These insights contribute to the development of equitable education policies that address cultural diversity in virtual classrooms.

The transformation of Islamic education in Indonesia in the Society 5.0 era is crucial to address the rapid development of technology. The current era is marked by the application of technologies such as the Internet of Things (IoT), big data, and artificial intelligence (AI) in various aspects of life, including education. However, there is still a lack of research on how Islamic values can be integrated with modern technology in the Islamic education curriculum. This article offers creative solutions to integrate Islamic values with technology through multidisciplinary approaches and technology-based learning methods such as gamification, adaptive learning, and blended learning. By adopting modern technology without compromising fundamental Islamic values, Islamic education in Indonesia can evolve and contribute to shaping a generation that is not only intellectually capable but also morally upright. This study is expected to provide a new perspective on building a more comprehensive and relevant Islamic education in the modern era. 

This study examines the urgency and implementation of innovation in Islamic religious education curriculum in responding to the challenges of the modern era. Islamic religious education not only functions as a medium for transferring religious knowledge, but also as a means of character formation and mastery of life skills amidst the development of science and technology. Using a qualitative-descriptive research method through a literature study approach, this study analyzes the historical journey of the curriculum from pre-independence to reform, as well as the challenges and opportunities faced in innovation in Islamic higher education. The results of the study indicate that innovation in Islamic religious education curriculum is very important to improve the quality of education, integrate Islamic values ​​with technological advances, and form competent individuals in the era of globalization. However, challenges such as resistance to change, gaps in technology adoption, and the need to maintain the authenticity of religious teachings require a strategic approach. This study recommends the development of an adaptive curriculum that remains based on Islamic values ​​to realize a relevant, inclusive, and transformative Islamic religious education system for modern society.    

This article presents a systematic review of pragmatic competence in second language acquisition (SLA), emphasizing its critical role in effective communication and intercultural understanding. Pragmatic competence encompasses the ability to understand and use language appropriately in diverse social and cultural contexts, including mastering speech acts, politeness strategies, conversational implicatures, and intercultural pragmatics. Despite its importance, pragmatic competence often receives less attention in language instruction compared to grammar and vocabulary. The review highlights the effectiveness of explicit and implicit teaching methods, authentic interaction, and cultural immersion in developing pragmatic skills. It also underscores the role of technology, such as digital platforms and simulations, in enhancing learners’ ability to navigate real-life communication scenarios. The findings reveal significant challenges, including cultural variability in pragmatic norms, difficulties in standardizing assessments, and the influence of learners’ individual differences. The study calls for innovative teaching and evaluation methods, focusing on personalized approaches and the integration of pragmatic learning with emotional intelligence. By synthesizing current research and practices, this article provides valuable insights for educators, curriculum developers, and researchers, advocating for adaptive, culturally informed, and technology-supported strategies to enhance pragmatic competence in SLA.

The world of education currently faces many dynamic external environmental challenges, such as changes in government policy, technological developments, labor market demands and socio- cultural changes. To face this challenge, educational institutions must develop adaptive and proactive strategies. This strategy includes curriculum innovation to adapt to current needs, increasing the capacity of teaching staff through continuous education and the application of technology in the learning process to increase access to skills and quality of education. Apart from that, collaboration with external parties such as industry and society is also important to create synergies that support the relevance and competitiveness of graduates. By taking a comprehensive and responsive approach, educational institutions can continue to grow and make meaningful contributions to ever-changing external challenges  

This research aims to analyze the benefits of learning shipbuilding theory for cadets of the Technical Corps at the Indonesian Naval Academy (AAL) using a mixed methods approach. The research results show that mastery of shipbuilding theory significantly enhances the technical competence of cadets, particularly in understanding ship structure, stability, hydrodynamics, and propulsion systems, and contributes to their operational readiness in the TNI AL environment. However, the main challenges identified include the complexity of the material, limited laboratory and simulator facilities, and the gap between classroom theory and real-world application on warships. The effectiveness of learning is greatly influenced by interactive teaching methods, instructor competence, and the support of learning facilities. This research recommends the development of an adaptive curriculum, increased investment in simulation technology, and collaboration with the maritime industry to enrich the cadets' learning experience. These findings are expected to serve as a basis for the evaluation and development of the shipbuilding theory curriculum at AAL, as well as a reference for other maritime educational institutions in designing more applicable and relevant learning programs that meet operational needs in the field.

