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The rapid development of globalization has significantly influenced modern education systems, requiring not only the advancement of knowledge but also the strengthening of moral and spiritual values. This study aims to analyze the integration of Islamic values within modern education systems in the era of globalization. The research employs a qualitative approach with a library research method, utilizing various academic sources such as books, journals, and relevant documents. Data are collected through documentation techniques and analyzed using content analysis to interpret and synthesize existing theories and findings. The results indicate that the integration of Islamic values can be effectively implemented through curriculum development, teaching methods, digital technology utilization, and the role of educators as value transmitters. Furthermore, the study reveals that a holistic and systematic integration approach is essential to balance intellectual, emotional, and spiritual development in learners. The implications of this research highlight the importance of developing an integrative education model that aligns Islamic principles with modern scientific and technological advancements, in order to produce individuals who are not only academically competent but also possess strong moral character in facing global challenges.

Christian education plays a strategic role in shaping the faith, character, and spiritual life of learners however, learning processes often remain theoretical, limiting the internalization of faith values. This study aims to examine the concept of theological reflection using the Sharing Christian Praxis (SCP) method in Christian education, explore its application, and analyze its relevance to contemporary life. This research employs a qualitative approach with a literature study method, drawing on relevant books, scientific journals, and academic sources. The findings indicate that theological reflection is a fundamental process in Christian education that enables learners to interpret life experiences in the light of God’s Word, resulting in authentic faith transformation. The SCP method, developed by Thomas H. Groome, provides an operational framework for implementing this theological reflection through systematic stages: sharing life experiences, critical reflection, engagement with Scripture, dialogue, and commitment to action. The relationship between theological reflection and SCP is integral and synergistic; theological reflection provides direction and depth, while SCP operationalizes this process dialogically and contextually, the application of SCP in Christian education has proven effective in increasing learner engagement and connecting faith with daily life. It is recommended that Christian educators implement SCP as a primary learning method, and that educational institutions integrate it into their curriculum development strategies.

This study examines the integration of Islamic education values in supporting the achievement of the Sustainable Development Goals (SDGs) 2030. The background of this research is rooted in the increasing global demand for education systems that not only emphasize cognitive competence but also foster moral integrity, social responsibility, and environmental awareness. Islamic education, with its foundational values such as tawhid (divine consciousness), adl (justice), amanah (responsibility), and mizan (balance), offers a holistic framework that aligns with the principles of sustainable development. The objective of this research is to analyze how Islamic educational values can be conceptually and operationally integrated into educational practices to contribute to the SDGs agenda. This study employs a qualitative approach using library research as the primary method, collecting and analyzing relevant academic literature published in recent years. The findings indicate that the integration of Islamic values through contextual learning, reflective discussions, character-building activities, and social engagement initiatives can enhance students’ awareness of global issues, empathy, inclusivity, and ecological responsibility. Although challenges remain in curriculum standardization and character assessment mechanisms, the study concludes that Islamic education has strong potential to function as a transformative educational model. The implications of this research suggest the need for curriculum development, teacher capacity building, and institutional commitment to ensure that Islamic education meaningfully contributes to sustainable global development.

This paper aims to describe the implementation and development of the Merdeka Curriculum at SD IT Permata Hati Entrop, an Integrated Islamic Elementary School. As an educational institution with a vision of integrating general knowledge with Islamic values, SD IT Permata Hati adapts the national curriculum to create learning that is more flexible, focused on essential content, and character-based. This curriculum is developed to optimize students’ potential holistically, encompassing cognitive, affective, and psychomotor aspects through the strengthening of the Pancasila Student Profile.The main focus of curriculum development at this school consists of three pillars: innovative intracurricular learning, the Project for Strengthening the Pancasila Student Profile (P5), and extracurricular activities that support students’ interests and talents. In its implementation, the school applies active learning methods such as Problem-Based Learning (PBL) and contextual learning linked to daily life and Islamic principles. The evaluation process is conducted through formative and summative assessments that are humanistic and reflective in nature. The outcomes of this development are expected to equip students with 21st-century skills and strong religious character in accordance with the demands of the times.

