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Islamic religious education plays an important role in the formation of character and noble morals. The main goal of Islamic religious education is to form children who are faithful, have good morals, and do good deeds. There are several means of Islamic religious education that can be used to form noble character and morals. Formal education such as madrasahs, religious schools, and Islamic universities can be effective means of Islamic religious education; Non-formal education such as pengajian, majlis taklim, and other religious activities can be flexible means of Islamic religious education; Informal education such as education in the family, community, and environment can be very effective means of Islamic religious education; Technology such as the internet, applications, and social media can be modern and effective means of Islamic religious education; Extracurricular Activities Extracurricular activities such as religious activities, social activities, and sports activities can be fun and effective means of Islamic religious education. In the formation of character and morals, Islamic religious education must pay attention to several aspects such as the formation of good and noble morals, such as honesty, patience, and caring. The formation of correct and consistent worship, such as prayer, fasting, and zakat. The formation of good and fair muamalah, such as being fair, honest, and caring. The formation of high and deep mukasyafah, such as understanding the essence of oneself, God, and the universe. The formation of good and noble character, such as being confident, independent, and responsible. Thus, Islamic religious education can form the character and morals of children who are good, noble, and pious.

Active behavior in facing disasters plays a crucial role in reducing the impact and accelerating the recovery process. This study aims to explore the relationship between aqidah (religious beliefs) and togetherness in shaping the collective response of society to disasters. Using a qualitative approach, this study analyzes data from field observations and interviews with various community groups affected by natural disasters in Indonesia. The results of the study indicate that religion can be a social capital, and has the values ​​and norms of monotheism, patience, sincerity, tawakkal and togetherness and shows that strong aqidah can increase the spirit of togetherness and mutual cooperation, which contributes to reducing anxiety and accelerating aid and recovery. This study concludes that collective behavior built on religious values ​​and togetherness can strengthen the social resilience of society in facing disasters.

Islamic religious education has a fundamental role in forming people who are faithful and have noble character. The concept of Islamic education is based on the values ​​of monotheism, the exemplary behavior of the Prophet Muhammad SAW, and the teachings of the Qur'an and hadith which emphasize the importance of morality in individual and social life. This study analyzes the concept and practice of Islamic religious education in building character through a qualitative approach with literature study methods, observation, and interviews. The results of the study show that Islamic education is implemented through various methods, including cognitive learning, habituation of worship, role models, and the role of family and social environment. Islamic education does not only focus on mastering religious knowledge but also on internalizing moral and ethical values ​​that shape the personality of Muslims who have noble character. Therefore, optimizing Islamic religious education is very important in facing moral challenges in the modern era.

Islamic Religious Education in schools plays an important role in shaping Muslim personalities that reflect authentic Islamic values. The main goal is for students to not only practice religious teachings as a routine, but also understand the meaning of every worship they do, both for themselves and their relationship with God. Islamic Religious Education plays a role as the main pillar in shaping Islamic character, with an approach that involves learning religious values ​​consciously and systematically. This study uses a library research method by analyzing various references from journals and books that discuss the role of Islamic Religious Education in character formation. The results of the study show that this education contributes significantly to building a society that has moral responsibility and strong Islamic character. By strengthening faith and piety, students are expected to avoid negative behavior that can damage social life and endanger national unity. Therefore, Islamic Religious Education is a long-term investment in creating individuals who are not only intellectually intelligent, but also have noble morals according to Islamic teachings.

The problem raised in this study is how the process of internalizing religious values ​​and independence of female students through ma'had activities at IDIA Prenduan and what are the implications of internalizing religious values ​​and independence of female students through ma'had activities at IDIA Prenduan. This study uses a qualitative descriptive approach with a case study type. The methods used are interview, observation, and documentation methods. For data analysis, the researcher used the Miles, Hubberman and Saldana model, through data collection, data condensation, data presentation and drawing conclusions. From the validity of the data, the researcher used triangulation with source triangulation. The results of this study indicate that the process of internalizing religious values ​​and independence of female students through ma'had activities at the Al-Amien Prenduan Islamic Boarding School Institute has 3 stages, namely (1) the value transformation stage, namely through lectures, istirham, dawn lectures, and tadarrus muwajjah. (2) the value transaction stage through dirosah sobahiyah, tahsinul qiro'ah, and muhadhoroh activities. (3) trans-internalization stage, namely the habituation of female students and enforcement of regulations. The implications of the internalization of religious values ​​and independence of female students through the ma'had activities at the Al-Amien Prenduan Islamic Education Institute are that female students have targets, planning, can appreciate time, and become mature.

