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This study aims to formulate an integrated Islamic Religious Education (PAI) learning strategy that synthesizes the acculturation of Islam Nusantara and ecological ethics as a response to the fragmented character of conventional PAI learning which has not yet optimally integrated local cultural values and ecological awareness. This research employs a qualitative library research method with a systematic literature review approach, analyzing 28 primary sources selected from 67 identified literature published between 2019 and 2025. Data were analyzed using Braun and Clarke's thematic analysis through six stages: familiarization, initial coding, theme searching, theme reviewing, theme defining, and report writing. The findings reveal that Islam Nusantara contains three relevant pedagogical principles cultural humility (tawadu' budaya), cosmological inclusivity, and peaceful transformation while Islamic teachings hold rich ecotheological dimensions through the concepts of ecological tauhid, khalifah fi al-ardh, amanah, and rahmatan lil 'alamin. Based on this synthesis, four integrated learning strategies are formulated: Contextual-Cultural Learning, Eco-Thematic Quranic Interpretation, Community-Based Ecological Projects, and Ecological Spiritual Reflection. This study proposes a new conceptual framework termed "PAI Nusantara-Ekologis," which positions students not merely as ritually devout individuals but as responsible stewards (khalifah) of the earth.

Students of vocational high schools are required to write an internship report as a form of accountability for completing their industrial training. However, various language errors are still found in students’ PKL reports. This study aims to describe and analyze morphological errors in the PKL reports of vocational high school students majoring in Electronics Engineering. The study employed a descriptive qualitative approach using document analysis. A total of 223 PKL reports were written by all students of SMK Negeri 3 Yogyakarta in 2025. The research data consisted of 25 PKL reports from students of the Electronics Engineering major selected through purposive sampling. Data analysis was carried out through the stages of identification, classification, description, quantification, and interpretation of morphological errors, with data validity ensured through theoretical triangulation. The results show that 286 morphological errors were identified, consisting of prefix errors (96), suffix errors (52), confix errors (41), reduplication errors (28), compound word errors (34), and base-form errors (35). Prefix errors were the most dominant type, accounting for 33.6% of all errors. These findings indicate that students still experience difficulties in applying affixation rules and forming standard words in formal written language. Such errors are influenced by interference from spoken language and the technical language used in the workplace. This study highlights the importance of structured and contextual morphology instruction to improve the quality of vocational students’ PKL report writing.