Contextual Teaching and Learning (CTL) is a pedagogical approach that links the learning material to students' everyday life, making the learning process more meaningful and easier to understand. The aim of this literature review is to identify the effectiveness of context-based teaching materials in enhancing students' conceptual understanding, motivation, and learning outcomes in elementary schools. Studies focusing on the development of teaching materials, interactive modules, contextual worksheets, and e-modules were analyzed in depth. The findings show that the contextual approach consistently enhances student engagement, conceptual understanding, and critical thinking skills. However, several challenges need to be addressed, such as limited resources, lack of teacher competence, and the scarcity of relevant local learning resources. This article provides strategic recommendations related to the development and implementation of more effective and sustainable context-based teaching materials, taking into account resource availability and the improvement of teacher competencies to ensure the success of contextual learning in elementary schools.

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 explores the integration of financial numeracy with local wisdom in mathematics education in Indonesia. By incorporating real-life financial scenarios, such as budgeting, saving, and investment calculations, into mathematics lessons, the research aims to enhance students' understanding of mathematical concepts while simultaneously improving their financial literacy. The study also emphasizes the importance of using local cultural and economic knowledge as a context for learning, making abstract mathematical concepts more relevant and accessible. The findings suggest that contextualizing mathematics education through local wisdom significantly improves student engagement, understanding, and practical application of mathematical knowledge. The integration of financial numeracy helps students make informed financial decisions and prepares them for future financial challenges. This research contributes to the development of a mathematics curriculum that combines financial literacy with local context, offering a more inclusive, relevant, and practical approach to education. The study’s findings contribute to the ongoing development of more inclusive, relevant, and practical educational frameworks that incorporate financial literacy into the mathematics curriculum.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.

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.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

This study explores the implementation of the Teaching Assistance Program as part of the Merdeka Belajar Kampus Merdeka (MBKM) policy, focusing on the experiences of education students at SMP Negeri 1 Bawolato, a rural secondary school in North Nias, Indonesia. The problem addressed in this study is the limited empirical documentation of MBKM implementation in remote educational settings with constrained infrastructure and unique pedagogical cultures. The primary objective is to investigate how teaching assistance contributes to the development of pedagogical, social, and adaptive competencies among student-teachers. A qualitative descriptive case study approach was applied, involving participatory observation, in-depth interviews, and document analysis. Thematic analysis was used to interpret the data. The findings indicate that the program significantly enhances students' pedagogical skills, including lesson planning, classroom management, and reflective teaching. Collaboration with mentor teachers and contextual adaptation emerged as crucial factors in successful implementation. The program also had a positive impact on student engagement in classrooms. This study contributes to the literature by highlighting the role of experiential learning in bridging theory and practice within teacher education, particularly in underrepresented rural contexts. It also offers recommendations for policy design and curriculum development in teacher training programs. The study concludes that meaningful field experiences, supported by collaborative mentorship and reflective practice, are key to producing competent and adaptive future educators.

The 21st century has brought significant challenges and transformations to the world of education, demanding a curriculum that integrates critical thinking, creativity, collaboration, and communication skills (4C), as well as digital literacy and ethical responsibility. This study aims to explore a contextual curriculum design for Christian Religious Education (PAK) that is relevant to the holistic development of students in today's era. Using a qualitative descriptive method based on literature review, the research analyzes theoretical concepts and previous studies related to contextual and character-based Christian education. The findings show that a transformative and contextual PAK curriculum must address not only the cognitive dimension but also affective and psychomotor aspects, rooted in real-life experiences and local cultural contexts. The role of teachers as facilitators, curriculum designers, and role models is central to effective implementation. This study provides implications for curriculum development policies, teacher training, and further research in applied classroom settings.