 This study examines the influence of local culture on religious practices in Sukamulya Village, Lembang, focusing on the use of ritual offerings during the first suhoor of Ramadan. Using a qualitative descriptive approach, data was collected through in-depth interviews with three key informants and direct observation of community practices. The findings reveal a complex interplay between local culture and religious practices, highlighting the need for community education to maintain Islamic principles while respecting cultural heritage. The study suggests that further research is needed to better understand the dynamics of cultural and religious acculturation in Indonesia.

This study examines the impact of government policies on social trauma healing and post-conflict social integration in Ambon, focusing on interfaith community relations and policies implemented following the Malino II Agreement. The objective of this research is to explore the effectiveness of reconciliation policies in reducing sectarian tensions and supporting the recovery of social trauma. The study employs a descriptive-analytical qualitative approach, utilizing a literature review of relevant sources, including books and articles on related policies. The findings indicate that reconciliation policies involving interfaith dialogue and engagement with local leaders have been effective in mitigating sectarian tensions and fostering social trauma recovery. However, while these policies have shown short-term effectiveness, challenges persist in ensuring their sustainability and implementation, particularly regarding social inclusivity. Additionally, the role of local religious leaders and religious institutions is crucial in creating spaces for dialogue and strengthening social cohesion, while religious education and local cultural practices also contribute to social integration. This study suggests that community-based approaches and inclusive policies that engage various societal elements are essential for achieving sustainable social peace.

This article discusses the da'wah communication strategy implemented by Habib Alwi Assegaf, a preacher known for his polite, inclusive, and heartfelt approach. This research focuses on the analysis of the discourse of his lectures that integrate universal Islamic values with the local wisdom of the Indonesian people. The research method used is a qualitative approach, with descriptive analysis of data in the form of lecture transcripts, da'wah videos, and audience responses. The results of the study show that Habib Alwi Assegaf uses three main strategies in his da'wah communication. First, the use of simple but meaningful language, which allows audiences from various social and educational backgrounds to understand the message conveyed. Second, an emotional approach that emphasizes compassion, empathy, and appreciation for the audience, thus creating personal closeness. Third, strengthening local cultural values, such as the tradition of mutual cooperation and customs, which are combined with Islamic teachings. This approach is not only effective in conveying religious messages, but also in building social harmony in a diverse society. This research shows that da'wah is not only a means of conveying religious teachings, but also a tool to strengthen relationships between individuals in a multicultural society. Thus, this study is expected to contribute to the development of da'wah communication studies in Indonesia.

The integration of Islamic education into a nation’s educational system represents a strategic effort to align religious and national educational objectives under a unified policy framework. In many Muslim-majority countries, the responsibility for managing Islamic education is delegated to local governments as part of a broader national consensus involving various educational stakeholders. This arrangement, however, often raises tensions because education policy is inherently a political decision influenced by state interests and ideological considerations. The process of incorporating Islamic education within the national system reflects the dynamic interplay between religion and politics, where Islamic education both shapes and is shaped by political structures. This study explores how political power affects the development, autonomy, and implementation of Islamic education policies. The objective is to highlight the challenges of maintaining educational freedom and religious authenticity while ensuring state oversight and quality assurance. The findings emphasize that a deep understanding of educational politics enables Muslim educators and policymakers to advocate for Islamic education that aligns with Islamic principles yet remains relevant within the national educational framework. Therefore, the balance between state control and institutional independence is essential in realizing the holistic goals of Islamic education in contemporary society.

This study explores the role of transformational leadership within the context of Christian Religious Education, emphasizing its ethical foundation and implications for shaping the future of humanity. In an era marked by moral ambiguity, rapid technological progress, and declining spiritual values, Christian education faces the urgent challenge of cultivating ethical character, spiritual maturity, and social responsibility. The problem addressed in this research is the gap between leadership practices in Christian educational settings and the transformative outcomes expected in students’ moral and spiritual development. The objective of this study is to analyze how transformational leadership can be effectively applied to Christian Religious Education to foster ethical behavior and visionary thinking. Using a qualitative descriptive method supported by literature analysis and interviews with Christian educators and leaders, this research identifies core principles and strategies that align biblical teachings with transformational leadership theory. The findings reveal that transformational leaders who model Christ-centered values, inspire through vision, and mentor with compassion significantly impact learners’ ethical formation and worldview. The synthesis of ideas highlights the integration of faith, leadership, and pedagogy as a holistic approach to addressing the ethical and existential challenges of the 21st century. In conclusion, transformational leadership within Christian Religious Education is essential in guiding learners toward a life of purpose, integrity, and contribution to a humane and spiritually grounded society.

