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The rapid development of digital technology has transformed students’ communication, access to information, and social interactions. However, the growing use of digital media has also created ethical challenges, including the spread of misinformation, irresponsible social media use, and declining politeness in online communication. In response to these issues, Islamic Religious Education (IRE) teachers play a vital role in fostering students’ digital ethics by integrating Islamic values into the learning process. This study aims to examine the role of IRE teachers in developing students’ digital ethical awareness at MTs Muhammadiyah Bandung Tulungagung. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, IRE teachers, and students. Data were analyzed using an interactive model, while credibility was ensured through source and technique triangulation. The findings show that IRE teachers effectively promote digital ethics through exemplary behavior, moral guidance, classroom instruction, supervision of students’ digital activities, and encouragement of respectful online communication. These efforts enhance students’ awareness of responsible technology use, ethical communication, critical evaluation of digital information, and the application of Islamic values in digital interactions. The study concludes that strengthening the pedagogical competence and exemplary role of IRE teachers is essential for fostering an ethical digital culture and reinforcing students’ character education in the digital era.

This research aims to formulate an ijtihad model of an Artificial Intelligence (AI)-based prophetic curriculum in Islamic Religious Education (PAI) from a curriculum management perspective. The study is motivated by the rapid transformation of education in the digital era, characterized by the widespread adoption of AI technologies that enhance learning efficiency and accessibility while simultaneously raising concerns related to ethics, dehumanization, and the erosion of educational values. This research employed a qualitative library research approach combined with normative-managerial conceptual analysis. Data were collected from peer-reviewed journal articles, scholarly books, and international reports published between 2013 and 2025, focusing on Islamic education, curriculum management, educational technology, and artificial intelligence. Sources were selected based on relevance, academic credibility, and contribution to discussions on prophetic education, AI integration, and curriculum development. The findings indicate that the development of an AI-based PAI curriculum requires a foundation of moral ijtihad as an ethical framework for responding to technological advancements. The proposed curriculum model integrates the prophetic values of humanization, liberation, and transcendence into the core functions of curriculum management, namely planning, organizing, implementation, and evaluation. The model offers several advantages over existing PAI curriculum frameworks by embedding prophetic values throughout the curriculum process, providing a structured mechanism for AI integration with ethical safeguards, and addressing contemporary challenges such as digital literacy, algorithmic bias, and technological dependency. These dimensions are often absent in conventional PAI curriculum models. Consequently, the proposed framework contributes to curriculum innovation and offers a conceptual basis for developing Islamic education policies and practices that balance technological advancement with character formation and spiritual development in the digital era.

The crisis of student morality and etiquette in higher education institutions has become an increasingly concerning phenomenon in the modern era. Social changes, the rapid development of digital technology, and the weakening The crisis of student morality and etiquette in higher education institutions has become an increasingly concerning phenomenon in the modern era. Social changes, the rapid development of digital technology, and the weakening internalization of religious values have contributed to a decline in students' moral character, which is reflected in poor communication ethics, lack of respect for lecturers, plagiarism practices, individualistic attitudes, and weak academic responsibility. This study aims to analyze the implementation of Islamic values in addressing the crisis of student etiquette at UIN Walisongo Semarang. The research employs a qualitative approach with a descriptive method through literature review, observation, and data collection from various scientific journals. The findings indicate that the implementation of Islamic values, such as akhlaq al-karimah (noble character), trustworthiness (amanah), discipline, Islamic brotherhood (ukhuwah Islamiyah), and responsibility, can serve as effective solutions in developing students' religious and ethical character. These values are implemented through spiritual development programs, an Islamic academic culture, lecturers' role modeling, Islamic student organization activities, and character education based on Islamic principles. This study emphasizes that the integration of Islamic values into the campus education system constitutes a strategic step in shaping a generation of Muslim intellectuals who excel not only academically but also possess strong morality and ethical conduct.

