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This study aims to analyze the relationship between legal compliance and the internalization of the constitution in strengthening the concept of the rule of law through a constitutional rights approach and the theory of Islamic Sociological Jurisprudence. The main issue addressed is the low level of legal compliance, which is often caused by a weak understanding and internalization of constitutional values in society. This research employs a normative juridical method with conceptual and sociological approaches, supported by an analysis of Islamic legal theory that emphasizes the interconnection between legal norms, social values, and morality. The findings indicate that legal compliance does not solely depend on formal law enforcement mechanisms, but also on the process of internalizing constitutional values as part of public legal awareness. The constitutional rights approach positions individuals as primary subjects who possess awareness of their rights and obligations, while the theory of Islamic Sociological Jurisprudence reinforces the moral and social dimensions in the formation of legal compliance. The integration of these two approaches can create a legal system that is not only normative in nature but also responsive to the social and religious values of society. Therefore, strengthening the rule of law requires a comprehensive strategy through legal education, the internalization of constitutional values, and the enhancement of moral awareness based on Islamic principles. This study is expected to contribute both theoretically and practically to the development of integrative and contextual legal studies in Indonesia.

Amid the accelerating rhythm of digital culture, academic competition, and the changing patterns of student life in higher education, the formation of Muslim student character has become an increasingly urgent concern. A campus mosque can no longer be viewed merely as a place of worship; it must also be understood as a strategic nonformal Islamic educational space that nurtures spirituality, morality, social awareness, and student identity in a more contextual way. This study aims to analyze the role of the campus mosque as a space for shaping Muslim student character through the Islamic mentoring program at Masjid Syamsul Ulum, Telkom University. This research employs a descriptive qualitative approach based on document study and thematic analysis of scholarly articles, mentoring program documents, and relevant works on campus mosques, religious moderation, and student character education. The findings show that the mentoring program at Masjid Syamsul Ulum is systematically designed through a clear structure, curriculum, methods, evaluation tools, and mentor regeneration, all of which are integrated with the institutional values of Harmony, Excellence, and Integrity. Socioculturally, the program functions not only as a medium for religious instruction but also as a process of value internalization, habituation of religious practice, strengthening of moderation, and construction of Muslim student identity within a technology-oriented university environment. This study proposes a conceptual understanding that the campus mosque can serve as a strategic space for shaping Muslim students who are religious, moderate, collaborative, and adaptive in the digital era.

The advancement of Artificial Intelligence (AI) has brought significant changes to various aspects of life, including the field of education, particularly Islamic Education. This study aims to explore various AI-based learning strategies that can be implemented to create a more effective, interactive, and contemporary learning process. The method employed in this study is a literature review by examining various scholarly sources, such as journals, books, and academic articles discussing the implementation of AI in education. The findings indicate that the integration of AI can be realized through personalized learning tailored to students’ needs, the use of chatbots as learning assistants, the analysis of students’ progress and learning outcomes, as well as the utilization of technology-based learning media. These strategies are not only capable of improving students’ cognitive aspects but can also strengthen the internalization of Islamic values when applied appropriately and systematically. Furthermore, this study emphasizes that teachers’ technological competence, infrastructure readiness, and the development of an adaptive curriculum are crucial factors in the successful implementation of AI-based learning within the context of Islamic Education.

The development of globalization and digital culture has given rise to an epistemological crisis that shifts the authority of truth from revelation to social construction, so that the authority of the Bible in Christian education is increasingly marginalized. This condition has an impact on the low internalization of the value of faith, where students understand the Bible cognitively but do not live it in daily practice. This research aims to reconstruct the authority of the Bible in Christian education through an integrative and contextual approach in the midst of global cultural fragmentation. This research uses a qualitative approach with a library research method that integrates theological, pedagogical, and digital cultural contexts. Data were obtained from theological literature, educational theory, and relevant journal articles, which were analyzed using content analysis techniques and theological-constructive reflection. The results show that the crisis of biblical authority is influenced by epistemic shifts, the dominance of post-truth culture, low internalization of values, and non-contextual pedagogical approaches. This research creates a model of reconstruction of biblical authority that integrates the epistemological, pedagogical, and bruxistic dimensions in a transformational manner. In conclusion, this reconstruction does not change the theological substance of the Bible but updates the approach to learning to be more dialogical, reflective, and contextual, so that the authority of the Bible remains relevant in shaping the faith and character of learners in the global era.  