Learning technology continues to develop as time goes by. Technology is the science of tools and skills that make humans work more efficiently. The implementation of daily learning often follows technological developments in the world of education, as do teachers and lecturers. In the field of education, technology has an influence on improving the quality of education, types of educational technology, information technology and communication and learning technology have a major role in learning. The role of technology in the field of education is as an information center and doing new things to illustrate learning and determine online learning methods. With increasingly developing technology, it can also provide benefits that have both good and bad impacts. One of the developments in technology has had a good influence by increasing self-openness in terms of expanding knowledge as information for all life in the world across borders, places and times. Negative impacts include changes in behavior, morals, rules or morals of life so that they conflict with the moral rules that apply in society. Therefore, to prevent the negative impact of using technology in learning, it is necessary to supervise parents and educators who work together in carrying out teaching and supervising children in using technology. The presence and function of technology in the world of education provides the development and growth of human resources as a determinant in achieving success in education. This kind of thing is caused by human resources themselves which are still lagging behind in using this technology in training. With today's technological developments in education, there are many new innovations to support learning. In this case, one way is to provide changes in educational facilities which are increasingly increasing and developing rapidly through technology.

This study examines the fundraising strategies implemented by LAZISNU East Java to increase the collection of Zakat, Infak, and Sedekah (ZIS) funds. Using a qualitative approach, this research identifies both online and offline fundraising methods. Online strategies include utilizing websites, social media, and crowdfunding platforms to expand donor reach. Meanwhile, offline strategies involve fundraising through donation boxes, religious events, and collaborations with various organizations. The findings indicate that combining digital and conventional strategies can enhance donor participation, strengthen transparency, and build public trust in ZIS fund management. Factors such as institutional legality, well-structured programs, and social media utilization also contribute to the effectiveness of fundraising efforts. Thus, adaptive and innovative fundraising strategies play a crucial role in optimizing ZIS fund collection and ensuring the sustainability of philanthropic-based social programs

Poor quality of financial statements can have an impact on the inaccuracy of the information presented, thereby hindering data-based decision-making. This can also affect the accountability and transparency of financial management within government agencies. This study aims to investigate the influence of human resource (HR) competence, the implementation of the Agency-Level Financial Application System (SAKTI), and internal control on the quality of financial statement information at the Brebes Regency Religious Court Office. The research method used is quantitative with a survey approach. The research sample consists of employees who are directly involved in the financial reporting process. Data was collected through questionnaires and analyzed using regression methods to test the relationship between these variables. Human resource competence has a positive and significant effect on improving the Quality of Financial Statement Information at the Brebes Regency Religious Court office by 66.5%. The implementation of SAKTI had a positive and significant effect on improving the quality of financial statement information by 17.5%. Internal Control had a positive and significant effect on improving the Quality of Financial Statement Information by 14.0%. HR competence, SAKTI implementation, and Internal Control simultaneously affect the improvement of the quality of financial statement information at the Brebes Regency Religious Court office. The variables of HR competence, SAKTI implementation, and internal control contributed 66.4% to the quality of financial statement information at the Brebes Regency Religious Court office, while the remaining 33,760% were influenced by variables that were not studied.

This study aims to analyze the influence of social media TikTok in the context of Islamic education, particularly within the 5.0 Era. The 5.0 Generation refers to a group that has grown up in the digital age, deeply connected to technology and social media, including TikTok. The primary objective of this research is to understand TikTok's role in Islamic education in the 5.0 Era and its impact on the understanding and practice of religion among this generation. This study uses a qualitative approach, conducting interviews with members of Generation 5.0 who actively use TikTok as an educational platform. The findings indicate that TikTok has become an effective medium for spreading religious messages, promoting Islamic values, and building religious communities among followers. TikTok allows for the dissemination of Islamic teachings, including the Quran and other educational content, through various formats such as images, videos, and stories. Moreover, the research shows that TikTok positively influences the understanding and practice of religion in this generation by providing easy access to religious information and support from religious communities. However, the study also highlights potential negative impacts, such as the spread of misinformation or radicalization, if not properly monitored.

