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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 describe the implementation of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah at TPQ Fattuhul Qulub, Doyo Baru District. The background of this research is based on the importance of Islamic religious education in shaping children’s character and morals from an early age amid the decline in the morality of the younger generation. TPQ, as a non-formal educational institution, has an important role in instilling Islamic values through learning the Qur’an, aqidah, and morals. However, in its implementation, several obstacles are still found, such as the low understanding of students regarding religious values, varying abilities in reading the Qur’an, and the lack of support from family and community environments.This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation at TPQ Fattuhul Qulub, Doyo Baru District. The focus of the research includes the planning, implementation, and evaluation processes of instilling Islamic Religious Education values in the aspects of the Qur’an and Aqidah.The results of the study indicate that the instillation of Islamic Religious Education values has been carried out through structured stages of planning, implementation, and evaluation. The learning process was conducted using the methods of Iqra’, tahsin, tahfidz, talaqqi, lectures, role modeling, habituation, and exemplary stories. In the Qur’anic aspect, students were guided to read the Qur’an according to tajwid rules and memorize short surahs, while in the Aqidah aspect, students were taught the pillars of faith, the attributes of Allah and His Messenger, and the formation of Islamic morals. The evaluation results showed improvements in Qur’anic reading skills, memorization, understanding of aqidah, and changes in students’ religious behavior, such as becoming more disciplined, polite, and diligent in worship. This success was supported by the exemplary behavior of the teachers and the involvement of parents in the learning process.

Technological developments and globalization have brought changes to the mindsets and behaviors of the younger generation, including a declining interest in history learning and low historical awareness. Islamic Cultural History (ISH) plays a crucial role in shaping historical awareness because it encompasses values ​​of faith, scholarship, tolerance, leadership, and morals relevant to modern life. This study aims to analyze the role of ISH learning in shaping the historical awareness of the younger generation, explain its importance in understanding Islamic historical values, and examine the effective implementation of ISH learning in the modern era. This study used a qualitative method with a library research approach. Data were obtained from books, scientific journals, articles, and various other sources relevant to the research theme. Data were analyzed descriptively and analytically through a process of collection, reduction, interpretation, and drawing conclusions. The results indicate that ISH learning plays a significant role in building the historical awareness of the younger generation by instilling Islamic character values ​​and identity. Historical awareness helps students understand the interconnectedness of the past, present, and future, enabling them to draw lessons from historical events. Implementation of Islamic Education (SKI) learning can be carried out through a contextual approach, active learning methods, the use of digital technology, role models, and experiential learning. Thus, SKI serves not only as a means of transferring knowledge but also as a medium for character and identity formation for the younger generation in the era of globalization.

Learning the History of Islamic Culture plays an important role within Malaysia’s education system. Its purpose is to help students develop a strong identity and love for their nation. In this subject, students are not merely taught facts or knowledge about past events; they are also taught moral values, ethics, and a wholesome Islamic worldview. Integrating this subject into the education curriculum aims to provide children with a comprehensive understanding of the development of Islam, both across the Nusantara region and throughout Southeast Asia as a whole. This way, students gain a broad perspective. Furthermore, this subject is designed to foster a love for knowledge in children and to encourage them to uphold Islamic teachings throughout their lives. Its teaching methods are adapted to the changing times, ensuring that the material taught remains relevant to current needs. Through learning the History of Islamic Culture, it is hoped that children will understand the role and contributions of Muslim communities in Southeast Asia, and grow up to be individuals of good character, useful to society, and able to live in harmony with others in accordance with Islamic teachings.

Nowadays, social media has shaped a new interaction space for human to communicate and access information broadly within a new reality phenomenon called the (global village), a term popularized by Marshall McLuchan. Although it open opportunities for limitless relationship, this phenomenon also frequently gives rise to several moral issues, such as consumerist culture, body exploitation, and the tendency of individuals to build self-identity based on social judgment. This situation aligns with Charles Horton Cooley’s idea., which asserts that self-identity is often formed through the perspective of others. Based on this context, this study aims to examine the relevance of the concept of haecceitas in John Duns Scotus thought as a basis for criticizing moral degradations in social media practices. This research uses a qualitative method through literature study and philosophical analysis of the digital identity phenomenon. The results of the study show that the concept of haecceitas emphasizes the uniqueness and dignity of every person as an individual who cannot be reduced by social construction or the demand of popularity on social media. This concept can serve as a basis for ethical reflection to strengthen the awareness of one’s distinctive identity and respect for the human body in the digital space.

