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Amid the accelerating rhythm of digital culture, academic competition, and the changing patterns of student life in higher education, the formation of Muslim student character has become an increasingly urgent concern. A campus mosque can no longer be viewed merely as a place of worship; it must also be understood as a strategic nonformal Islamic educational space that nurtures spirituality, morality, social awareness, and student identity in a more contextual way. This study aims to analyze the role of the campus mosque as a space for shaping Muslim student character through the Islamic mentoring program at Masjid Syamsul Ulum, Telkom University. This research employs a descriptive qualitative approach based on document study and thematic analysis of scholarly articles, mentoring program documents, and relevant works on campus mosques, religious moderation, and student character education. The findings show that the mentoring program at Masjid Syamsul Ulum is systematically designed through a clear structure, curriculum, methods, evaluation tools, and mentor regeneration, all of which are integrated with the institutional values of Harmony, Excellence, and Integrity. Socioculturally, the program functions not only as a medium for religious instruction but also as a process of value internalization, habituation of religious practice, strengthening of moderation, and construction of Muslim student identity within a technology-oriented university environment. This study proposes a conceptual understanding that the campus mosque can serve as a strategic space for shaping Muslim students who are religious, moderate, collaborative, and adaptive in the digital era.

The Qur'an al-Karīm employs at least four principal terms in referring to human beings, namely al-basyar, al-insān, al-nās, and banī Ādam. These terms are not merely synonymous; rather, each represents distinct yet complementary dimensions of humanity in constructing a holistic concept of the human being. This study aims to: (1) analyze the semantic meanings of these four terms based on mufrodat studies, Makkiyah-Madaniyah classification, and asbābun nuzūl; (2) compare the interpretations of classical scholars - Al-Ṭabarī, Ibn Kathīr, Al-Qurṭubī, and Fakhr Al-Rāzī - with those of contemporary scholars - Sayyid Quṭb, Ibn ‘Āshūr, M. Quraish Shihab, and Buya Hamka; and (3) formulate their implications for Islamic education. This research employs a library research method using the tafsīr maudhū‘ī approach integrated with Izutsu’s semantic analysis model. The findings reveal that al-basyar represents the physical-biological dimension of human beings; al-insān represents the spiritual dimension in relation to ‘ubūdiyyah toward Allah; al-nās represents the social-collective dimension; and banī Ādam represents the intellectual-rational dimension inherited from Adam through the divine gift of teaching al-asmā’ (Qur'an 2:31). Collectively, these four dimensions provide fundamental implications for the development of objectives, curriculum, methodology, and evaluation within holistic and comprehensive Islamic education.

This study aims to examine the influence of internship experience, work competencies, and career flexibility on the employability readiness of students from the Management Study Program at Universitas Maritim Raja Ali Haji in entering the workforce. A survey method with a quantitative approach was applied to 114 respondents selected randomly. Data was collected through questionnaires and analyzed using multiple linear regression with SPSS version 22. The results show that internship experience does not significantly affect students' readiness to enter the workforce. However, work skills and career flexibility variables have a positive and significant impact on employability readiness. Overall, these three factors contribute positively and significantly to students' readiness to enter the workforce. The findings highlight the importance of integrated development within the higher education curriculum, including improving work skills and career adaptation to better prepare students for professional challenges. Therefore, higher education institutions need to consider these factors when designing more relevant and adequate educational programs for students.