Social changes and the demands of the times have encouraged Islamic boarding schools (pesantren) to continuously innovate in curriculum development. This article describes the outcomes of two workshops held at Pondok Pesantren Darussalamah Al Mubarok Cianjur, focusing on needs analysis, formulation of innovation objectives, implementation, and evaluation of a Tahfizhul Qur’an-based curriculum. The first workshop emphasized needs analysis and innovation design, while the second focused on implementation and evaluation. The results show that the curriculum shift toward a Tahfizhul Qur’an orientation received positive responses from all pesantren stakeholders, and both the implementation framework and evaluation system have been designed. This activity underscores the importance of a participatory and needs-based approach in pesantren curriculum development.

Arabic language instruction has traditionally centered on classical Islamic texts, emphasizing rote memorization, mastery of grammar (naḥw), and rhetorical eloquence (balāghah), which, while preserving linguistic authenticity, often fail to meet the evolving educational demands of the 21st century. In an age marked by rapid technological advancement and shifting pedagogical paradigms, there is a critical need to reform Arabic teaching by integrating traditional methods with digital tools and interdisciplinary approaches. This study adopts a qualitative, literature-based methodology to explore both the foundational principles of classical pedagogy and recent innovations, including learning management systems, gamification, and AI-enhanced learning technologies. Through comparative analysis, the research identifies key disjunctions and overlaps between heritage-based teaching and modern digital practices. From this synthesis, the study proposes a reconstructed pedagogical model built on four core elements: cognitive-linguistic scaffolding, digital integration, sociocultural contextualization, and multidisciplinary instruction. This integrative approach not only fosters greater student engagement but also promotes character development in line with the objectives of Islamic education (maqāṣid al-sharīʿah). Furthermore, it supports a more adaptive and culturally responsive learning environment, contributing to broader educational reform efforts aimed at holistic learning. The findings suggest that such a model is particularly well-suited to Islamic higher education contexts while also being adaptable to global academic systems. By bridging the gap between tradition and innovation, this framework offers both a theoretical and practical foundation for modernizing Arabic language pedagogy. It holds implications for curriculum development, instructional strategies, and educational policy, advocating for a future-oriented yet culturally rooted approach to language education that respects heritage while embracing necessary transformation.

Training and education (diklat) play a significant role in enhancing the professionalism of teachers. In an ever-evolving educational landscape, teachers are required to possess competencies that extend beyond mere mastery of content; they must also demonstrate pedagogical and managerial skills. Through training programs, teachers can access various workshops designed to enrich their knowledge and skills, including innovative teaching methods, the use of technology in learning, and effective assessment strategies. Training also serves as a platform for sharing experiences and best practices among teachers, fostering a supportive learning community. By participating in regular training, teachers can update their knowledge in line with curriculum developments and student needs. Furthermore, training contributes to increased motivation and job satisfaction among teachers, positively impacting their performance in the classroom. Overall, training is a crucial investment in the professional development of teachers, ultimately contributing to the improvement of educational quality and student learning outcomes. Therefore, the role of training in enhancing teacher professionalism cannot be overlooked and should be prioritized in educational policy.

This study examines the strengthening of students' character through the integration of local wisdom in education in Indonesia. In facing the challenges of globalization, education must not only focus on improving academic quality, but also on character building. The purpose of this study is to analyze the application of methods that integrate local wisdom in the learning process and its impact on student learning outcomes. The proposed methods include identification of local wisdom, curriculum development, implementation of active learning, and assessment and evaluation. The results showed that the application of this method increased the average student grade from 70 to 85 and the graduation percentage from 60% to 90%. These findings indicate that the integration of local wisdom not only increases learning motivation but also contributes to the development of students' character and identity. Thus, this study concludes that strengthening character through local wisdom is an effective strategy to improve the quality of education in Indonesia, as well as encourage the younger generation to love their culture and identity more.