This paper offers a comparative analysis of character education through the lens of Islamic and secular humanistic paradigms. Recognizing the increasing cultural and religious diversity in contemporary educational settings, the study emphasizes the importance of an integrative approach that respects both spiritual and rational ethical frameworks. Islamic character education centers on virtues derived from divine guidance, fostering a moral compass anchored in faith, while secular humanistic education promotes critical thinking, autonomy, and universal ethical principles grounded in reason and empathy. By synthesizing these approaches, educators can cultivate learners’ moral resilience, empathy, and ethical commitment within pluralistic societies. The paper further highlights the benefits of intercultural dialogue, pedagogical innovation, and cultural competence for teachers, parents, and communities in supporting holistic moral development. Ultimately, the integration of these models enriches character education, preparing students to become ethically responsible and socially engaged citizens in globalized contexts

This study aims to identify the role of education, especially in Islamic Primary Schools (Madrasah Ibtidaiyah/MI), in improving academic quality and supporting students’ moral development. In addition, the research discusses the principles of life and human nature that influence students’ morality and character formation. The study examines the significance of education that integrates moral, ethical, and spiritual values, especially in MI, as an important foundation for shaping strong personalities and responsible behavior in adulthood. The methodology employed involves the analysis of various sources, including literature reviews, books, and relevant scientific references, to understand the concept of Islamic education that aligns academic achievement with moral and spiritual development. The findings highlight the importance of the relationship between human nature and the cultivation of Islamic values among students in schools. These values need to be integrated into learning activities through appropriate teaching methods that correspond to the characteristics of the values being developed. The results indicate that Islamic education contributes to building students’ awareness, discipline, responsibility, and noble conduct. In conclusion, Islamic religious education should focus on forming strong character and morality by integrating Islamic values into practical, contextual, and relevant learning that meets the demands of the time in modern society.

Rapid transformations in contemporary education, driven by technological advancements, globalization pressures, and secular value shifts create multifaceted challenges for nurturing students' moral and spiritual growth. This situation calls for reinforcing core Islamic educational principles to ensure their continued applicability in today's learning environments. The study examines the alignment between Islamic pedagogy and modern educational frameworks by analyzing Sharia-based sources as epistemological foundations. Employing a qualitative approach through literature review, the research draws from Quranic verses, prophetic traditions, classical exegeses, scholarly books, and relevant peer-reviewed journals. Findings reveal substantial convergence between Islamic education's foundational concepts such as divine unity (tawhid), ethical conduct (adab), moral development (akhlak), and holistic human potential and modern education priorities, particularly character formation, intellectual-spiritual balance, and ethical strengthening among learners. These results affirm that Islamic education complements rather than conflicts with contemporary systems, serving as a values-based framework to navigate modernity's complexities. Thus, Islamic education must evolve contextually and adaptively integrating religious principles into curricula, teaching methodologies, and educational technologies to function as a comprehensive, identity-preserving solution.

The transformation of digital-based learning has changed the pattern of interaction between teachers and students from face-to-face communication to technology-mediated communication. This transformation has introduced various ethical challenges, including declining communication politeness, the spread of unverified information, and a lack of responsibility in the use of digital media. This study aims to formulate a conceptual framework for the internalization of Islamic moral values as a foundation for ethical digital interactions between teachers and students from the perspective of Islamic Religious Education. The study employed a qualitative approach using a library research method. Data were obtained from secondary sources, including books, scholarly journal articles, conference proceedings, and academic documents relevant to digital ethics, learning interactions, and Islamic moral values. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and conclusion drawing, and was further strengthened through content analysis to identify patterns and relationships among concepts. The findings indicate that the values of adab (proper conduct), amanah (trustworthiness), and tabayyun (verification) serve as the primary foundations of ethical digital interaction in education. The internalization of these values takes place through the stages of value transformation, value transaction, and transinternalization, supported by teachers’ roles as role models, facilitators, mentors, and motivators. This study proposes a conceptual framework for the internalization of Islamic moral values that can serve as a basis for strengthening digital ethics in Islamic Religious Education learning in the digital era.

This study aims to examine the position of Pancasila as a grundnorm within the Indonesian constitutional system and the role of Islamic Religious Education as an ethical foundation in strengthening constitutional principles from the perspective of Islamic sociological legal theory. The methodology employed is a qualitative approach using library research, involving the analysis of various relevant literature sources. The findings indicate that Pancasila plays a fundamental role in the Indonesian legal system, serving as the highest norm in the hierarchy of laws, while also functioning as an ethical guideline in the life of the nation and the state. Islamic Religious Education plays a significant role in shaping the moral constitution through the understanding of values such as honesty, justice, responsibility, and trustworthiness, in line with the principles of Pancasila. The integration of Pancasila values and Islamic teachings, viewed through the lens of sociological law, demonstrates that effective law is not merely normative but also responsive to social realities. Therefore, Islamic sociological legal theory can strengthen the Indonesian constitutional system through the integration of normative, moral, and sociological values, resulting in a more responsive, just, and contextually relevant legal system.