The development of national character is a strategic agenda in addressing moral, social, and cultural challenges in the era of globalization. Strengthening fundamental values derived from Islamic teachings is considered an important solution, particularly the values of obedience to Allah SWT, the spirit of competing in goodness (fastabiqul khairat), and work ethic. These three values play a crucial role in shaping individuals who are faithful, possess noble character, are responsible, and have high competitiveness. However, the reinforcement of these values in the practice of Islamic Religious Education (PAI) at the elementary, junior high, and senior high school levels has not yet been optimally and systematically integrated. Therefore, this article aims to analyze the concepts, urgency, and strategies for integrating the values of obedience, competition in goodness, and work ethic into PAI learning. The research method employed is a literature study using a qualitative-descriptive approach through the analysis of scientific literature, curriculum documents, and relevant concepts of Islamic education. The findings indicate that the value of obedience serves as a spiritual and moral foundation for students, the value of fastabiqul khairat encourages active, collaborative attitudes oriented toward positive contributions, while work ethic strengthens discipline, responsibility, and productivity. The integration of these three values can be implemented through the development of teaching materials, the application of contextual learning methods, educators’ role modeling, and the cultivation of a religious school culture. The implications of this study affirm that integrating these values into PAI significantly contributes to the formation of a young generation with integrity and readiness to build a dignified nation.

This study aims to analyze the implementation of Nusantara Islamic values ​​in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values ​​in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

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 community service activity aimed to socialize time management materials to sixth-grade elementary school students in order to improve their learning skills, productivity, and sense of responsibility during their educational process. The activity was conducted at SDN Inti Sungai Miai 11, Banjarmasin, on September 19, 2025, with 34 student participants consisting of 17 boys and 17 girls from combined classes VI A and VI B. The method used was an interactive socialization approach that began with a pre-test and ended with a post-test using questionnaires to measure changes in students’ understanding and attitudes, followed by the delivery of materials, question-and-answer sessions, active discussions, and a brief practice of preparing a daily study schedule with a student representative. Quantitative results showed an increase in the average score of students’ understanding from 2.43 to 2.48, with a difference of 0.05, particularly in the indicator of ability to create a daily schedule, which increased by 0.29. In addition, qualitative results indicated an increase in students’ awareness and behavioral changes in managing their time more regularly during school activities. This activity had a positive impact on fostering students’ discipline and responsibility, and it is recommended that time management activities be integrated sustainably into school learning programs and curriculum.

The study aims to produce a textbook called Basic Teaching and Learning Skills in the Aspect of Teacher Personality Competence Integrated with QR-Code to improve the quality of professional teacher competence. The study applied the Research and Development (R&D) methodology based on the ADDIE model. The findings indicated that there was high level of feasibility, including material expert validation 83.3, language validation 88.3 and student responses 95.5 which is categorized as very feasible. The results show that the implementation of the QR-Code can increase the level of interactivity to watch the videos, case studies, reflective materials that reinforce the level of conceptual knowledge and internalization of the characters. The findings synthesis is in accordance with Technological Pedagogical Content Knowledge (TPACK) and experiential learning theories, and technology is the reflective medium in personality development. It concludes that the QR-Code textbook is a productive, innovative, and topical medium to form teacher personality competence, which is consistent with the curriculum and the demand of transformation education digital. The product will help improve innovation in higher education by helping close the gap between the pedagogical content and digital literacy and providing adaptive and professional teachers to meet the demands of the 21st-century education.

This community service activity aims to improve the quality of vocational education by strengthening the management of the Teaching Factory (TeFa) at SMK Muhammadiyah Purwodadi. This model requires active student involvement in the production of goods or services in accordance with workplace standards, thereby fostering technical, managerial, and professional competencies. The implementation method uses a participatory and collaborative approach, encompassing four main stages: (1) identifying the needs and readiness of target schools, (2) developing training materials based on the results of the needs analysis, (3) implementing TeFa management training using a problem-solving approach and hands-on practice, and (4) providing post-training mentoring and evaluation. The results of the activity demonstrated a significant improvement in the managerial and technical capabilities of TeFa managers. Based on the evaluation results, participants were able to develop a production management plan integrated with the curriculum. In addition, training participants successfully implemented the concept of industrial cooperation in learning activities. Positive impacts were also seen from the increase in student participation in production projects and the increasing variety of workshop service products managed by the School. Thus, this training model can be used as a reference for other vocational schools in developing productive, innovative, and competitive TeFa management.