A mid the growing complexity of contemporary education, the challenge of integrating intellectual achievement with moral and spiritual development has become increasingly urgent. This study examines educational strategies in the Qur’an through the perspective of tafsir tarbawi, focusing on four core approaches: exemplary conduct, advice, dialogue, and storytelling. The research aims to explore how the Qur’an presents pedagogical methods that not only convey knowledge but also shape character and internalize values in learners. Employing a qualitative library research design with thematic and tafsir tarbawi approaches, this study analyzes relevant Qur’anic verses and supporting scholarly literature. The findings reveal that the Qur’an offers a holistic and dynamic model of education in which exemplary conduct functions as a behavioral model, advice serves as a means of value internalization, dialogue promotes reflective and critical thinking, and storytelling strengthens moral awareness through narrative experience. These strategies are interconnected and operate across cognitive, affective, and behavioral domains. The study concludes that Qur’anic educational strategies remain highly relevant for contemporary Islamic education, particularly in strengthening character formation, reflective learning, and the integration of values in educational practice.

This study examines the role of spiritual intelligence in shaping students’ understanding of happiness in the digital era from an Islamic psychology perspective. Employing a qualitative phenomenological approach, the research involves university students who actively engage with social media. Data were collected through in-depth interviews, observations, and documentation, and analyzed using thematic analysis. The findings reveal a significant shift in the meaning of happiness, from a substantive and intrinsic concept to a more symbolic and externally driven construct influenced by digital culture and online validation. Nevertheless, spiritual intelligence functions as a reflective and stabilizing mechanism, enabling students to reinterpret happiness as a deeper, more meaningful inner state. From the perspective of Islamic psychology, true happiness (sa’adah) is grounded in closeness to God and the internalization of spiritual values in daily life. This study underscores the importance of spiritual intelligence in addressing psychological challenges in the digital age and fostering a more balanced and authentic sense of well-being among students.

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.

At MA Al-Mahdi Serang, there are challenges in the form of psychological distance between students and guidance and counseling teachers, as well as the negative influence of peers in the digital era that threaten students' independence and religious character. Islamic peer counseling is an alternative guidance and counseling strategy to support students' psychological needs while strengthening their independence and religious character. This study aims to (1) analyze the implementation of Islamic peer counseling services, (2) determine their influence on student independence, (3) explore their contribution to fostering religious character, and (4) formulate an effective Islamic guidance and counseling service model at MA Al-Mahdi Serang. This study uses a qualitative approach with a case study design. The research informants were 13 people consisting of the principal who is also a guidance and counseling teacher, the vice principal for curriculum, subject teachers, and students. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results of the study indicate that: (1) the implementation of Islamic peer counseling is carried out through a peer counselor recruitment process based on the criteria of noble character and communication skills, as well as counseling skills training based on the values ​​of brotherhood and tabayyun; (2) Islamic peer counseling services have a positive influence on student independence, particularly in self-management and decision-making; (3) Islamic peer counseling contributes to the development of religious character through the internalization of the values ​​of honesty, responsibility, discipline in worship, and the culture of tawashau bil haqq; and (4) the formulation of an Islamic peer counseling model based on the values ​​of brotherhood as an adaptive and contextual guidance and counseling service in madrasas.

