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The quality of Catholic Religious Education learning is an important aspect in shaping students’ faith, character, knowledge, and religious life skills. However, the learning process at SMK Negeri 1 Talibura still faces various challenges, particularly in the areas of spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills. This study aims to describe the implementation of the Independent Learning Curriculum (Merdeka Belajar Curriculum) and its contribution to improving the quality of Catholic Religious Education learning at SMK Negeri 1 Talibura. The research employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and documentation involving the principal, Catholic Religious Education teachers, students, and parents. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results show that the implementation of the Independent Learning Curriculum has been carried out effectively through learning planning, learning implementation, learning assessment, and the Pancasila Student Profile Strengthening Project (P5). This implementation has had a positive impact on the learning process, outputs, and outcomes. Students demonstrated improvements in spiritual attitudes, social attitudes, Catholic religious knowledge, and religious life skills, as well as positive behavioral changes in their daily lives. The findings imply that the Independent Learning Curriculum can serve as an effective strategy for improving the quality of Catholic Religious Education learning in a holistic manner.

This study aims to examine relevant and effective Christian Religious Education (CRE) learning methods in the digital era. The rapid development of information and communication technology has brought significant changes in education, including CRE instruction. The research method employed is a literature study with a descriptive-analytical approach to various academic sources and technology-based CRE learning practices. The results indicate that integrating digital media such as online learning platforms, Bible-based interactive applications, and social media creatively can enhance students' engagement and understanding of Christian faith values. Furthermore, the use of digital technology opens wider opportunities for contextual and meaningful faith formation across diverse learning environments. The study also identifies key challenges faced by CRE teachers, namely digital readiness, infrastructure limitations, and maintaining relational and spiritual dimensions in virtual learning environments. Teachers must therefore be equipped not only technologically but also theologically to navigate these complexities. The research concludes that the transformation of CRE methods in the digital era is not merely a technology adoption but a holistic theological integration of faith, technology, and pedagogy.

The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

This research aims to examine how the functions of Christian counseling (preventive, curative, developmental, and pastoral) can be integrated into the practice of Christian Religious Education as an effective strategy to support adolescents’ faith development. The background of this study arises from the fact that adolescents experience a crisis of faith that is not only related to theological aspects but also affects their psychological and emotional well-being. On the other hand, christian religious education practices in schools often remain focused on the transfer of doctrinal knowledge without being balanced by adequate personal guidance. This study applies a qualitative method through literature review and conceptual analysis of christian counseling theory, theories of adolescent faith development, and pedagogical practices in christian religious education. The findings indicate that integrating Christian counseling functions into the design of christian religious education learning can create a dialogical, reflective, and pastoral classroom atmosphere, providing opportunities for adolescents to develop spiritual discernment, self-awareness, and the ability to make responsible moral decisions. This article discusses the relevance of counseling to adolescents’ spiritual development, the characteristics of their faith development, the challenges of implementing counseling in Christian educational institutions, and the design of learning based on dialogue, reflection, and mentoring. In this way, the integration of christian counseling in christian religious education is considered a holistic approach that enriches the meaning of faith education and supports adolescents’ faith growth in a contextual, profound, and sustainable manner.

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

This study aims to explore how the inquiry approach functions as a pedagogical strategy in Christian Religious Education to enhance students’ spiritual discernment. The background of this research arises from the tendency of learning practices that remain predominantly focused on cognitive aspects, thereby not fully cultivating spiritual sensitivity in life decision-making. This study employs a qualitative method with a descriptive-analytical approach through a review of theological and pedagogical literature, conceptual analysis, and reflection on classroom learning practices. The analysis focuses on the relationship between the core elements of inquiry questioning, investigating, dialoguing, and reflecting on knowledge and the process of developing the ability to discern God’s will in the real-life contexts of students. The findings indicate that inquiry effectively creates a reflective learning experience that integrates cognitive, affective, and behavioral dimensions, enabling students not only to understand faith teachings theoretically but also to consider Christian values in concrete situations. This approach encourages active participation, constructive and critical dialogue, and fosters habits of faith reflection, moral sensitivity, and personal responsibility. Thus, inquiry is proven to be a relevant pedagogical method for achieving the theological goal of Christian Religious Education, namely the formation of spiritual discernment that guides students’ attitudes, decisions, and actions in daily life.