SMA Negeri 12 Semarang City has religious diversity, namely 1) Islam; 2) Christianity; and 3) Catholicism, making the school one of the targets of the National Medium-Term Development Plan 2024 to increase the index of harmony between religious communities through education. The focus and purpose of the research is to describe in detail the implementation of moderation of religious life in SMA Negeri 12 Semarang City. This research uses a qualitative approach with descriptive methods. The researcher had a role in collecting data by using observation, interview, and documentation methods. This research uses an interactive model data analysis technique which then uses source and technique triangulation for validity. The results showed that the implementation of moderation in SMA Negeri 12 Semarang City has been carried out well, this can be seen from the achievement of moderation indicators, namely 1) National Commitment of the Pancasila Student Profile Strengthening Project (P5), Pancasila Education (PP) learning, Religious learning, flag ceremony and character camp; 2) Tolerance of P5, Religious and PP learning, Healthy School Movement programme, and Child Friendly Education Unit; 3) Anti-violence of P5 and punitive measures in the form of warnings, advice, point deductions, and mediation with the result that cases that cannot be handled are expelled from school; 4) Local Cultural Accommodation of P5 and extracurricular activities in the form of traditional dance.

This research examines the transformation of Islamic Religious Education (PAI) learning in the Plus Class of Zainul Hasan 1 Genggong Middle School, which previously used traditional methods with blackboards, now switching to the use of digital technology. The background to this research was triggered by the development of information technology which is changing the education system and the need to update learning methods to make them more relevant to the digital era. With a descriptive qualitative approach, this research explores the transition process, the challenges faced by teachers and students, and the impact of the use of technology on the quality of learning. The research results show that the application of digital technology enriches the learning experience, increases student engagement, and provides more flexible access to material. However, the main challenges faced are the need for training for teachers and limited infrastructure improvements, which need to be addressed immediately to optimize the potential for digital transformation in PAI education.

This study aims to examine the impact of social media on the religiosity of students at Universitas Negeri Jakarta (UNJ), focusing on both the positive and negative effects, as well as the factors influencing these outcomes. The research employs a descriptive qualitative method, relying on literature review and data collection through observations of social media use in students' religious activities. The findings indicate that social media can strengthen religiosity by providing access to religious content, forming religious communities, and enhancing religious knowledge. However, challenges such as the spread of hoaxes and the diversion of attention from worship also exist. In conclusion, careful management of social media is essential to maximize its positive impact on students' religiosity. The study recommends improving digital religious literacy, critical religious education, and guidance in social media use.

In increasingly advanced digital era, the professionalism of Christian Religious Education (CRE) teachers has become extremely important. CRE teachers must not only possess strong academic abilities but also be prepared to face new challenges in the implementation of technology in the teaching and learning process. The Society 5.0 era demands integration between the virtual and real worlds, where advancements in information and communication technology have transformed the way education is delivered, including in CRE practices. The professionalism of CRE teachers in this era is determined by their mastery of 21st-century competencies, which include critical thinking, creativity, innovation, collaboration, and digital literacy. Therefore, CRE teachers must be able to develop innovative and engaging learning materials. This can be achieved by utilizing video tutorials, virtual simulations, and technology-based interactive games to enhance student engagement and the quality of learning. Thus, strengthening the professionalism of CRE teachers not only focuses on academic aspects but also on the application of Christian ethical values within a dynamic and digital learning environment.

The code of ethics for Christian Religious Education (PAK) teachers plays an important role in increasing teacher professionalism in Indonesia. In the educational context, professionalism does not only include teaching skills, but also the moral and ethical attitudes that must be applied in carrying out their duties. Codes of ethics provide guidelines for teachers to act in accordance with established standards, which include responsibilities towards students, society and educational institutions. This research aims to analyze how the application of a code of ethics in the practice of Christian religious education can contribute to the development of teacher professionalism, as well as its impact on the quality of learning and the formation of student character. Based on a literature review, it was found that consistent application of a code of ethics helps teachers to maintain their integrity, improve relationships with students, and set a good example in everyday life. Therefore, increasing understanding and implementing a good code of ethics is very necessary to realize quality education that is beneficial for students' spiritual and moral development.

Multicultural education in Indonesia is an important approach to creating an inclusive and harmonious society, considering the ethnic, cultural, and religious diversity that exists in the country. This research aims to explore the dynamics of multicultural education, the challenges faced in its implementation, and provide recommendations for educational policies and practices. The method used is library research, with thematic analysis of various relevant literature. Key findings suggest that while multicultural education has great potential to build tolerance and mutual understanding, its implementation is still hampered by a lack of understanding among educators and limited resources. Concrete examples of multicultural educational practices in some schools show that with the right approach, this education can have a positive impact on student attitudes. The resulting recommendations include improved training for teachers, curriculum revision, and collaboration with the community. The study also identified the need for further studies to explore the long-term impact of multicultural education and its comparison with practices in other countries. By overcoming the existing challenges, it is hoped that multicultural education can be implemented more widely and have a positive impact on future generations in Indonesia.