This study aims to analyze the integration of Pancasila values and Islamic Religious Education (PAI) in shaping digital ethics and to examine the development of digital law through the Islamic Sociological Jurisprudence Theory approach. This research employs a qualitative method with a literature study approach based on relevant academic sources and journals. The findings indicate that the integration of Pancasila and PAI serves as a comprehensive ethical foundation in shaping digital behavior by reinforcing moral, spiritual, and social values. Furthermore, digital law is understood as a product of the interaction between social and religious values, which is dynamic and adaptive to technological developments. The Islamic Sociological Jurisprudence Theory contributes to constructing a legal paradigm that is not only formal-legal but also contextual and oriented toward public welfare (maslahah). The ethical-based digital law development model integrating Pancasila and Islamic values is considered relevant in addressing contemporary digital challenges, such as misinformation, privacy violations, and cybercrime. However, this study also identifies limitations, particularly in the implementation aspect, which remains largely normative and has not been optimally integrated into concrete policies. Therefore, it is necessary to strengthen adaptive regulations, develop applicable digital ethics education, and conduct further empirical research to establish a just and sustainable digital legal system.

This study aims to analyze the exemplary values of ta’dib and Sufistic practices of Kiai Hasan Sepuh in shaping the spirituality and noble character of santri at Pondok Pesantren Zainul Hasan Genggong. This research employed a qualitative approach with a figure study within a case study framework. Data were collected through observation, in-depth interviews, and documentation, then analyzed using descriptive-analytical techniques. The findings indicate that the values of ta’dib are reflected in discipline, respect for knowledge, and ethical interaction, while Sufistic values are manifested through sincerity (ikhlāṣ), patience (ṣabr), humility (tawāḍu‘), and simplicity. The internalization process of these values occurs through habituation, the role of the kiai’s successors, and spiritual practices rooted in pesantren traditions. Supporting factors include the religious culture of the pesantren and the emotional closeness between kiai and santri, whereas modernization and social media become inhibiting factors in the transmission of values. This study concludes that the integration of ta’dib and Sufistic values through the exemplary legacy of Kiai Hasan Sepuh contributes significantly to shaping santri spirituality and moral character, as well as offering a relevant model for Islamic character education in the contemporary era.

This study examines the contribution of Aqidah, Sharia, and Morals to the formation of Muslim character. Aqidah serves as the foundation of faith, Sharia serves as a guideline for regulating daily behavior, while Morals are the manifestation of ethical behavior reflected in social life. These three components are interrelated and together form a balanced Muslim personality. The approach and method used in this study were qualitative, using a literature review method obtained through theories of Islamic education, character formation, and moral development from various books and scientific journals. The collected data were then subjected to further analysis. The results of the study indicate that the integration of Aqidah, Sharia, and Morals plays a role in shaping individuals with strong spiritual awareness, commendable behavior, and social responsibility. Individuals who possess strong Aqidah, consistently adhere to Sharia, and practice good Morals tend to demonstrate honesty, discipline, and empathy in social life. Furthermore, character education based on Islamic values ​​can also strengthen moral awareness and create harmonious social relationships. The implications of this research suggest that both formal and non-formal educational institutions need to integrate faith values, religious practices, and morals into character education programs. This integration is expected to produce a generation with integrity, religious character, and the ability to adapt to the challenges of the modern era.

Early Childhood Education (PAUD) or Kindergarten (TK) is an important level of education in building the foundations for children's overall development, covering aspects of religious and moral values, physical-motor skills, cognitive skills, language, social-emotional skills, and the arts. The development of PAUD/TK currently shows a positive trend, as seen in the increasing public awareness, number of institutions, and participation of children aged 4–6 years. However, challenges still arise, such as limited facilities and infrastructure, variations in educator competence, differences in access to services between regions, and the need for stimulation at home. Competition among early childhood education institutions is quite fierce, driving innovation in learning quality, teacher competence, facilities, and flagship programs. In this context, marketing management plays a strategic role in building the institution's image, conveying information about educational services, identifying community needs, and increasing the institution's competitiveness in an ethical and sustainable manner. TK Muslimat NU Pakembaran, as a religious-based PAUD institution, plays an important role in developing children's development and instilling Islamic values. Although the marketing strategy is still simple and predominantly based on a familial approach and word-of-mouth promotion, these efforts are effective in building community trust and loyalty. In the future, strengthening a more systematic marketing management can increase competitiveness, expand the reach of information, and support the sustainability of the institution in providing quality, religious, and character-building early childhood education services.

