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This study discusses Ahmad Muhammad Mustain Nasoha’s perspective on Human Rights (HAM) and the Democratic Rule of Law, emphasizing the relationship between national law and Islamic law in ensuring human dignity and justice. Using a qualitative method and literature study approach, this research analyzes the interaction between citizenship, human rights, and democracy within Indonesia’s legal framework. The study reveals that both national and Islamic law aim to protect individual rights and maintain justice, though they differ in philosophical foundations and application. National law defines citizenship and human rights through constitutional and legal frameworks, while Islamic law bases them on divine principles emphasizing moral and social responsibility. The integration of these two legal systems is essential to realize a democratic state that upholds human values, social justice, and equality. The study concludes that harmonizing Islamic law with Indonesia’s national law strengthens the implementation of human rights and supports the development of a just and democratic legal state.

This study aims to examine how the concept of deliberative democracy is perceived and constructed within the intellectual discourse of Indonesian Muslim scholars. Employing a qualitative approach through literature analysis, data were gathered from academic works, including books, journal articles, and relevant conference proceedings. The analysis was conducted thematically to identify key patterns, categories, and overarching themes. The findings reveal three main points. First, the literature highlights the compatibility between Islam and deliberative democracy through the reinterpretation of shūrā, which is framed as a normative foundation aligned with modern practices of consultation. Second, the study identifies structural and cultural barriers—such as political polarization, elite dominance, and limited public space—that hinder substantive deliberation. Third, it highlights the potential for strengthening deliberative democracy through the integration of Islamic values, particularly by emphasizing maqāṣid al-sharīʿah, the ethics of justice, and the recognition of pluralism. In addition, the research introduces new categories, namely ethical deliberation and the rise of digital deliberation, both of which enrich the Indonesian model of deliberative democracy. Ultimately, the study concludes that deliberative democracy grounded in Islamic ethics is not merely a localized adaptation of Western theory but also makes a significant theoretical contribution to the broader development of deliberative democracy in the global context.

Islamic education has a strategic role in shaping the character and morals of students in line with the principles of democracy. This article aims to examine how democratic values ​​such as equality, justice, deliberation, and tolerance can be instilled through the process of Islamic education, both formally in educational institutions and in non-formal contexts such as religious studies and socio-religious activities. With a qualitative descriptive approach and literature study, this study shows that Islamic education can be an effective instrument in instilling democratic values ​​through the integration of religious teachings, teacher role models, and strengthening the curriculum that encourages dialogue, freedom of thought, and respect for differences. Instilling democratic values ​​in Islamic education is not only relevant to the development of national character, but also becomes an important foundation in forming a civilized civil society.

  This research discusses the Development of Good Governance Culture Through Islamic Education. The implementation of government in good governance is related to the issue of transparency, public accountability, and so on. Conceptually, it can be understood that good governance reflects a process that gives control to the community over its economy. Its institutions and social and political resources are used not only for development, but also to create integration for the welfare of the people. Good governance is also understood as the implementation of solid and responsible government that is in line with the principles of democracy and the market, efficient government, and government that is free and clean from corruption, collusion, and nepotism (KKN) activities. Democracy, morality, and creative-critical thinking are values that need to be developed and instilled in creating a culture of good governance. Through education, these values are instilled and transformed into the culture of the community. The education of these values is not just cognitive knowledge, but becomes integral in the personality of the younger generation, the future leader of the nation.

The main problem in current politics is the inability of politicians, policy makers and leaders who should represent society to fulfill their expectations. This research aims to understand how Islamic values ​​can be integrated into a democratic system and find ways to build moral politics based on these principles. Islam in the context of democracy. This research applies a qualitative approach using a literature study method, namely by searching for many references regarding "Building Politics with Morals: Integration of Islamic Values ​​in a Democratic System" sourced from books and journals as well as triangulation validation techniques. The findings show that democracy is in the hands of the people and politics as policy makers and running the government. To integrate Islamic values ​​in democracy, the concepts of equality, freedom of opinion, justice, deliberation and responsibility are applied. The role of Islamic political ethics in building moral politics is to make religion the basis of ethics, to form the ability to be critical and rational and to create leaders who are fair, wise, trustworthy and competent.  

The practice of creating the P5 concept in the Islamic religious education curriculum is a process aimed at developing understanding and application of the principles of Pancasila and Citizenship Education (P5) in the context of Islamic religious education. The P5 concept refers to five core values, namely Belief in One God, Humanity, Unity, Democracy, and Justice. In the context of the Islamic religious education curriculum, the practice of creating the P5 concept involves the development of learning materials that integrate P5 values into every aspect of Islamic religious education. This is intended to shape students' characters to be virtuous, patriotic, respectful of diversity, and have a sense of law and justice. The process of creating the P5 concept in the Islamic religious education curriculum involves various stages, starting from identifying relevant P5 values to Islamic teachings, developing learning materials that support the integration of these values, to assessing and evaluating the effectiveness of implementing the P5 concept in teaching. With the practice of creating the P5 concept in the Islamic religious education curriculum, it is hoped that students can become a generation with moral awareness, ethics, and adherence to Islamic teachings and Pancasila values as the foundation of the Indonesian state. This also serves as an effort to strengthen national identity and promote unity and harmony among the nation through Islamic religious education based on universal values of humanity and justice.

This study explores the intersection of Islamic education and democratic principles, focusing on their historical context and core tenets. Historically, Islamic education has emphasized knowledge, ethics, and community welfare, aligning with many democratic ideals such as equality and civic engagement. This research examines the compatibility between Islamic values and democratic principles, arguing that both systems advocate for justice, participation, and the common good. However, integrating these frameworks presents challenges, including criticisms regarding potential conflicts between religious doctrines and democratic freedoms. Despite these challenges, the benefits of harmonizing Islamic education with democracy are significant. Such integration can foster a more inclusive, ethically grounded civic society, enhancing mutual respect and cooperation. This study aims to contribute to the ongoing discourse on how educational practices rooted in Islamic teachings can enrich democratic processes, ultimately promoting a balanced approach to faith and civic responsibility.