The implementation of the Independent Curriculum in the field is not free from various challenges, especially for teachers who are faced with the demands of being able to develop innovative, adaptive teaching modules that are in accordance with the characteristics of students. SDN No. 10 Galung in Majene City is one of the elementary schools that also implements the Independent Curriculum. In this school, it was found that teachers' understanding and skills in developing teaching modules are still limited, so optimal training and mentoring are needed to support the successful implementation of the curriculum. This community service activity aims to optimize teachers' understanding and skills in developing the Independent Curriculum teaching modules. The methods used include training and mentoring. The results of this activity show a significant increase in teachers' ability to design and implement contextual and innovative teaching modules. This activity provides benefits for teachers in building more meaningful learning, student-centered, and in accordance with the principles of the Independent Curriculum.

This study aims to analyze the efficiency of the curriculum of Islamic universities in Indonesia in ensuring the readiness of students to enter the workforce, by reviewing the role of Islamic religious education in improving intellectual competence. Through a literature study approach, this study identifies the challenges and opportunities faced by Islamic universities in integrating religious values ​​with the intellectual and professional needs of students. The main focus of this study is the effectiveness of the curriculum in balancing theoretical aspects of religion and practical skills needed in the workplace. This study found that the curriculum of Islamic universities in Indonesia has attempted to adopt an integrative approach that combines religious education with the development of soft skills and hard skills that are relevant to professional careers. However, there are still some weaknesses in the implementation, such as the lack of curriculum adjustment to the dynamics of the labor market, as well as the imbalance between religious education and practical skills. The results of this study indicate that Islamic religious education has an important role in shaping the character and professional ethics of students, which are the main capital in entering the workforce. Therefore, increasing the efficiency of the curriculum through collaboration between academics, industry practitioners, and policy makers is needed to ensure that students' intellectuality is in accordance with the demands of the workplace. This study contributes to the academic discussion on the reform of Islamic higher education curriculum and emphasizes the importance of Islamic religious education in producing graduates who are not only intellectually competent, but also have strong ethical values ​​to face professional challenges. The implication of this study is the need for a more flexible and adaptive curriculum strategy to improve the competitiveness of Islamic higher education graduates in the global job market.

The application of the philosophy of progressive education within the Merdeka Curriculum aims to create a more student-centered education system that encourages active and contextual learning. Progressivism emphasizes the importance of hands-on experiences and the development of critical thinking skills through real projects and discussions. In the context of the Merdeka Curriculum, this approach allows students to explore their interests and talents more independently, with teachers acting as facilitators guiding the learning process. Through project-based learning, collaboration, and authentic assessment, the Merdeka Curriculum provides students with the opportunity to explore their interests and talents. This research identifies various strategies that educators can adopt to integrate the principles of progressivism, such as using active learning methods and allowing freedom in choosing learning materials. The implementation of the progressive philosophy presents several challenges, including teachers' readiness to adopt new roles, the need to adjust the curriculum to local contexts, and the availability of adequate resources. However, this application also offers significant opportunities to enhance the quality of education by producing graduates who are more adaptive, creative, and capable of solving complex problems. This study highlights how the application of progressive philosophy in the Merdeka Curriculum can increase student motivation, develop 21st-century skills, and prepare them for future challenges. Therefore, it is essential to continuously evaluate and develop this approach to align with the evolving times and national educational needs.