The importance of education as a foundation for developing an intelligent and qualified generation, with an emphasis on Islamic religious education as a tool for shaping students' character and morals. Islamic religious education, particularly in the study of faith and morals, emphasizes ethical values ​​such as caring and honesty. With the challenges in education becoming increasingly complex, one example is that many educators are unable to utilize learning media in today's advanced technology. One proposed solution is the use of the digital platform Kahoot, which has been proven to attract student interest in learning faith and morals, overcoming the boredom often encountered with traditional methods, such as lectures. It is emphasized that schools need adequate facilities and strategies for using gadgets to enhance students' learning experiences.The quantitative method used in this study is a pre-experimental study. In this study, the researcher used the one-group pretest and posttest design model. Based on the research results, there was a pretest score with a mean of 93.46, a median of 95, and a mode of 95. The posttest score had a mean of 84.62, a median of 90, and a mode of 100. The sig. (2-tailed) table showed 0.002 with a research alpha of 5% or 0.005. It can be concluded that there is no effect because 0.002 < 0.005. Therefore, H1 is rejected. Therefore, there is no effect of using the Kahoot application on the subject of faith and morals on improving student learning outcomes at MAS Tarbiyah Islamiyah.

Islamic education plays a strategic role in promoting social transformation amid the dynamics of societal change. Islamic education functions not only as a medium for the transmission of knowledge and religious values, but also as an instrument for character building, social awareness, and the strengthening of moral and spiritual values. This article aims to examine the concept of Islamic education and its relevance to the process of social transformation, as well as to analyze the roles and challenges of Islamic education in responding to modern social changes. This study employs a qualitative descriptive approach through library research by analyzing relevant literature sources, including books, scholarly journals, and supporting documents. The findings indicate that Islamic education contributes significantly to the development of a moral, just, and socially responsible society. Islamic education serves as an agent of social change through the internalization of ethical values, intellectual development, and balanced spiritual guidance. However, Islamic education also faces various challenges such as globalization, modernization, and cultural change. Therefore, strengthening adaptive and contextual strategies in Islamic education is essential to ensure its continued relevance in fostering positive social transformation.

This study examines junior high school students’ digital morality (digital akhlak) through an analysis of Islamic Education (PAI) textbooks, focusing on the prevention of ghibah, slander/misinformation, and hate speech. The study is grounded in the growing intensity of adolescents’ online interactions, which heightens ethical risks such as online backbiting, the spread of unverified information (hoax), and degrading expressions that may harm social cohesion. The study aims to describe how the textbook represents values and prohibitions related to these issues, to analyze instructional presentation (narratives, religious evidence, learning activities, and assessments), and to assess the alignment of textbook content with a digital morality framework that contextualizes Islamic moral values for online environments. Using a library research design and content analysis of the PAI textbook as the primary document, the discussion is strengthened by recent Indonesian journal literature on digital literacy, Islamic communication ethics, and moral education for digital natives. The findings indicate that the textbook provides a strong basis for preventing ghibah through clear definitions, scriptural reinforcement, and affective messages about safeguarding others’ dignity; it addresses slander/misinformation primarily through operational tabayyun skills, including source and content verification and contextual checking; meanwhile, the prevention of hate speech is present implicitly through prohibitions against insulting, mocking, and prejudging, yet requires more explicit enrichment via contextual cases and ethical response strategies for students as bystanders. Overall, the textbook has substantial potential to foster students’ digital morality when supported by consistent classroom habituation and contextual pedagogy.  

This paper examines the dynamics of Islamic Religious Education (PAI) by integrating dramaturgical theory and globalization theory to understand the changing roles of teachers and students (santri) in contemporary educational contexts. Education is approached as a social interaction arena in which teachers and santri act as social actors who continuously manage impressions through roles, symbols, and patterns of interaction. Drawing on Erving Goffman’s dramaturgical perspective, the study analyzes how impression management operates within classroom practices, pesantren traditions, and everyday educational interactions, highlighting the concepts of front stage, back stage, roles, and self-presentation in Islamic education. Furthermore, the paper explores globalization as a macro-social process that significantly influences Islamic education through cultural flows, digitalization, and the transformation of knowledge authority. By referring to key globalization theorists such as Anthony Giddens, Roland Robertson, and Manuel Castells, this study explains how global interconnectedness reshapes learning patterns, communication styles, and the professional expectations of Islamic education teachers. Globalization presents both opportunities and challenges, particularly in maintaining moral authority, professionalism, and religious authenticity in an increasingly digital and open public sphere. The integration of dramaturgical and globalization theories reveals that digital media functions as a new “front stage” in Islamic education, where teachers and santri construct and negotiate their religious identities. This condition demands consistency between public and personal roles, as well as the reinforcement of ethical values, sincerity, and integrity. The paper concludes that Islamic Religious Education must adopt adaptive pedagogical strategies that engage with global developments while remaining firmly grounded in Islamic values, ethics, and spiritual principles. Through a critical application of social theories, this study contributes to a deeper understanding of the social dimensions of Islamic education in the era of globalization.