This community service program aims to improve the Islamic character and morals of adolescents through religious development activities based on active community participation. This program is implemented using an Asset-Based Community Development (ABCD) approach that emphasizes the utilization of local assets and potential, such as support from religious leaders, mosque facilities, and youth enthusiasm. The implementation method includes observation, participatory planning, implementation of development activities such as prayers, religious sermons, and worship habits, as well as joint evaluation. The results of the activities show an increase in adolescent participation in religious activities, changes in behavior towards a more positive direction, and increased spiritual and social awareness. In addition, this activity has an impact on strengthening community solidarity and creating a more religious and harmonious environment. Thus, the ABCD approach is effective in optimizing local potential to support the development of Islamic character in adolescents in a sustainable manner.

This paper discusses the concept of global ethics put forward by Hans Küng as a universal moral framework in the face of the reality of a plural world. This study uses a qualitative approach with a literature study method to examine Küng's thoughts on global ethics, its basic principles, and its implications in social life and interreligious dialogue. The results of the study show that global ethics is a consensus of universal moral values that is not intended as a new religion, but as a common basis for all mankind in building a peaceful and just life. Principles such as humanity, non-violence, solidarity, honesty, and equality are the main cornerstones in building cross-cultural and religious relations. In addition, global ethics also encourages collective responsibility in maintaining social justice, human rights, and environmental sustainability. However, global ethics also faces criticism of its normative tendencies as well as the challenges of achieving universal consensus amid differences in values, cultures, and political interests. Therefore, the implementation of global ethics requires an inclusive, open, and sustainable dialogue. Thus, global ethics has strong relevance as the foundation of interreligious dialogue in creating sustainable global peace and harmony.

This article discusses ethical values in the philosophy of Islamic education as a response to contemporary challenges, such as moral crisis, declining character, and identity confusion. This study uses a literature review method with a philosophical and normative approach, based on Islamic teachings and the thoughts of educational figures. The results show that the philosophy of Islamic education contains important values such as monotheism, justice, responsibility, honesty, and good morals. These values are interconnected and play a significant role in shaping human personality. In addition to serving as a theoretical foundation, these values also function as guidelines in educational practice aimed at forming a complete human being (insan kamil). In the modern era, which is influenced by globalization and technological development, the application of Islamic ethical values is highly important to maintain a balance between intellectual intelligence and spiritual maturity. Therefore, the philosophy of Islamic education remains relevant as a solution for creating an education system that is not only intellectually advanced but also character-based and morally grounded. This study emphasizes that Islamic education needs to be directed toward the formation of moral awareness, the strengthening of spirituality, and the development of students’ social responsibility in daily life.  

Civic Education holds a strategic position within the national education system as the primary instrument for shaping the personality of citizens in alignment with the values of Pancasila. This research is motivated by the phenomenon of moral degradation and the fading spirit of nationalism among the younger generation due to the unfiltered influence of globalization. The primary objective of this study is to analyze the extent of Civic Education's role in the school environment in transforming student character to possess noble morals, broad national insight, and a deep love for the motherland. The research method employed is a literature study with a qualitative approach, where data were collected through the analysis of various curriculum documents, scientific journals, and textbooks relevant to the implementation of the independent curriculum. Research findings indicate that Civic Education is not merely a theoretical transfer of civic knowledge but rather an effective process of value internalization through behavioral habituation within the school environment. The integration of teaching materials with practical applications in school life is proven to increase students' awareness of their rights and obligations as citizens. The analysis also reveals that strengthening moral character and national insight highly depends on teacher creativity in delivering interactive learning that is relevant to the students' social reality. The implications of this research emphasize the importance of revitalizing Civic Education teaching methods to be more adaptive to modern developments without losing national identity. Schools are expected to serve as laboratories of democracy and centers for sowing patriotic values to produce a golden generation that is not only intellectually competent but also possesses strong moral integrity to maintain the integrity of the Republic of Indonesia.

