Publication Search

This research uses a qualitative approach with a library research method, focusing on the development of pragmatic thinking in Western and Islamic traditions and its contribution to contemporary education. Data were obtained through literature reviews from books, scientific journals, and previous research results. Data analysis was conducted using content analysis techniques to identify similarities and differences in Western and Islamic pragmatic thinking. The results of the study indicate that Western pragmatism developed through Peirce, James, and Dewey, who emphasized truth based on practical consequences and usefulness in life. Islamic pragmatism, although not explicit, is reflected in the thoughts of Al-Ghazali and Ibn Khaldun, who combine revelation with empirical experience and public welfare. The contribution of pragmatism to contemporary education includes: (1) educational goals oriented towards social experiences and problem-solving; (2) the position of students as active subjects with growth capacity; (3) curriculum development that is flexible, experience-based, and adaptive to social changes. this research states that Western and Islamic pragmatism both provide important contributions to contemporary education, shifting the focus from knowledge transfer to the development of competencies and characters that are relevant.  

This study discusses the relevance and role of hybrid learning strategies as a conceptual solution to the crisis of effectiveness in traditional fiqh learning in Islamic boarding schools in the digital age. The background of this study stems from the problem of declining efficiency and interactivity of classical learning methods such as sorogan and bandongan amid technological developments that demand pedagogical innovation. This study aims to analyze theoretically how the integration of traditional pesantren values and modern learning approaches can be applied without eliminating spiritual identity and scientific sanad. The method used is library research with a descriptive-analytical approach through a review of the latest scientific literature on Islamic education and hybrid learning. The results show that a hybrid learning model based on synchronous and asynchronous approaches can increase flexibility, effectiveness, and student participation in the learning process, while maintaining personal relationships with teachers. The theoretical implications enrich the concept of integrating Islamic education and technology, while the practical implications offer an adaptive curriculum model for Islamic boarding schools to respond to the challenges of the digital age without abandoning Islamic values.

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.

In the era of globalization and technological advancement, education must transform to develop students who are adaptive, critical, and have strong character. One innovation introduced by the government is the Merdeka Belajar (Independent Learning) Curriculum, which emphasizes competency, character, and project-based learning. This study aims to determine the effect of implementing the Merdeka Curriculum on the learning outcomes of Pancasila Education for Grade XI students at SMAN 1 Petir in the 2024/2025 academic year. A quantitative method with a survey approach was used, involving 80 student respondents. Data were collected through questionnaires and learning outcome tests, and analyzed using correlation and regression statistical techniques. The results show that the Merdeka Curriculum has a significant and positive effect on students’ PPkN learning outcomes, with a correlation coefficient of 0.766. This means better implementation of the curriculum leads to better student achievement. The curriculum contributes 58.7% to the learning outcomes, while the remaining 41.3% is influenced by other factors. The study concludes that the Merdeka Curriculum effectively enhances learning outcomes, particularly in character and 21st-century skills development.

This study aims to analyze the implementation of artificial intelligence in economics learning within the context of the Merdeka Curriculum and to examine its alignment with deep learning principles. The study employed a qualitative approach using a case study design conducted at SMAN 1 Boyolali. The research participants included economics teachers and eleventh grade students. Data were collected through classroom observations, in depth interviews, and document analysis. Data analysis was carried out interactively through data reduction, data display, and conclusion drawing and verification. The findings indicate that the use of artificial intelligence in economics learning remains limited and has not been systematically integrated into pedagogical design. AI is primarily utilized as a supporting tool for lesson preparation and concept clarification rather than for adaptive learning, data driven assessment, or the enhancement of students’ critical thinking skills. Although students demonstrated positive responses toward AI assisted learning, several constraints were identified, including teachers’ limited pedagogical competence in AI integration, the absence of deep learning based instructional design, and infrastructural challenges. These findings suggest that the effectiveness of artificial intelligence in economics education depends not merely on technological availability, but on the alignment between pedagogy, curriculum policy, and human resource readiness.