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including Islamic Religious Education (PAI). A major issue lies in how AI can be implemented effectively without undermining the spiritual, moral, and character-building values that are central to Islamic education. This study aims to examine the implementation of Artificial Intelligence in Islamic Religious Education learning in the era of school digitalization, focusing on its concepts, forms of application, teachers’ roles, benefits, as well as challenges and ethical considerations. This research employs a qualitative library research method. Data were collected from reputable academic journals, scholarly books, proceedings, and relevant official documents, and analyzed using content analysis techniques through data reduction, data display, and conclusion drawing. The findings indicate that AI has substantial potential to enhance PAI learning through personalized learning systems, adaptive learning media, and data-driven assessments. However, its implementation requires strong teacher supervision, adequate digital literacy, and alignment with Islamic values to prevent the marginalization of teachers’ moral and spiritual roles. In conclusion, Artificial Intelligence serves as a supportive tool in Islamic Religious Education and must be applied wisely, ethically, and in accordance with the fundamental objectives of Islamic education.

This study explores community social activities within the tradition of Wayang Golek performances as a form of living hadith in the city of Bogor. The Wayang Golek tradition reflects the practical implementation of the teachings of the Prophet Muhammad SAW in the daily lives of the Sundanese community. Using a qualitative approach, the study involved participant observation and in-depth interviews with puppeteers and audience members. The findings indicate that Wayang Golek performances function not only as cultural entertainment but also as an indirect medium for strengthening moral values, mutual cooperation, and Islamic preaching. Social activities surrounding the performances include communal interaction, preservation of local culture, and reinforcement of religious identity amid the challenges of modernization. The study further reveals that the concept of living hadith is embodied in wayang narratives that convey ethical messages aligned with the sunnah of the Prophet. These findings highlight the importance of revitalizing local cultural traditions as an effective medium for contemporary Islamic education and value transmission.

This study examines the role of Islamic Religious Education in shaping the character of young generations in the contemporary era. Islamic Religious Education is not only focused on cognitive aspects but also emphasizes moral, spiritual, and social development. The rapid development of technology and globalization has influenced the lifestyle and mindset of youth, creating challenges in maintaining ethical values and noble character. This research aims to analyze how Islamic Religious Education contributes to the formation of students’ character, including honesty, responsibility, discipline, tolerance, and social awareness. The research method uses a qualitative descriptive approach through literature review and analysis of relevant educational practices. The results show that effective Islamic Religious Education can strengthen students’ moral awareness, develop positive behavior, and build spiritual intelligence. Teachers play a significant role as role models in integrating Islamic values into daily life. Therefore, strengthening curriculum, learning methods, and collaboration between schools, families, and communities is essential to optimize the role of Islamic Religious Education in forming a morally upright and responsible young generation.

This study discusses sexual and gender education from the perspective of Islamic parenting, which plays a vital role in shaping children’s character, morality, and spiritual identity. The purpose of this research is to explore how Islamic values are integrated into the process of sexual and gender education within families, as well as to understand the role of parents as the primary educators based on the teachings of the Qur’an and Hadith. This research employs a qualitative method with a case study design, using in-depth interviews, participatory observation, and documentation analysis of Muslim families applying Islamic parenting principles. The findings reveal that Islamic-based sexual and gender education emphasizes the balance between knowledge, morality, and spirituality. Parents teach self-purity, modesty, social etiquette, and the principles of equality and justice between genders in a gradual and age-appropriate manner. The main challenges identified include low parental literacy regarding sexual and gender issues and the influence of digital media that often contradicts religious values. Nevertheless, Islamic parenting training and support from educational institutions and religious communities effectively enhance parents’ understanding and communication skills. In conclusion, sexual and gender education from an Islamic parenting perspective serves as a fundamental foundation for nurturing a generation that is physically and spiritually healthy, morally upright, and capable of interacting justly and ethically amidst modern challenges.