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Islamic Religious Education is considered the main pillar in shaping the character of Muslims; however, in the era of globalization, entrepreneurship has become essential. The integration of entrepreneurship enables students to connect religious values with the real world, develop self-potential, and become agents of positive change. Inclusive management of Islamic religious education towards entrepreneurship is not only a necessity but also a challenge to create innovative curricula. This study employs a qualitative descriptive method through a literature review approach to examine the management of education and entrepreneurship in Islamic religious education. The goal of Islamic Religious Education is to shape individuals with profound knowledge of Islamic teachings, capable of applying them in daily life, fostering love and obedience to Allah SWT, imparting Islamic values and ethics, and encouraging critical, analytical skills, and entrepreneurial spirit. Entrepreneurship in Islamic religious education aims to mold a younger generation of Muslims who can become successful entrepreneurs and are morally and ethically responsible. The integration of entrepreneurship involves teaching entrepreneurial values and principles, as well as developing entrepreneurial skills such as creativity and management. A conducive environment for entrepreneurship, including the empowerment of micro, small, and medium-sized enterprises (UMKM), training, mentoring, access to financing, and incentives for entrepreneurs, is deemed essential. By integrating entrepreneurship into Islamic religious education, it is expected that students can prepare themselves to face the challenges of the job market and contribute to the welfare of society.

Religious values aare very important in education. These values also influence the way everyone behaves in the organization. Religious values such as human connection with Allah SWT, the seriousness of conscience, and other religious values are internalized as part of the organizational culture. Apart from that, research has shown that the application of Islamic values in organizational culture such a worshio, trust, responsibility, fairness, ihsan, mutual hep, makes organizations more Islamic. Overall, religious values, especially in the Islamic context, provide a strong moral and ethical foundation for building organization that are sustainable, humane and full of good vibes.

This research aims to investigate how the values ​​of the motto "Satu Tungku Tiga Batu" are understood and internalized through Islamic Education learning at Fakfak State Polytechnic. In this context, Islamic Education plays a significant role in shaping individuals' character and morality. The motto, which carries the meaning of unity, cooperation, and mutual support, has not been fully interpreted in the context of Islamic learning at Fakfak State Polytechnic. A case study method is used to examine how this motto is applied in the Islamic Education curriculum. Data were collected through participatory observation, interviews with lecturers and students, and content analysis of lecture materials. The results of this research highlight the importance of the role of Islamic education in shaping understanding and acceptance of moral values ​​among students. The implications of these findings include suggestions for curriculum development and strategies to enhance the integration of Islamic values ​​in an academic context. This research contributes to understanding how Islamic education can strengthen ethical principles and reinforce communal bonds within the educational environment.

This study aims to examine the role of Islamic education in shaping the characters of students in the digital era. The study involves a literature review by exploring research findings and relevant articles, and identifying implications for the field of education. The results indicate that Islamic education plays a significant role in shaping the characters of students in the digital era. In the context of the digital era, Islamic education not only teaches religious values but also involves the learning of ethics and morality for students. This study reveals that Islamic education can teach students about moral values, develop digital ethics, and foster spiritual awareness in the use of technology. The implications of this study include curriculum development that encompasses ethical and moral aspects of technology use, teacher training in teaching digital ethics and responsible technology use, and partnerships with parents in shaping students' characters in the digital era. This research is important to be known and understood by educational institutions and teachers so they can develop effective strategies in shaping responsible, ethical, and integrity-based characters of students in this digital era. In a connected and digitalized era, it is crucial to integrate Islamic moral and ethical values into education to enable students to use technology wisely and responsibly.

The research explores the growing concern about the lack of ethical behavior and values globally and the need for moral education, particularly in the context of Islamic education. It focuses on Madrasah Ibtidaiyah in Indonesia and its efforts to cultivate a moral culture among its students through its curriculum, pedagogy, and community engagement. The research aims to explore the ethical values emphasized in its education and compare the experiences of its students and alumni with those who have received a secular education. The research methodology involves a literature review to gather and analyze data from various sources. The study examines the role of curriculum and pedagogy in Madrasah Ibtidaiyah, emphasizing the integration of Islamic values into various subjects and the emphasis on character development. It also explores the school's community engagement efforts, including partnerships with families, religious leaders, and local institutions to reinforce ethical values. The text compares the experiences of Madrasah Ibtidaiyah students and alumni with those of secular education, highlighting differences.

Islamic education is not only the cultivation of religious values, but also a process that includes the development of ethics, morality, and life principles that are able to shape individual character. The generation formed through Islamic education has excellence in moral, ethical, spiritual, and social aspects that enable them to become agents of positive change in society. This type of research is literature study research. The collection methods used are literature study, observation and interviews. Engage in data analysis techniques through data reduction, data presentation and conclusions. Islamic education is not only a process of transferring religious knowledge, but also a journey towards the formation of a superior and benevolent character. The generation inspired by Islamic Education has the potential to bring about better changes in society and inherit Islam's ethical and moral heritage to a better future

Currently, Islamic education is crucial for developing knowledge based on faith and piety. It creates behavioral patterns that reflect a balance between physical and spiritual aspects, resulting in morally upright individuals. The decline in moral behavior among Muslims is a serious issue that requires significant attention. Islamic education contributes to the enhancement of faith and piety, which in turn shapes morally upright individuals, especially amidst the era of globalization that alters various aspects of life, including mindset. This study aims to understand the process of Islamic education as a means to actualize religious teachings, thereby strengthening the moral character of Muslims in the face of globalization. The research employs a qualitative method with a library research approach. The findings indicate that to address moral and ethical deviations in the era of globalization, it is necessary to revitalize Islamic education to strengthen the moral character of Muslims. The necessary steps include: 1) implementing a holistic and morality-based learning model, 2) revitalizing moral education, 3) revitalizing social education, and 4) revitalizing the role of technology.