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In the 21st century learning era that demands the integration of 4C skills and digital literacy, the textbook Akidah Akhlak Class IV MI based on the 2019 KMA 183 Curriculum needs to be evaluated for its suitability to be relevant in shaping students' Islamic character. This study aims to analyze the suitability of the book's content, presentation, language, and graphics according to BSNP standards, with a focus on the strengths of active learning and the weaknesses of technology integration such as QR codes and science-technology interconnections. The descriptive qualitative method through library research uses the 2020 Kemenag textbook by Subkhiaton Noor as primary data, supported by BSNP instruments and comparisons with other books. The results show that the book is very suitable overall: very good content suitability (accurate material, relevant KI-KD, supports 4C through discussion and reflection), good presentation (systematic structure, HOTS-LOTS, glossary), good language (communicative, appropriate to students' cognition), graphics pass with minor improvements in visual consistency, so it is effective for contextual learning even though it needs additional digital features.

In the book Bina Belajar Al-Qur'an dan Hadith for grade V MI published by Erlangga Publisher in accordance with the madrasah curriculum (KMA) No. 183 of 2019, this book is analyzed by researchers in meeting the needs of 21st century learning, especially in developing critical thinking skills, creativity, communication, and collaboration. This study aims to analyze the feasibility of textbooks based on four aspects of the National Education Standards Agency (BSNP) standards, namely the feasibility of content, feasibility of presentation, language and graphics. This study uses a literature study approach (library study) which is used to collect various data sources from the book Bina Belajar Al-Qur'an dan Hadith, journals and others. The results of the study show that this book is in the very feasible category, with the suitability of the material to KMA No. 183 of 2019, the use of communicative language, and consistent graphic displays. However, deficiencies were found in the presentation aspect, such as the absence of concept maps, learning objectives, and the lack of contextual illustrations. Overall, this book remains relevant and can support the learning of the Qur'an and Hadith in MI.

The spiritual crisis among students in the digital age is increasingly evident through a decline in interest in worship, low moral awareness, and an increase in individualistic lifestyles that affect the formation of faith and moral competence. This condition requires the development of Islamic Religious Education (IRE) learning that is not only oriented towards cognitive understanding, but also fosters a deep spiritual awareness among students. This study aims to analyze the role of reflective-based PAI learning as a solution in strengthening students' faith and moral competence amid digital challenges. The method used is library research by examining books, curriculum policies, and relevant national and international journal articles over the last ten years. The results of the study show that the reflective approach, through activities such as muhasabah, personal journals, value dialogues, and tadabbur experiences, is able to increase self-awareness, faith appreciation, and strengthen social morals more effectively than conventional learning, which is one-way and teacher-centered. In addition, the integration of reflective values has been proven to support the achievement of basic PAI competencies as mandated in KMA No. 183/2019, especially in the spiritual and affective domains. These findings imply that PAI learning in the digital age needs to adopt a more participatory, contemplative, and experience-based design in order to foster character building.