This research is motivated by the reality of religious diversity at SMP Pembangunan V Yapis Waena, where non-Muslim students also take part in Islamic Religious Education (PAI) classes. The purpose of this study is to explore and describe the responses of non-Muslim students in receiving PAI lessons, viewed from the aspects of attitudes, behavior, and learning outcomes.This research employed a qualitative method with a descriptive approach, using observation, interviews, and documentation techniques that involved the principal, Islamic Religious Education teachers, and non-Muslim students as informants.The findings show that, in general, non-Muslim students respond positively to PAI learning, with a tolerant and open attitude toward universal materials such as morals, ethics, and humanitarian values, although they tend to be passive when dealing with ritual content that does not align with their faith. In terms of behavior, they attend classes on time, follow teacher instructions, participate in group discussions, and complete assignments despite difficulties with Arabic readings. Meanwhile, their learning outcomes are fairly good in general aspects, indicating that PAI lessons benefit them in fostering respect, discipline, and responsibility. The study concludes that PAI learning at SMP Pembangunan V Yapis Waena is accepted by non-Muslim students in a tolerant, adaptive, and constructive manner thanks to inclusive teaching strategies, school policies emphasizing tolerance, and a conducive classroom atmosphere.

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.

This community service program aims to improve the Islamic character and morals of adolescents through religious development activities based on active community participation. This program is implemented using an Asset-Based Community Development (ABCD) approach that emphasizes the utilization of local assets and potential, such as support from religious leaders, mosque facilities, and youth enthusiasm. The implementation method includes observation, participatory planning, implementation of development activities such as prayers, religious sermons, and worship habits, as well as joint evaluation. The results of the activities show an increase in adolescent participation in religious activities, changes in behavior towards a more positive direction, and increased spiritual and social awareness. In addition, this activity has an impact on strengthening community solidarity and creating a more religious and harmonious environment. Thus, the ABCD approach is effective in optimizing local potential to support the development of Islamic character in adolescents in a sustainable manner.

Islamic education management in the contemporary era is no longer adequate if understood solely as an administrative activity, but must be built on a solid philosophical, ethical, and spiritual foundation. This article aims to analyze the concept of Islamic education management from the perspective of Al-Ghazali and Syed Muhammad Naquib al-Attas and examine the relevance of its implementation for contemporary Islamic education management. This study uses a qualitative approach with a library research type. Data were obtained from the primary works of both figures and various relevant secondary sources, then analyzed through a comparative-conceptual approach with qualitative content analysis techniques and hermeneutic reading. The results show that Al-Ghazali emphasizes the ethical-spiritual dimension of education through the integration of knowledge, charity, morals, and purification of the soul, while al-Attas emphasizes the epistemological-philosophical dimension through the concepts of ta'dib, adab, and the Islamic worldview. Both have a common ground in the view that Islamic education must be directed at the formation of knowledgeable, civilized, and moral human beings, and should not be reduced to a technical process with neutral value. In terms of implementation, this study synthesizes the thoughts of both figures relevant to strengthening education, leadership, curriculum and learning management, institutional culture formation, and holistic educational evaluation. Therefore, Islamic educational management is ideally built on a foundation of ethical-spiritual and epistemological-philosophical integration to ensure effective, valuable, and transcendental-oriented educational governance.

This community service program aims to empower students. The lack of digital business literacy and knowledge about Islamic entrepreneurship in Islamic-based schools, as well as the application of sharia business principles, are the main drivers of this program. The activity implementation technique uses the Participatory Action Research (PAR) methodology. Problem identification, needs analysis, preparation of materials and instruments, pre-testing, training in Islamic business ethics and entrepreneurship theory, digital business practices, mentoring, post-testing, and program evaluation are some of the steps included in the activity. A total of 60 12th-grade students and ten instructors participated in this activity. The results showed that students' knowledge of sharia-based digital business, digital marketing skills, and entrepreneurial drive all increased. Student interest in starting a business increased by 78%, and participants' understanding of digital literacy increased by 85%. Furthermore, the program successfully instilled the ideals of Islamic entrepreneurship, such as accountability, honesty, and trustworthiness, as well as the prohibition of usury in digital business operations. In addition to encouraging the development of an Islamic digital business community within the educational environment, this community service program helps students develop personalities with noble morals, creativity, and adaptability.