This study aims to reconstruct a Greek Exegesis learning model based on formative hermeneutics by integrating syntactic analysis with the spiritual transformation of theology students. Traditional Greek instruction often emphasizes technical grammar and textual translation, thereby creating a gap between academic rigor, interpretive sensitivity, and spiritual formation. To address this issue, the present research develops and evaluates an instructional model that positions grammatical inquiry not merely as a linguistic exercise, but as a formative process for understanding Scripture responsibly. This research employs a quantitative descriptive-correlational design involving 30 theology students as participants. Data were collected through syntactic analysis tests and Likert-scale instruments measuring hermeneutical awareness and spiritual disposition. The results show that the implementation of the formative hermeneutical model achieved a high effectiveness level of 81.7%. Students’ syntactic competence reached 78%, which falls into the good category, while spiritual transformation attained 84.8%, categorized as very good. These findings indicate that the model significantly improves both analytical competence and spiritual development. This study proposes an integrative pedagogical framework in which syntactic analysis functions as a formative hermeneutical practice that shapes theological virtues, interpretive responsibility, faith maturity, and holistic ministerial readiness among theology students within diverse contemporary theological education contexts and ministries.

This study aims to determine the leadership competency of Catholic religious education teachers in creating a conducive learning environment at SMP Negeri 4 Nubatukan. This research used a qualitative approach with a case study approach. Data collection was conducted through observation, interviews, and documentation involving Catholic religious education teachers, students, and school officials. The results indicate that Catholic religious education teachers have demonstrated leadership competency through their ability to manage the classroom, provide good role models, build positive relationships with students, and provide motivation during the learning process. Teachers also strive to create a safe, comfortable, and orderly learning environment to encourage students to be more active in learning. Furthermore, several supporting factors exist, such as collaboration between teachers and the school, parental support, and the application of religious values ​​in the school environment. However, this study also identified several obstacles, such as limited learning facilities, lack of student participation, and limited learning time. Based on the results, it can be concluded that the leadership competency of Catholic religious education teachers plays a crucial role in creating a conducive learning environment and supporting student development, both academically and spiritually.

The rapid growth of the digital era has significantly influenced Christian Religious Education (CRE), requiring curriculum transformation that integrates Christian household values into academic learning. This study employs a descriptive qualitative approach with an exploratory case study design to analyze the integration of family-based Christian values, such as love, open communication, and spiritual discipline, into the CRE curriculum. The findings reveal that this integration effectively nurtures Christlike character in students across cognitive, affective, and spiritual dimensions. In addition, technology-enhanced learning becomes more meaningful when it is rooted in household values that shape daily faith practices and relational responsibility. The study also indicates that the family context provides an important foundation for strengthening moral awareness, spiritual maturity, and responsible digital engagement among students. This research concludes that integrative curriculum models can develop educators who are not only theologically competent but also Christlike, adaptive, and responsive to digital challenges. Therefore, integrating Christian household values into CRE curriculum design is essential for strengthening holistic faith formation in higher education and preparing future educators to serve faithfully in contemporary digital contexts.

This article examines the use of cooperative learning strategies in Christian Religious Education (CRE) as an instructional approach that emphasizes the strengthening of students’ faith and Christian character. The discussion covers the definition, objectives, conceptual foundations, principles, and operational procedures of cooperative learning, which are then connected to the theological goals of CRE. The study employs a qualitative approach using a library research method, analyzing pedagogical and theological literature to construct a conceptual framework for implementing cooperative learning within the context of CRE. The findings indicate that cooperative learning strategies are highly aligned with the essence of CRE, as they foster dialogical interaction, shared responsibility, empathy, and the internalization of Gospel values through collaborative learning processes. The effective implementation of this strategy can create a participatory, reflective, and formative learning community that enhances not only cognitive understanding but also students’ attitudes, spirituality, and Christian character. This research is significant in providing both theoretical and practical foundations for CRE educators in designing learning experiences that are relevant, relational, and transformative in accordance with the goals of faith formation.

This study was conducted to examine the integration of spiritual intelligence into Islamic Religious Education (PAI) learning as an effort to strengthen students’ character. At MA Al-Amien Bugih Pamekasan, some students still demonstrate a lack of discipline, responsibility, and honesty in the learning process. To address these issues, PAI teachers integrate spiritual values through religious activities and the cultivation of positive habits during classroom instruction. This study aims to describe the implementation of spiritual intelligence integration, the strategies used by teachers, and its implications for students’ character development. This research employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving purposively selected informants, namely PAI teachers and students. Data analysis followed the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and technique triangulation. The results indicate that the integration of spiritual intelligence in PAI learning has been implemented systematically through planning, implementation, and evaluation stages. Teachers incorporate spiritual values through religious practices, role modeling, learning reflections, discussions of moral values, and character assessments. These strategies contribute positively to the development of students’ character, particularly in fostering discipline, responsibility, honesty, cooperation, empathy, and independence. Although several challenges remain, including differences in students’ backgrounds, limited instructional time, and external environmental influences, the integration of spiritual values continues to support sustainable character development among students. The findings highlight the important role of spiritual intelligence in creating meaningful learning experiences and promoting positive character formation in Islamic educational settings.