Moral and social education in Islam plays a crucial role in shaping children's character, developing noble character and social responsibility. In this context, the Prophet Muhammad (peace be upon him) serves as a prime role model, whose behavior and sayings provide comprehensive guidance for the development of character values. This study aims to analyze authentic hadiths depicting the Prophet's interactions with children to uncover key moral and social values that can be integrated into contemporary Islamic education. The method used is a descriptive qualitative approach with thematic analysis techniques. Data were collected from relevant authentic hadith literature and then analyzed to identify moral values such as honesty, compassion, justice, empathy, and respect for children's rights. The analysis also considered the historical and social context of the hadiths, allowing interpretations of the values to be tailored to current educational needs. The results show that the Prophet Muhammad taught moral and social principles not only through verbal statements but also through concrete examples in his daily life. For example, he demonstrated gentleness toward children, respected their opinions, appreciated good behavior, and reprimanded them wisely when mistakes occurred. This approach creates an educational pattern that is not authoritarian, but rather builds positive emotional bonds between educators and students. These findings emphasize the relevance of prophetic values in shaping character education in the modern era, which often faces challenges of morality and the degradation of social values. Integrating these values into the curriculum and educational practices in schools and families is expected to produce individuals who are not only intellectually intelligent but also possess high moral integrity and social sensitivity.

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

This study aims to analyze the role of MGMPS in improving teachers' pedagogical and professional competencies at UPT SMPN Garaupa No. 13 Selayar Islands. This research is a qualitative study with a descriptive approach. The subjects in this study were supervisors, principals, MGMPS leaders, and 3 Integrated Social Studies teachers. Data collection techniques in this study used interviews, observation, and documentation while the data analysis techniques used included data reduction, data presentation, and conclusion drawing/verification. The results showed that the School Level Subject Teacher Conference (MGMPS) at UPT SMPN Garaupa No. 13 Selayar Islands has an important role in improving teachers' pedagogical and professional competencies. Through this forum, teachers gain a better understanding of the curriculum, improve their teaching skills and share knowledge through collaborative learning. MGMPS also introduces innovative learning methods and supports the mastery of teaching strategies that suit students' needs. Barriers such as limited resources, low teacher participation and difficulties in program planning are overcome with resource support, increased motivation and relevant mentoring. Other solutions include external collaboration for training, strategies to increase participation and technical support in curriculum planning. These efforts are expected to increase the effectiveness of MGMPS in developing teachers' competencies on an ongoing basis..

This study aimed to enhance sustainability awareness through eco-friendly creativity by introducing bamboo weaving training to elementary school students at SDN 3 Karangkobar. The training integrated cultural heritage with practical skills, emphasizing environmental conservation. The program involved sixth-grade students in hands-on activities, teaching them to transform bamboo into functional crafts. Findings revealed high enthusiasm from both students and teachers, highlighting the program's potential to foster creativity, entrepreneurial spirit, and environmental responsibility. The training also underscored the importance of utilizing local resources and preserving traditional crafts. Despite challenges such as limited materials and facilities, this initiative demonstrated the feasibility of embedding sustainability principles in education. Recommendations include curriculum adjustments to integrate local wisdom-based art education and increased support for creative, environment-focused learning methods.

The rapid development of digital technology demands character education as well as ethical guidelines for interacting in social media, especially social media manners in Islamic views at Berkah Integrated MTs Palangkaraya. This study aims to assess the validity of teaching modules on adab social media in the view of Islam for class VIII students of MTs Terpadu Berkah. The research method used is Research and Development (R&D) with the ADDIE model at the analysis and design stages. Validation was carried out by four experts, namely 2 material experts, and 2 design experts. The assessment included six aspects: content suitability, alignment with the curriculum, relevance to students, language, layout and design, and learning evaluation. Data were analyzed using a Likert scale to calculate the percentage of validity. The results showed that the teaching module had an average validity of 80%, which included the valid category. This shows that the module is feasible to use in learning. However, there are some minor revisions that need to be made, such as improving visual design, images, fonts, and simplifying language, and adding learning activities that are more interactive and fun. In conclusion, this teaching module can be used as a teacher's guide in learning that helps students understand and apply social media manners in accordance with Islamic values. Additional revisions from validators are expected to increase the effectiveness of the teaching module for students