Berdasarkan Nota Kesepahaman Bersama Nomor 131/KMA/SKB/X/2012 antara Mahkamah Agung, Kepolisian Republik Indonesia, Kejaksaan Republik Indonesia beserta Kementerian Hukum dan HAM Republik Indonesia tentang Penetapan Ulang Kriteria Pelanggaran Ringan dan Besaran Denda, Prosedur Pemeriksaan Cepat dan Penerapan Sistem Keadilan Restoratif serta Aturan yang ditetapkan oleh Kepolisian Republik Indonesia Nomor 8 Tahun 2021 tentang Pengelolaan Pelanggaran Pidana Dengan Pendekatan Keadilan Restoratif. Perihal mengenai beberapa tindak pidana tertentu, dapat diselesaikan melalui keadilan restoratif. Pelaksanaan keadilan restoratif telah diupayakan dalam kasus pembuangan bayi di Polsek Ngaliyan Kota Semarang. Topik yang diperhatikan dalam riset ini adalah bagaimana penerapan keadilan restoratif terhadap pelaku tindak pidana pembuangan bayi dan bagaimana tinjauan yuridis terhadap penerapan keadilan restoratif di Polsek Ngaliyan Kota Semarang. Pendekatan yuridis normatif diterapkan dalam penelitian ini. Kumpulan data sekunder akan digunakan untuk mendukung temuan-temuan yang ditunjang dengan wawancara oleh Polisi Polsek Ngaliyan yang berpengalaman dalam melaksanakan keadilan restoratif. Temuan penelitian yang didapat, menunjukkan bahwa pelaksanaan keadilan restoratif terhadap pelaku tindak pidana pembuangan bayi telah direalisasikan selaras dengan Peraturan Kepolisian Negara Republik Indonesia Nomor 8 Tahun 2021 tentang Pengelolaan Pelanggaran Pidana Dengan Pendekatan Keadilan Restoratif. Namun, Peraturan Kepolisian tersebut tidak sejalan dengan implementasi Nota Kesepahaman antara Mahkamah Agung, Kepolisian Republik Indonesia, Kejaksaan Republik Indonesia beserta Kementerian Hukum dan HAM Republik Indonesia yang telah turut menandatangani. Polisi Polsek Ngaliyan telah berupaya menegakkan keadilan dengan mengikutsertakan keluarga pelaku untuk mengupayakan pemulihan yang baik dan damai dengan tujuan agar kelangsungan hidup bayi pada akhirnya dapat dipastikan dan pelaku tindak pidana pembuangan bayi ini mendapatkan arahan yang tepat untuk mengembangkan perilaku dan karakter yang baik secara berkesinambungan. Pelaksanaan keadilan restoratif ini turut mengundang perwakilan dari masyarakat Kecamatan Ngaliyan dengan mengutamakan diskusi secara kekeluargaan untuk bersama-sama mencari penyelesaian yang adil melalui perdamaian terhadap perkara tindak pidana pembuangan bayi tersebut.Kata kunci : Keadilan Restoratif, Tindak Pidana Pembuangan Bayi, Peraturan Kepolisian Nomor 8 Tahun 2021.

Tujuan Penelitian yaitu Untuk mengetahui dan menganalisis ketentuan dan penerapan restorative justice terhadap anak yang berkonflik dengan hukum dalam sistim peradilan pidana anak, Untuk mengetahui dan menganalisis bentuk tindak pidana yang dilakukan oleh anak yang memungkinkan untuk diterapkan keadilan restorative justice. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian hukum normatif adalah penelitian hukum yang dilakukan dengan cara meneliti bahan kepustakaan (data sekunder) Bahan hukum yang digunakan dalam penelitian ini bersumber dari bahan hukum primer yang diperoleh secara langsung dari bahan hukum, baik bahan hukum primer maupun bahan hukum sekunder. Untuk memperoleh bahan hukum yang diperlukan dalam penelitian ini, digunakan teknik studi kepustakaan (library research). Untuk kejaksaan agung dalam penerapan restorative justice terhadap anak ada Peraturan Jaksa Agung Republik Indonesia No. PER-006/A/J.A/05/2015 tentang Pedoman Pelaksanaan Diversi Pada tingkat Penuntutan. Kemudian ada Surat Keputusan Bersama Ketua Mahkamah Agung Republik Indonesia, Jaksa Agung Republik Indonesia, Kepala Kepolisian Negara Republik Indonesia, Menteri Hukum dan Hak Asasi Manusia Republik Indonesia, Menteri Sosial Republik Indonesia, dan Menteri Negara Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia Nomor 16бА/KMA/SKB/XII/2009, 148 A/A/JA/12/2009, B/45/XII/2009, M.HH-08 HM.03.02 Tahun 2009, 10/PRS-s/KPTS/2009, 02/Men.PP dan PA/XII/2009 tentang Penanganan Anak Yang Berhadapan Dengan Hukum.