This study aims to examine the authority of Islamic Education teachers as a form of moral capital in shaping character education among elementary school students. The research employed a qualitative method using a case study approach at SD Negeri 104267 Pegajahan. The primary subjects of the study were Islamic Religious Education (PAI) teachers, while the informants consisted of students, fellow teachers, and the school principal. Data were collected through observations, in-depth interviews, and documentation studies, then analyzed thematically to identify patterns related to teacher authority and character formation. The findings indicate that the authority of Islamic Religious Education teachers functions as a moral force recognized and respected by students, making it an important asset in the internalization of character values. This authority was formed through exemplary behavior, consistency in attitudes, and the establishment of humanistic pedagogical relationships between teachers and students. Through these qualities, teachers became moral role models who positively influenced students’ character development both inside and outside the classroom. The study concludes that strengthening teacher authority as moral capital is an effective strategy for realizing authentic, meaningful, and sustainable character education in elementary schools, as teacher authority should not only be viewed institutionally but also as a moral resource that significantly contributes to students’ personal and social development.

This literature study examines the process of self-regulation in transforming compliance with school rules originating from external pressure into behavioral regularity emerging from personal awareness, and its impact on the effectiveness of student learning outcomes. Using a qualitative approach with content analysis method, this study synthesizes relevant literature to build a theoretical framework on how self-regulation facilitates the internalization of disciplinary values. The findings reveal that self-regulation occurs through a series of interconnected stages including goal setting, strategy planning, self-monitoring, evaluation, and adjustment. The success of this process is determined by internal motivation, appropriate environmental support, positive direct experiences, and healthy emotional management. Strong self-regulation directly impacts learning outcome effectiveness through improved cognitive strategies, strengthened intrinsic motivation, enhanced time and environment management, and developed capacity to constructively cope with failure. Learning outcomes achieved through self-regulation processes are characterized by lasting understanding, knowledge transfer ability, and the formation of lifelong learning dispositions. Schools and teachers play strategic roles in strengthening self-regulation through curriculum design that supports autonomy, formative feedback, role modeling, and collaboration with parents. This study contributes theoretically by positioning self-regulation as the central mechanism bridging external influences and internal disposition formation.

This research is motivated by the importance of strengthening a professional public service culture through the integration of public administration values, norms, and ethics. Although various regulations and codes of ethics have been established in public organizations, gaps remain between formal norms and service practices in the field, such as low levels of responsiveness and professionalism among civil servants. This study aims to analyze the relationship between values, norms, and ethics in shaping public service culture, and to examine the role of organizational ethics and codes of ethics in strengthening public administration professionalism. The research employed a qualitative approach with a descriptive-analytical design through a literature review of relevant journals, books, and policy documents. Content analysis techniques were used to identify patterns of relationships between concepts. The results indicate that the internalization of ethical values ​​such as integrity, accountability, and transparency significantly influences the quality of public services. An organizational code of ethics serves as a formal instrument that clarifies standards of conduct for civil servants and strengthens a professional work culture. Consequently, public organizations need to strengthen ethics training, oversight mechanisms, and the integration of ethical values ​​into performance evaluation systems to build responsive and public-interest-oriented services.

Christian education plays a strategic role in shaping the faith, character, and spiritual life of learners however, learning processes often remain theoretical, limiting the internalization of faith values. This study aims to examine the concept of theological reflection using the Sharing Christian Praxis (SCP) method in Christian education, explore its application, and analyze its relevance to contemporary life. This research employs a qualitative approach with a literature study method, drawing on relevant books, scientific journals, and academic sources. The findings indicate that theological reflection is a fundamental process in Christian education that enables learners to interpret life experiences in the light of God’s Word, resulting in authentic faith transformation. The SCP method, developed by Thomas H. Groome, provides an operational framework for implementing this theological reflection through systematic stages: sharing life experiences, critical reflection, engagement with Scripture, dialogue, and commitment to action. The relationship between theological reflection and SCP is integral and synergistic; theological reflection provides direction and depth, while SCP operationalizes this process dialogically and contextually, the application of SCP in Christian education has proven effective in increasing learner engagement and connecting faith with daily life. It is recommended that Christian educators implement SCP as a primary learning method, and that educational institutions integrate it into their curriculum development strategies.