The development of digital technology has significantly transformed Islamic education, particularly in the growing discourse on gender equality within digital public spaces. Social media has become a new arena where diverse gender narratives—from progressive to conservative—compete for public attention, requiring a more systematic response from Islamic education. This study aims to describe the foundational concepts of gender in Islamic education, analyze how social media shapes gender perceptions among Muslim communities, and formulate effective educational strategies for responding to these challenges in the digital era. Using a library research design with a descriptive qualitative approach, this study applies thematic content analysis to synthesize relevant academic literature. The findings indicate that Islamic education holds strong potential to promote gender justice through theological, pedagogical, and digital literacy approaches. Nevertheless, significant challenges persist, including biased interpretations, the spread of misinformation, and the dominance of patriarchal narratives in online spaces. The study’s implications highlight the need for curriculum reform grounded in gender equality, teacher capacity development, strengthened Islamic digital literacy, and collaborative efforts among educators, scholars, and digital communities to build a more inclusive and moderate digital da'wah environment. These findings are expected to serve as a foundation for developing adaptive Islamic educational strategies that respond effectively to gender dynamics in the cyber era.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

The rapid development of technology in the digital era has brought significant changes in various aspects of life, including in the world of education. Islamic Religious Education (PAI) is no exception, facing the challenge of remaining relevant and effective in shaping students' personality characters. The current PAI curriculum is considered not fully able to accommodate the needs of the times that demand the integration of Islamic values ​​with digital competencies. The urgency of reformulating the PAI curriculum is very important in order to create an adaptive, innovative, and future-oriented learning model. This study aims to express constructive ideas in reformulating the PAI curriculum by referring to Paulo Freire's thoughts, while the method used is qualitative based on literature studies. In the end, this study concluded that the reformulation of the PAI curriculum can be realized by adopting the theory of integrity-reality initiated by Paulo Freire, the integrity-reality in question is integrating Islamic values ​​and the sophistication of digital technology. Reformulation of the PAI curriculum can be done by continuing to place the source of Islamic teachings as a fundamental rule, and placing humans as the main center in science. In other words, digital technology is only used as a limited tool in learning and teaching methods.

This study investigates the implementation of reasonable accommodations for students with special needs at SMP Negeri 32 Kota Tangerang. The research focuses on how inclusive education is operationalized within a public junior high school context to ensure equal educational opportunities for all learners, regardless of their physical, intellectual, or emotional differences. The central problem addressed concerns the extent to which inclusive policies and practices are effectively translated into tangible support systems for students with special needs. Accordingly, the primary objective of this study is to analyze the implementation process, challenges, and outcomes of reasonable accommodations in promoting inclusive learning environments. A qualitative research design was employed, utilizing data collection techniques such as observation, in-depth interviews with the principal, special education teachers, homeroom and subject teachers, as well as students with special needs, complemented by documentation analysis. The validity of the data was established through triangulation, encompassing processes of data reduction, data display, and conclusion drawing. The findings demonstrate that SMP Negeri 32 Kota Tangerang has successfully implemented reasonable accommodations supported by the BOSDA Inklusi program. This funding facilitates the provision of accessibility features—including ramps, guiding blocks, accessible toilets, and wheelchairs—alongside adaptive learning materials and teacher remuneration. Furthermore, systematic identification and assessment procedures are conducted regularly, and the curriculum is continuously adapted to meet individual learning needs. The school also organizes regular capacity-building programs for educators and staff. In addition, strong collaboration with the Tangerang City Government, the Difabel Mandiri Indonesia Foundation, and USAID Madani provides sustained technical assistance and monitoring.

This research aims to respond to the complex challenges of the digital era, where students are not only required to develop scientific thinking skills but also to strengthen ethics and character as the primary basis for filtering information and acting wisely in cyberspace. Rapid technological developments are often not directly proportional to the mastery of moral literacy, so the application of Islamic ethical values ​​is crucial to create a balance between intellectual intelligence and good morals. This research aims to examine how combining scientific thinking with Islamic ethics can strengthen students' character, while also identifying effective implementation approaches in contemporary learning environments. The method used is a literature study with descriptive qualitative analysis, involving the review of various literature sources related to scientific thinking, character education, and Islamic ethical principles. The results show that the collaboration between systematic, critical, and objective scientific thinking processes with Islamic ethical values ​​such as honesty, responsibility, and politeness can shape students' mindsets and behaviors that are more moderate, responsible, and ethical in the use of technology. This integration also improves students' ability to carefully assess digital information, make appropriate moral decisions, and avoid deviations in cyberspace. In terms of implications, this research emphasizes the need to develop a curriculum and teaching strategies that structuredly combine cognitive and affective aspects, so that schools can produce a generation that is not only academically superior, but also has a strong, adaptive character and noble morals amidst the unstoppable wave of digital technology development.