Optimizing education management in schools is a strategic step to achieve superior education quality, where various aspects such as human resource development, utilization of facilities and infrastructure, and education supervision play an important role in creating a conducive learning environment and responsive to student needs. The purpose of this study is to examine more deeply the role of education management in realizing quality schools. The research method to be used in this study is a literature study approach, in which data and information will be collected from various academic sources, such as books, journals and relevant articles on education management and quality schools. The results of this study show that effective education management plays a key role in creating quality schools through key components such as human resources, facilities and infrastructure, finance and education supervision. Each of these components works synergistically to support optimal learning processes, although they often face challenges such as limited resources, resistance to change and lack of stakeholder support. Through collaborative strategies from various parties, including the government, community and parents, schools can overcome these obstacles. Optimizing education management complemented by educational supervision helps improve the professional quality of teachers, curriculum and school management, and builds a culture of continuous evaluation. This synergy results in schools that are qualified, adaptive and able to respond to the demands of today's education.

The Independent Curriculum reform in Indonesia was implemented as a response to the need for more relevant and adaptive education. This research aims to analyze the influence of curriculum reform on the quality of learning in schools in Indonesia. The method used is literature study by taking data from journals. The research results show that the implementation of the Merdeka Curriculum increases student engagement, creativity and better learning outcomes. Apart from that, teachers also experience improvements in teaching methodology and classroom management. This research provides important insights for future education policy development, by emphasizing the importance of teacher training and systemic support in curriculum implementation.

This research focuses on the application of predictive analytics in digital classrooms to track and predict student performance. The study aims to address the limitations of traditional teacher judgment, which often relies on limited data points and subjective assessments. The research proposes a machine learning-driven approach that utilizes data from Learning Management Systems (LMS), including student engagement, academic performance, and attendance, to predict student success or failure with greater accuracy. Various machine learning techniques, such as Support Vector Machine (SVM) and Random Forest (RF), are applied to develop a predictive model that can identify at-risk students early. The findings show that the model achieves an accuracy rate of over 85%, with key predictors including past academic performance and student engagement. This model outperforms traditional assessment methods by providing real-time, data-driven insights that enable timely interventions. The study concludes that predictive analytics has significant potential to enhance educational outcomes by offering personalized support and improving curriculum design. However, challenges such as data integration, fairness, and privacy concerns must be addressed for broader implementation.

This study examines the optimization of school-based management (SBM) in improving student performance in the era of the 2023 curriculum. With the background of the importance of adapting to curriculum changes and the challenges faced in the education system, this research aims to identify effective SBM strategies and their impact on student performance. The methodology employed is qualitative research, utilizing data collection techniques such as interviews, questionnaires, observations, and document studies. The findings indicate that the implementation of SBM, which involves all stakeholders collaboratively, can significantly enhance student learning outcomes. Furthermore, this study provides recommendations for strengthening teacher training and increasing parental involvement in the educational process. The implications of this research emphasize the importance of sustaining SBM practices to create a responsive and adaptive learning environment and to achieve better educational goals in the future.

This study explores how the theory of Multiple Intelligence proposed by Howard Gardner can be effectively integrated into the teaching and learning process and the challenges faced in its implementation in various educational contexts. This study analyzes existing literature through a literature review approach to find common patterns, research gaps, and best practices in applying Multiple intelligence theory in the classroom. The literature analyzed includes journal articles, academic books, and research reports focusing on teachers' understanding of multiple intelligences, learning methods based on dual Intelligence, student responses to applying these methods, and varied and inclusive assessment systems. The study results show that although the theory of multiple intelligences has been widely recognized in education, its application still faces various challenges. Teachers' understanding of this theory is often limited, and many have been unable to adapt teaching methods to accommodate students' diverse intelligences optimally. In addition, more infrastructure and resources in schools are also needed to support kinesthetic, musical, and visual-spatial Intelligence. Nonetheless, previous research has shown that students respond positively when the learning methods used match their dominant Intelligence, which can improve their motivation, engagement, and learning outcomes. This literature review concludes that a more varied and inclusive learning approach must accommodate all student intelligences. In addition, Assessment and evaluation in education must be more flexible, considering non-cognitive intelligences that have been ignored in standardized tests. This study recommends increasing teacher training, providing supporting infrastructure, and developing a curriculum more adaptive to the diversity of students' Intelligence. The results of this study make an essential contribution to enriching the understanding of applying the theory of multiple intelligences and offering solutions to the challenges faced in modern education.    