Christian Religious Education (PAK) has an important role in shaping the character, morals, and spirituality of students. In the digital era, PAK faces new challenges and opportunities. The main challenge is the lack of teacher readiness in using technology and the negative influence of the digital world. However, the digital era also opens up great opportunities through interactive learning media and wider accessibility. This study uses a literature review method to analyze digital transformation in PAK. The results show that the integration of technology in PAK must be supported by teacher training, relevant curriculum development, and collaboration between schools, churches, and families. With an innovative and collaborative approach, PAK can continue to be relevant and effective in strengthening the faith and character of students amidst the flow of modernization. PAK teachers need to utilize technology to enrich the learning experience, while maintaining Christian values. Collaboration between teachers, churches, parents, and students is the key to optimizing the benefits of technology and minimizing its negative impacts. Thus, PAK in the digital era is able to form a young generation that is technologically literate and steadfast in the Christian faith.

In the course of its long history, Islam in the archipelago has brought significant transformations in the way religious knowledge is delivered and learned. Literacy in pesantren has evolved from the traditional form of the yellow book to digital formats such as ebooks. In the 16th century, the yellow book emerged in the context of the archipelago as a very important cultural heritage of literacy in the tradition of Islamic scholarship. The yellow book is characterized by the yellowish color of the paper and is often referred to as al-kutub al-qadimah, which means classical or ancient books. Nahwu and Sharaf are two fundamental pillars of Arabic grammar that are essential for mastery of the language. Nahwu focuses on the structure of sentences as well as the function of words in the context of the sentence, while Sharaf studies changes in word forms and the process of derivation. These two disciplines complement each other in building a thorough understanding of the Arabic language. According to an article on Kompasiana, Nahwu and Sharaf materials are very integral in learning Arabic, similar to the role of grammar in English. This research adopts a qualitative approach with a library research method that aims to explore in depth various literatures related to Islamic character building in the digital era. Data collection is done by reviewing secondary sources, including books, scientific journals, academic articles, and documents.

Research on the preservation of local culture amidst globalization emphasizes the importance of a systematic educational strategy aligned with government policy. The main focus of this study is the role of educational institutions in introducing and maintaining the sustainability of Simalungun culture, considering that the cultural knowledge of the younger generation is declining due to modernization and the influence of the media. The research objective was to develop and evaluate SIMALOKA, an artificial intelligence-based framework with a teacher-in-the-loop approach that integrates Simalungun language, arts, rituals, and crafts into both formal and non-formal curricula. The method used combines natural language processing to tag content, a knowledge graph to map cultural concepts and skills, and a multi-objective optimization algorithm to develop balanced learning modules according to the cultural calendar. The system was tested using a dataset containing 1,850 cultural learning objects and produced modules with an average cultural coverage deviation of 3.4%, a content relevance score of 0.92, and an engagement rate of 87.1%, superior to two state-of-the-art baseline models. The results show that the combination of AI-based optimization and human validation can maintain cultural authenticity while significantly increasing student participation. These findings strengthen the hypothesis that context-sensitive, technology-based curriculum design can strengthen local cultural identity without neglecting educational policy demands. The study's conclusions confirm that SIMALOKA is a large-scale model that can be adapted to other local cultures, providing important implications for policymakers, educators, and cultural organizations in maintaining the sustainability of cultural heritage. Future research directions are directed at assessing long-term retention, resource constraints, and cross-cultural adaptation to make cultural preservation more inclusive and effective.

The creation of an Islamic Religious Education (PAI) curriculum grounded in the Qur'an, Sunnah, and culture is covered in this study. This curriculum emphasizes the spread of religious knowledge while also incorporating relevant cultural values ​​to provide pupils a more meaningful and contextual education. The goal of this curriculum is to develop pupils who are honorable, tolerant, and capable of adjusting to the problems of the world without abandoning or forgetting their cultural and religious values. To address these issues, a qualitative method known as the literature review method or literature study was used in this study. Books, journal articles, and other materials relating to Islamic education, cultural values, and curriculum development methodologies are among the scientific research and literature that serve as its reference sources. According to this study, students' understanding of Islamic teachings that are applicable to their daily lives may be strengthened by incorporating cultural values ​​into the curriculum. Teachers have a critical role in creating education that integrates religious and cultural values ​​in order to produce a generation that is morally upright, open-minded, and prepared to deal with the changing dynamics of society.