The research intends to formulate an integrative approach for designing the Merdeka Curriculum based on Deep Learning in the Economics subject at SMA N 1 Boyolali. The rapid advancement of digital technology demands more adaptive, contextual, and student-centered learning models aligned with 21st- century competencies. Using a an exploratory research approach supported by a structured assessment of prior studies (SLR), this research synthesizes theoretical perspectives and previous studies related to curriculum design, deep learning, and educational innovation. The results reveal that the incorporation of Deep Learning into the Merdeka Curriculum offers a more responsive and data-driven framework, enabling deeper conceptual understanding, critical thinking, and problem-solving skills in Economics learning. However, several challenges were identified, including teachers limited digital competence, insufficient infrastructure, and minimal curriculum innovation training. The study emphasizes the significance of combining technological and pedagogical innovation to strengthen learning quality. The results provide a conceptual model that educators can adopt to design an adaptive curriculum aligned with students’ characteristics and contemporary educational demands.

This study aims to analyze the role of vocational education in strengthening human capital in the era of Industry 5.0 through a case study of students at SMK Entrepreneur Indonesia Sragen. Vocational education is a crucial component in developing competent, adaptive, and innovative human resources in the face of technological disruption and changing job market needs. Using a descriptive-qualitative approach, this study examines how the implementation of a competency-based curriculum, entrepreneurship training, and collaboration with the industrial world can improve the quality of human capital. The results show that vocational education at SMK Entrepreneur Indonesia Sragen successfully improves students' technical abilities, digital skills, and entrepreneurial spirit, thus better preparing them to face the demands of the world of work in the era of Industry 5.0. In addition, policy support, teacher training, and technology-based learning facilities also strengthen learning outcomes. This study confirms that vocational education plays a strategic role in producing productive, creative, and globally competitive graduates. Strengthening human capital through vocational education is a key factor in accelerating Indonesia's economic transformation towards an intelligent and highly competitive society in the digital era.

This study aims to conduct a comparative analysis of curriculum development and teaching methods in Islamic education in Indonesia and Egypt. Both countries have a long tradition in the development of Islamic sciences, but they demonstrate different approaches in accordance with their respective social, cultural, and educational policy contexts. This study uses a literature review method with a descriptive qualitative approach through a review of journals, books, and Islamic education policy documents. The results of the analysis show that the Islamic education system in Indonesia emphasizes the integration of religious and general knowledge in its curriculum, in line with the spirit of religious moderation and the demands of modern society. Meanwhile, Islamic education in Egypt, especially through Al-Azhar University, emphasizes a traditional approach based on tafaqquh fi al-din with a focus on mastery of classical Islamic sciences. In terms of teaching methods, Indonesia is more adaptive to active and technology-based learning models, while Egypt maintains the talaqqi and memorization methods, but has begun to adopt modern pedagogical innovations. Overall, both education systems have their own strengths; Indonesia excels in contextualizing the curriculum, while Egypt sets an example in maintaining the authority and continuity of Islamic scholarship. These findings are expected to contribute to the development of a balanced Islamic education that integrates values and modernity.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

This research examines the comparison of Islamic education innovations in Japan and Singapore with a focus on technological approaches and local cultural integration. Japan and Singapore are two developed countries in Asia that have developed Islamic education systems with unique characteristics despite not being Muslim-majority countries. This study uses a qualitative method with a library research approach through document and literature analysis. Data were collected from scientific journals, books, and educational policy documents in both countries. The results show that Japan develops Islamic education with an adaptive approach that integrates digital technology and Japanese cultural values such as discipline and kaizen. Meanwhile, Singapore builds a structured Islamic education system integrated with the national education system through MUIS with innovations in the aL.I.V.E curriculum and SIES. The main difference lies in the level of institutionalization and government support, where Singapore has a more formal structure while Japan is more flexible and community-based. Both models provide valuable lessons for the development of Islamic education in Indonesia, particularly in terms of technology integration, local cultural adaptation, and contextual curriculum development.

This article discusses the modernity of educational instruments, along with the phenomenon of technological progress, particularly the emergence of artificial intelligence (AI), and its implications for educators in the 21st century. Rapid advances in AI have led to fundamental shifts in teaching strategies and resources, shifting from traditional models to personalized and adaptive learning environments. Through automated assessments, curriculum customization, and the implementation of virtual assistants that enhance accessibility, artificial intelligence (AI) in education aims to improve efficiency and effectiveness. However, this modernity requires educators in the 21st century to change. Teachers now play the role of facilitators, designers of learning experiences, and mentors in ethics, in addition to being providers of knowledge. Teachers need to master AI literacy and focus on teaching students the four Cs of the 21st century: communication, creativity, critical thinking, and teamwork. The integration of AI raises ethical issues related to data privacy, the digital divide, and the dangers of plagiarism, but it also offers significant potential. Therefore, the effective integration of AI technology with irreplaceable human qualities is crucial for the success of contemporary educational technology. AI is an important tool for educators in the 21st century to develop a generation of technologically literate and moral individuals.