This study aims to understand the implementation of the Independent Curriculum in learning the Qur'an and Hadith at MI Misbahul Adhim. With a qualitative approach and field research methods, this research explores the views and experiences of teachers and students regarding their adaptation to curriculum changes. Data were collected through direct observation, in-depth interviews, and review of relevant documents. The research findings reveal that the Independent Curriculum provides more flexibility for educational institutions to design a learning process that is more in line with the needs of students. The main focus of this curriculum is meaningful learning, character building, and the application of integrated technology. However, the implementation of the Independent Curriculum also faces a number of obstacles, such as limited resources, readiness of teaching staff, and changes in mindset in learning. Overall, the Independent Curriculum has significant potential in improving the quality of religious education. This study recommends the need for more intensive support from various parties, including the government, educational institutions, and the community, to ensure the successful implementation of the curriculum. Further research can be focused on identifying factors that influence the success of curriculum implementation and developing more optimal strategies.

This research aims to explore the policy management of educational programs at SD IT Al-Anshar Tanjung Pura in integrating the national curriculum with Islamic values. The research approach used is qualitative with a descriptive method, involving observation, interviews, and documentation as data collection techniques. The subjects of the study include principals, teachers, and students, while the object is the education management policy in this school. The results of the study show three main findings: 1) Policy planning is designed to form a generation that excels in academics and has Islamic character through careful planning that involves all parties. 2) The implementation of policies prioritizes a balance between religious and general education, supported by collaboration between teachers, students, and parents, as well as various extracurricular activities. 3) Policy evaluations are carried out regularly to measure the success of educational programs even though they still face the challenge of limited resources. This study emphasizes the importance of the role of planning, collaborative implementation, and regular evaluation in education policy management to achieve holistic educational goals.

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. 

Human resource (HR) development is a key element in realizing competency-based schools that are able to face the challenges of the globalization era. This study aims to analyze HR development strategies in educational environments with a systematic approach involving teachers, staff, and students. The research methods used are literature review and direct observation at several competency-based schools in Indonesia. The results of the study indicate that effective HR development includes three main aspects: strengthening teacher pedagogical competence, increasing staff managerial capacity, and forming a learning culture in students. The proposed strategies include ongoing training, empowering digital technology, and collaborating with external parties such as the business world and industry. The implementation of this strategy shows an increase in individual and institutional performance, especially in terms of adaptability to curriculum changes, the use of technology in learning, and student learning outcomes. In addition, it was found that visionary leadership support and adequate facilities are the main supporting factors for the success of HR development in competency-based schools. In conclusion, integrated and competency-oriented HR development not only strengthens school competitiveness but also supports the creation of a globally superior generation.

Al-Ishlah Islamic Boarding School implements the Muadalah Kulliyatul Muballighien Al-Islamiyah (KMI) program which aims to produce muballigh who not only master religious knowledge but are also competent in da'wah and education. The program seeks to align the pesantren curriculum with the formal curriculum to ensure the quality of education is equivalent to formal educational institutions. This study aims to evaluate the curriculum management of the Muadalah program in the pesantren, focusing on the process of curriculum planning, implementation, organization, and evaluation. The method used is a qualitative approach with a case study, which involves interviews and direct observation. The results showed that Al-Ishlah Islamic Boarding School has integrated the pesantren curriculum with the national curriculum, as well as implemented relevant learning methods, such as tahfidz and yellowIslamic classic books, to equip students with in-depth religious knowledge and da'wah skills in accordance with the challenges of the times. However, challenges in the management of human resources and educational facilities still need attention to improve the effectiveness of this program.