The implementation of the Merdeka Curriculum in madrasahs, guided by the Ministry of Religious Affairs Regulation (KMA) Number 347 in 2022, offers both advantages and challenges. This policy empowers madrasahs in Indonesia to develop education unit-level curricula that cater to the specific needs and management of education. The advantages of implementing the Merdeka Curriculum lie in its ability to respect and enhance Islamic education. Madrasahs can emphasize religious understanding, Quranic studies, and character education, enabling students to deepen their religious knowledge and strengthen their religious identities. Moreover, the curriculum's flexibility allows madrasahs to tailor educational experiences to the needs, social contexts, and local cultures of their students, making learning more relevant and meaningful. By incorporating practical and contextual subjects, the Merdeka Curriculum facilitates the development of broader skills, equipping students with academic, social, and life skills essential for their holistic growth. However, challenges arise in implementing the Merdeka Curriculum. Educators need comprehensive training and professional development to effectively design and implement a flexible curriculum. Ensuring consistent education standards across madrasahs is also crucial, as the freedom to determine curricula may result in variations. Integration with the national curriculum is essential to ensure that fundamental subjects such as literacy, numeracy, and general knowledge are adequately covered.

 The Independent Curriculum was determined by the Ministry of Education and Culture and the Minister of Religion of the Republic of Indonesia has issued a decree number 347 of 2022 regarding guidelines for implementing the Independent Curriculum in madrasah. So the implementation of the Independent Curriculum at Madrasah Ibtidaiyah becomes a demand for madrasah. The research uses a library research. The data research related to the Independent Curriculum and the Decree of the Minister of Religion of the Republic of Indonesia number 347 of 2022 concerning the Independent Curriculum. The Analyzing data of this research using a way to describe the data in the study (content analysis). The Independent Madrasah Ibtidaiyah curriculum implements learning according to the abilities of students which gives more space to develop student’s basic character and competence. The Character abilities that support interactive learning is by developing abilities and having characters in the form of noble character, diversity, independence, critical and creative reasoning. Have a focus on essential learning and adapts to the abilities of the students. The Independent Curriculum at Madrasah Ibtidaiyah was developed in Indonesia with the aim to improve the quality of education. Its implementation is adjusted to the needs and characteristics of students which can facilitate the learning process without feeling burdened in the implementation of learning in Madrasahs. It is because the process of implementing the Independent Madrasah Ibtidaiyah Curriculum is more profound, fun and independent. Implementation of the Independent Madrasah Ibrtidaiyah Curriculum in accordance with KMA RI No. 347 Year 2022 is supported by the existence of the Independent Learning platform which is easily accessible. The Independent Curriculum application contains teaching tools needed by students and teachers to facilitate the learning process.    

Kualitas pelayanan publik menekankan tiga hal yaitu berlandaskan pada nilai-nilai bersama, preferensi individu sebagai modal sosial, dan menjadi jembatan antara keinginan individu dan sosial sebagai tujuan sosial kolektif. Oleh karena itu peran besar dari penyedia layanan untuk menyediakan sistem, prosedur, mekanisme, sumberdaya manusia dan sarana prasarana untuk menjamin kualitas layanan yang terbuka, mudah, murah dan berkualitas. Tujuan penelitian ini adalah mengetahui implementasi KMA Nomor 90 Tahun 2018 pada Kementerian Agama di Kanwil Kemenag Provinsi Jawa Tengah, menganalisis kualitas pelayanan publik pada Pelayanan Terpadu Satu Pintu (PTSP) dan mendiskripsikan faktor - faktor yang mendukung dan menghambat implementasi. Hasil penelitian menunjukkan capaian implementasi KMA Nomor 90 Tahun 2018 terdapat 21 indikator yang sudah tercapai sesuai standar pelayanan dan ada 7 indikator yang belum tercapai. Indeks kepuasan masyarakat terhadap pelayanan pada PTSP Kanwil Kemenag Provinsi Jawa Tengah mendapatkan kategori sangat baik. Beberapa hal yang perlu ditingkatkan dari beberapa unsur   pelayanan   antara   lain   unsur   maklumat   pelayanan,   penanganan   pengaduan masyarakat, kemudahan mencapai/jangkauan dari tempat tinggal dan waktu penyelesaian. Faktor-faktor yang mendukung dalam implementasi KMA adalah standar pelayanan penyelenggaraan, sebagian besar sudah memenuhi standar pelayanan pada KMA sedangkan yang menghambat adalah belum dibuatnya petunjuk pelaksanaan pelayanan, standar operasional prosedur, struktur organisasi, visi misi dan motto layanan serta penyediaan sarana bagi masyarakat berkebutuhan khusus.