The study highlights the importance of spirituality as a foundational framework for shaping adolescents’ life orientation in the complex digital era, marked by pervasive distractions and fragmented meaning. Ignatian spirituality, emphasizing reflection and lived experience as loci of encounter with God, provides a contextual approach to help adolescents construct deeper existential meaning. The study aims to examine how reflective practices within this framework support students of SMK Katolik St. Mikael Surakarta in internalizing spiritual values and navigating digital challenges. Using a qualitative descriptive case study design, data were collected from 195 reflective writings of twelfth-grade students and reduced to 90 representative samples. The film Hacksaw Ridge was employed as a reflective stimulus to enhance affective and existential engagement. Data analysis was conducted using the four pillars of Jesuit education: Competence, Conscience, Compassion, and Commitment. The findings reveal that all reflections contain at least one element of the 4C framework integrated with Ignatian spirituality. Reflection serves not only as a medium of self-expression but also as a transformative process fostering moral awareness, social sensitivity, and commitment to action. It effectively enables students to process both personal and digital experiences into meaningful learning. The study affirms the strong relevance of integrating spirituality, reflection, and Ignatian pedagogy in contemporary education, contributing to the formation of reflective, value-oriented individuals committed to the common good.

This study aims to analyze the relevance of Robert Raikes' Christian educational thinking to the character formation of children in contemporary Sunday School services. This study uses a qualitative approach with a library research method. Data were obtained from various literature sources such as books, scientific journals, and research articles related to Christian education, character education, and the history of Sunday School development. Data analysis techniques were carried out through the stages of data reduction, grouping themes, interpretation, and drawing conclusions using descriptive qualitative methods. The results show that Robert Raikes' thoughts remain relevant in modern Christian education, especially in the formation of children's character through the teaching of God's Word, discipline, role models, and the instilling of Christian values. Sunday School plays an important role as a means of fostering faith, morality, and social responsibility in children from an early age. In addition, the challenges of the digital era require churches to develop more creative, interactive, and contextual learning methods without abandoning the basic values ​​of the Christian faith. This study confirms that the success of children's character formation depends not only on the church, but also on the role of Sunday School teachers and families who work together to build a conducive spiritual environment. Thus, Robert Raikes' thinking makes an important contribution to the development of Christian education that is relevant in the modern era.

This study aims to analyze the role of educational psychology management in improving students' emotional well-being through a literature review approach. The study is motivated by the increasing emotional problems experienced by students due to academic pressures, social demands, and technological developments in the digital era. Research data were obtained from various relevant scientific articles published between 2022 and 2025 and accessed through academic databases. The analysis process was conducted by reviewing, comparing, and synthesizing research findings related to educational psychology management and students' emotional well-being. The results of the review indicate that effective educational psychology management can be implemented through empathetic approaches in learning, academic stress management, the development of emotional regulation skills, and the integration of spiritual values into the educational process. These approaches have been proven to create a conducive, safe, and supportive learning environment that optimally promotes students' emotional development. In addition, guidance and counseling services, as well as the implementation of humanistic learning management, play a significant role in maintaining students' psychological stability. Therefore, educational psychology management serves as an important strategy in realizing an educational system that is not only oriented toward academic achievement but also focused on enhancing students' overall emotional well-being.

This journal critically examines the process of harmonizing Pancasila values and Islamic principles within the development of the Citizenship Education (PKn) curriculum in Indonesia. The study aims to understand how the integration of these two values can strengthen national character, enhance tolerance, and enrich the learning process at elementary and secondary school levels. The methodology used is a literature review, analyzing various academic sources, curriculum documents, and theoretical studies related to the harmonization of national and religious values. The findings indicate that applying the principle of harmonization can improve students’ understanding of Pancasila and Islamic values simultaneously, as well as foster mutual respect and appreciation for Indonesia’s cultural and religious diversity. These results underscore the importance of incorporating these values into the PKn curriculum as a strategic effort to build a nation grounded in spiritual, nationalist, and tolerant values. Additionally, this research offers recommendations for developing a more inclusive and harmonious curriculum to create a tolerant, civil, and respectful society.