This research aims to analyze the challenges and solutions of Islamic education in the digital era in an effort to maintain religious values in the midst of the rapid flow of modernization and technological development. This research uses the library research method by examining various relevant literature sources, such as books, journals, and previous research results. The results of the study show that technological advances have a great influence on students' learning patterns, behaviors, and moral values. However, with the right strategy, technology can also be used as a means of da'wah and strengthening Islamic character. Efforts that need to be made include the integration of Islamic values in digital-based learning, improving teachers' competence in technological literacy, and collaboration between schools, families, and communities. This research emphasizes that Islamic education must be adaptive to the development of the times, but still adhere to religious values in order to produce a generation of Muslims who are intelligent, faithful, and noble. In addition, curriculum innovation that is responsive to the needs of the times and the use of safe and directed digital media is needed to support the formation of students' character comprehensively.

Purpose – Purpose study This is For explore How management source Power human (HR) functions as a strategic pillar in develop economy resilient and adaptive defense in the global era . Research This integrate policy national , power competition industry defense , and work The same international through HR- based approach global competence . Design/ methodology / approach – Research This use method review library systematic (Systematic Literature Review/SLR), analyzing more of 50 peer-reviewed articles from journal published Scopus / WoS indexed between 2021–2025 . Research This synthesize framework Work from strategic human resources , economics defense , and global collaboration . Findings – Research This find that HR is not just function administrative , but play role strategic in form strength defense through development source Power people , digital literacy , and work The same cross- country research this also reveals that success synergy industry defense is greatly influenced by the readiness of human resource actors to integrate innovation , diplomacy , and knowledge transnational . Implications practical – For operationalize findings this , policy defense national must invest in centers featured human resource development , design repeat curriculum aligned defense​ with global threats and technologies , as well as build partnership strategic HR with actors​ defense international . Originality / Value – Study This was the first to conceptualize framework Work integrative which places HR as the core of transformation economy defense in a post-pandemic global landscape driven by digitally . Study This offer novelty theoretical with connect economy defense with strategic HR practices , as well as relevance practical for the makers policy and educators defense .

Purpose –This article aims to integrate three strategic pillars in strengthening Indonesia's defense human resources (HR), namely Crew Resource Management (CRM) in military medicine, national biological defense, and STEM-based education. Design/methodology/approach –The research used a systematic literature review approach by examining literature from international databases (Elsevier, Springer, Wiley, Taylor & Francis, ACM, IEEE, ScienceDirect, SAGE, DOAJ, JSTOR) and reputable national journals (SINTA, GARUDA, BRIN). The analysis was conducted thematically with normative, empirical, and conceptual approaches. Findings –The study results show that: (1) CRM effectively improves communication, coordination, and decision-making of military medical teams in crisis situations; (2) the establishment of a Biological Defense Agency is urgently needed to address the threat of pandemics, bioterrorism, and transnational biosecurity; and (3) STEM education has been proven to strengthen innovation, adaptability, and the competence of the younger generation of defense personnel. The integration of these three aspects results in the CRM–Bio-Defense–STEM Nexus conceptual framework as the foundation for developing Indonesian defense human resources towards the 2045 vision. Practical implications –This study recommends strengthening national policies through: (1) a STEM-based defense curriculum, (2) CRM training in military medical education and operations, and (3) the establishment of a special biological defense institution as the front line in facing biological threats.Originality/value –This article provides a new contribution in the form of an integrative conceptual model of CRM–Bio-Defense–STEM that has never been studied holistically in the context of Indonesian defense, while also offering a strategic framework for the development of adaptive, innovative, and resilient national defense human resources.

This study aims to describe the implementation of 21st-century skills oriented toward the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5) at SMAN 1 Rejotangan. A qualitative research approach was employed, with data collected through observation, interviews, documentation, and triangulation. The research subjects included Grade X students, homeroom teachers, and the vice principal of curriculum affairs. The findings reveal that the implementation of 21st-century skills—critical thinking, creativity, collaboration, communication, and digital literacy—has been effectively integrated into the P5 project under the theme Sustainable Lifestyle. The project activities fostered students’ environmental awareness, independence, creativity, and social responsibility. The planning, implementation, and evaluation stages were conducted systematically, with teachers serving as facilitators and students as active participants. Optimization efforts were carried out through teacher capacity building, technology integration, and collaboration with external partners. The study concludes that implementing the Merdeka Curriculum through P5 effectively cultivates adaptive, innovative, and character-driven learners based on the values of Pancasila