This study highlights the importance of differentiated learning in the context of Generation Z who have unique characteristics, such as critical thinking, desire for quick feedback, and technology literacy. Differentiated learning aims to meet individual learning needs by modifying four main components: content, process, product, and learning environment. Analysis of history teachers in Central Java Province shows that although most teachers have implemented some aspects of differentiated learning, there are obstacles in relevant and effective evaluation and assessment. To address this, a training program has been implemented to improve teacher competency in developing adaptive assessments, both formative and summative. The results of the training showed an increase in teachers' understanding and skills in implementing the principles of differentiated learning that are more inclusive and equitable.

This study aims to analyse the application of Merdeka Curriculum in the formation of the Pancasila Student Profile in Islamic Religion lessons in class VII MTsS Teladan Gebang. This research method uses a qualitative approach with a case study method, this research collects data through observation, interviews, and documentation to understand how this curriculum is implemented in the context of religious learning. The results showed that MTsS Teladan Gebang has successfully adapted the Merdeka Curriculum in accordance with the Decree of the Minister of Education No. 56 of 2022, by giving teachers the freedom to adjust learning methods. The character building of Pancasila students is carried out through various activities that emphasise religious and social values, such as joint prayers, congregational prayers, and creative projects. The implementation of this curriculum shows success in integrating Pancasila values into students‘ daily activities, as well as adaptive assessment to monitor students’ overall development. This research shows that Merdeka Curriculum can effectively support students' character and skill development, making them religious, responsible and Pancasila-minded learners.

This research aims to identify the role of collaboration between teachers and school management in developing an effective curriculum at SMP Plus Darussalam. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers and students, as well as participatory observation and analysis of documents related to the curriculum. The research results reveal that close collaboration between teachers and school management is very important in designing and implementing a curriculum that suits students' needs. Collaborative involvement with various parties enriches the curriculum development process, increases the relevance of the material, and facilitates responsive adjustments to educational challenges. This research concludes that a collaborative approach not only improves curriculum quality but also increases teacher satisfaction and student motivation. The implication of these findings is the need to integrate collaborative models in curriculum development in other schools to achieve more adaptive and effective education, as well as strengthen a supportive and inclusive learning environment.

Radicalism remains a widespread global threat, especially in multicultural countries like Indonesia. Educational institutions play an essential role in countering radical ideologies by shaping students' characters to foster resilience against extremism. This paper explores how the synergy between architectural design, the authenticity of the place, and social adaptive learning through social networks and effective curriculum management contributes to creating an effective anti-radicalism learning environment. Using the Systematic Literature Review (SLR) method, this study examines existing literature on educational architecture, place-based learning, effective learning curriculum and integration of social networks in character education. The review highlights how architectural spaces that encourage collaboration and interaction can help foster inclusivity, open dialogue, and social cohesion—key elements in preventing radicalization. In addition, the concept of authenticity of place, which emphasizes the connection between students and their local cultural heritage, is identified as an important factor in building tolerance and social awareness alongside the implementation of an effective learning curriculum. Through place-based learning, students can develop a stronger sense of identity and belonging so that they are less easily influenced by extremist ideologies. Furthermore, integrating social networks into educational environments is examined for their role in promoting socially adaptive learning. Social platforms provide opportunities for students to engage with diverse perspectives, develop critical thinking, and build empathy—skills that are essential to counter radicalization. The SLR method allows for a comprehensive synthesis of research findings, offering new insights into how educational spaces can be designed to foster anti-radicalism character. This study contributes to the body of knowledge on the relationship between architecture, cultural context, effective curriculum implementation, and digital learning and offers recommendations for educational institutions to enhance their role in preventing radicalization.

Education in the digital era requires strong integration of computer programming in the educational curriculum. Programming algorithms are the main key in developing critical thinking and problem solving skills among students. The Merdeka Curriculum reinforces the importance of teaching programming algorithms as part of a curriculum that is flexible and adaptive to meet future demands. This research explores the benefits of programming algorithm strategies in the Merdeka Curriculum, including improving students' analytical, logical and systematic abilities, as well as their preparation for challenges in the digital era.