This study aims to analyze the implementation of the madrasah quality paradigm from the perspective of the Qur'an at MIS Al-Hunafa Palangka Raya. The study used a qualitative field research approach with observation, interview, and documentation techniques. Data analysis used the Miles and Huberman model. The results of the study indicate that: 1) the quality paradigm is understood not only to be oriented towards academics, but also to the formation of character and spiritual values ​​of students; 2) the implementation of the quality paradigm is carried out through the integration of Qur'anic values ​​such as amanah, itqan, ihsan, discipline, and responsibility in madrasah culture, learning, and religious activities; and 3) the implementation of quality still faces obstacles in the form of limited infrastructure, variations in teacher competencies, and technological demands, so that the madrasah carries out strengthening through teacher training, facility optimization, and the development of a quality culture based on Qur'anic values. Thus, the implementation of the quality paradigm at MIS Al-Hunafa has been running quite well and is carried out sustainably.

This research is motivated by the persistent gap between the ideals of Islamic education and their implementation in practice, which has not yet fully reflected humanitarian values. This condition indicates that the educational process still requires renewal in order to achieve the objectives of Islamic education more optimally. The study aims to examine the concept and implementation of humanism in the philosophy of Islamic education. The method employed is library research, involving the review of various scholarly sources, including books and journal articles relevant to the topic. The findings reveal that Islamic education fundamentally possesses a strong humanistic foundation in developing individuals holistically through the integration of intellectual, moral, and spiritual dimensions. However, current educational practices continue to face several challenges, such as teacher-centered learning, the tendency toward pragmatic educational orientations, and the suboptimal integration of moral and spiritual values. Therefore, more adaptive and human-oriented educational reforms are needed to enable Islamic education to respond effectively to contemporary challenges.

The development of halal tourism has encouraged sharia hotels to provide services that are not only comfortable and functional, but also consistent with Islamic values and halal assurance. This study aims to analyze the integration strategy between sharia hotels and halal restaurants in increasing guest visits and satisfaction at Mangkuto Sharia Hotel Payakumbuh. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving hotel management, operational employees, guests, sharia certification experts, and representatives of the local government. The data were analyzed descriptively and strengthened through strategic analysis using the Resource-Based View (RBV), Value Chain, SWOT analysis, IFAS-EFAS matrix, TOWS matrix, and Blue Ocean Strategy. The findings reveal that service integration was implemented through sharia-based operational policies, halal assurance systems in restaurant activities, and cross-departmental coordination between the front office, housekeeping, and food and beverage departments. This integration created added value in the form of physical comfort, emotional trust, and spiritual peace for guests. Internal hotel data also indicated an increase in occupancy rates from 26% in 2020 to 52% in 2024 following the implementation of the sharia concept and halal restaurant integration. Strategic analysis positioned the hotel in Quadrant I (aggressive growth strategy), supported by its halal reputation, Islamic organizational culture, guest trust, and its uniqueness as the first sharia hotel in West Sumatra certified by the National Sharia Council–Indonesian Ulema Council (DSN-MUI). The implication of this study shows that the integration of sharia hospitality can serve as a competitive product strategy rather than merely a compliance instrument, while also supporting the development of regional halal tourism.

This research is motivated by students' low appreciation of the teachings of the Bible, which is evident in their lack of understanding of spiritual values ​​in everyday life. The purpose of this study is to describe the application of the storytelling model in increasing appreciation of the teachings of the Bible among eighth-grade students of Ratu Damai Waibalun Junior High School. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of seventh-grade students and Catholic religious teachers. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data were analyzed through data reduction, data presentation, and drawing conclusions. The results show that the application of the storytelling model can create a more lively, interesting, and meaningful learning atmosphere, so that students more easily understand and appreciate the teachings of the Bible. In addition, storytelling encourages students' emotional involvement, increases personal reflection, and helps students connect teaching values ​​with real experiences. The implications of this study indicate that the storytelling model can be an effective and contextual learning strategy in fostering a deeper appreciation of students' spiritual values.

This study discusses the role of Islamic educational philosophy in guiding the transformation of pesantren education in the modern era. Islamic education in Indonesia plays an important role in shaping students’ character, spirituality, and intellectual abilities, with pesantren as one of the oldest institutions that preserve Islamic values. However, the rapid development of globalization and technology requires pesantren to adapt without losing their identity. This research aims to explain how Islamic educational philosophy becomes the foundation for transformation and to identify forms of change that are relevant to current challenges. The study uses a qualitative approach through a literature review, collecting data from journals and other relevant sources. Data are analyzed using content analysis by organizing and comparing findings from different studies. The results show that pesantren transformation occurs through a selective adaptation process, combining traditional values such as moral education, spirituality, and classical learning with modern elements like curriculum integration, interactive learning methods, and digital technology. Some challenges still exist, including limited facilities, unequal access to technology, and the need to improve teacher competence. Islamic educational philosophy helps maintain balance between intellectual, spiritual, and moral aspects so that modernization does not eliminate pesantren identity.