Character education has become a major topic in modern education due to technological advances, globalization, and lifestyle changes that influence the behavior and moral values ​​of the younger generation. This situation necessitates efforts to build strong character through education based on Islamic values. The family, as the primary educational institution, plays a key role in instilling faith, morals, and ethics in children from an early age. This study aims to examine the role of the family in Islamic character education and evaluate strategies that families can implement to build the foundation of children's morals in today's era. The method used was qualitative research with a library study, collecting data from various sources such as books, scientific journals, and related research findings. Data analysis was conducted using descriptive qualitative techniques through the stages of reduction, presentation, and drawing conclusions. The findings indicate that families play a significant role in shaping children's character through role models, the instillation of religious values, effective communication, and supervision of digital technology use. The implementation of Islamic character education within the family environment can create a strong moral foundation, enabling children to face the challenges of the times without losing their moral and spiritual values. This research provides implications that active participation of parents in family education is a major factor in building the character of a generation with noble morals in the modern era.

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.

This study aims to examine how faith rooted in the family has implications for children's character education. The family is the first and foremost environment in human life, where children begin to learn about life values, including faith, morals, and responsibility. In Christian families, parents play a crucial role in instilling and fostering faith through living examples, praying together, and participating in Church life. This study employed a qualitative research method with a descriptive approach. The analysis was conducted by reviewing various scientific sources and Church documents relevant to the research theme, such as Familiaris Consortio and Amoris Laetitia, which emphasize the role of the family as a "domestic Church." The documents of the Second Vatican Council, as well as relevant journals and books, were also used. The results of the study indicate that faith that lives and grows within the family has a significant influence on the formation of children's character. The values ​​of faith taught within the family, such as love, honesty, responsibility, and concern for others, form an important foundation for developing good character. Through consistent faith education within the family, children can grow into individuals with faith, morals, and the ability to live responsibly in society.

Indiscipline in learning behavior is a form of problematic behavior that is commonly found in the school environment and has the potential to hinder the effectiveness of the learning process. This issue does not arise suddenly; rather, it develops gradually through processes influenced by various factors. This article aims to examine the problem of indiscipline in learning through a review and analysis of relevant research findings. The study uses a literature review method by collecting, examining, and analyzing journals and scientific references that discuss learning discipline and students’ indisciplined behavior. The results indicate that indiscipline in learning activities is influenced by both internal and external factors. Internal factors include low interest and motivation, poor study habits, weak values and morals, as well as students’ physical and psychological conditions. Meanwhile, external factors include family situations, peer influence, the school environment, the use of technology, and inconsistent enforcement of rules. The observable behaviors include arriving late, skipping school without clear reasons, violating school regulations, and showing a lack of responsibility. Therefore, addressing the problem of indiscipline in learning requires a comprehensive and sustainable approach involving both schools and families.

This study examines the role of understanding Christian theology in improving the quality of Christian Religious Education (CRE) learning. The focus of the study is how theological foundations can shape students’ character, morals, and spiritual development, as well as how teachers’ instructional strategies can support the achievement of these learning outcomes optimally and sustainably. The method used is a qualitative literature review, analyzing various relevant books and journal articles related to CRE, teaching approaches, and the integration of faith values into the educational curriculum. The findings indicate that mastery of Christian theology serves as an essential foundation in learning, as it enables students to understand their faith deeply while also internalizing Christian principles in their daily lives. In addition, interactive, contextual, and participatory learning methods have been shown to increase student engagement and motivation in the learning process. The role of the teacher as a moral and spiritual role model is also a key factor in strengthening the internalization of these values. Thus, an understanding of Christian theology not only supports cognitive aspects but also contributes to shaping students’ character and ethical behavior, making CRE learning transformational and holistic.

The moral crisis continues to be a concern for Indonesian society today. Therefore, reading literacy in elementary schools is an appropriate strategy that is not only oriented towards the ability to understand texts but also plays an important role in the formation of students' morals and character. The selection of literacy reading materials needs to be adjusted to the stage of moral development of students so that the values contained in the reading can be understood and internalized optimally. This article aims to examine the criteria for literacy reading materials based on the moral development of elementary school students based on Banten Province folklore. The method used is a literature study by analyzing the theory of children's moral development, criteria for selecting literacy reading materials, and moral values contained in Banten folklore. The results of the study indicate that Banten Province folklore has great potential as literacy reading materials that are appropriate to the moral development of  elementary school students because they contain values of honesty, responsibility, hard work, courage, leadership, empathy, social concern, and religiosity. Thus, Banten folklore is relevant to be used as literacy reading materials that support character learning in elementary schools.