This study aims to examine the influence of local wisdom as a living law on personal data protection behavior, as well as assess the role of Islamic law ethics and digital literacy in the context of intimate digital crime in Indonesia. The background of this research is based on the increasing cases of misuse of personal data in the digital space that have not been fully responded to effectively through formal legal approaches. The method used a quantitative approach with a correlational explanatory design. Data were obtained through the distribution of a questionnaire based on the Likert scale to 150 respondents who were selected purposively, then analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results showed that local wisdom of alwasliyahan had a positive and significant influence on personal data protection behavior (β = 0.42; p < 0.05). Islamic legal ethics serve as a mediating variable that strengthens the relationship, while digital literacy provides a positive influence at a moderate level. These findings show that the internalization religious and cultural values plays an important role in shaping individual awareness and behavior in protecting personal data in the digital era. The conclusion of this study emphasizes that local wisdom can function effectively as a living law in supporting the protection of personal data. This research makes theoretical contribution the development of the study of Islamic law and the sociology of law, as well as practical implications for policy formulation that integrates formal regulations, cultural values, and digital literacy.

This study aims to analyze the implementation of Artificial Intelligence (AI)-based learning media and its implications for student learning motivation in Islamic Religious Education (PAI). This study uses a systematic literature review approach by examining various reputable scientific articles discussing the integration of AI in education and the dynamics of learning motivation in the context of PAI. The results of the study indicate that the use of AI through adaptive learning systems, educational chatbots, gamification, and learning analytics can increase the effectiveness, personalization, and interactivity of learning. This implementation has a positive impact on cognitive motivation through increased conceptual understanding, affective motivation through active participation and emotional engagement, and spiritual motivation through strengthening reflection and internalization of Islamic values. However, ethical challenges, the risk of depersonalization of the teacher's role, and inequality in digital access are crucial issues that require policy attention and human-centered pedagogical design. Theoretically, this study offers an integrative conceptual framework that combines technological innovation with Islamic educational epistemology. Practically, the results of this study provide recommendations for teachers, schools, and policymakers to develop AI-based PAI learning models that are adaptive, ethical, and oriented towards character building.

This study aims to analyze the dynamics of peer pressure as a factor that forms problematic behavior in adolescents. This study uses a literature review method with more than 19 relevant journals. The selected journals followed inclusion criteria that focused on adolescents, peer pressure, and problematic behaviors within a specific time frame. The results of the study showed that peer pressure contributes to problematic behaviors such as aggressive behavior and social violence (bullying, cyberbullying, aggressiveness, disruptive behavior), addictive and health-risking behaviors (smoking, alcohol consumption/drinking behavior), violations of academic/school norms (truancy, juvenile delinquency), online/sexual risky behavior (cybersex), and internal psychological problems (decreased self-confidence). The psychosocial dynamics found included the need for acceptance, group conformity, low self-control, and weak family support. These influences can be direct or indirect through the internalization of group values. These findings confirm that problematic behaviors are not formed singularly, but from complex interactions between individual factors and the social environment. Therefore, prevention efforts require a collaborative approach between families, schools, and the community.

Digital transformation has significantly altered early childhood learning patterns. Platforms such as YouTube have become dominant media consumed by preschool children. Exposure to digital content during the golden age potentially affects moral development, as children remain in a critical phase of imitation and value internalization. This study aims to conceptually analyze the role of parents in assisting early childhood moral development amid YouTube exposure from an Islamic education perspective. The research employs a qualitative approach using a systematic literature review of reputable national and international journals published between 2020–2026. The analysis involves identification, inclusion-exclusion selection, thematic categorization, and critical synthesis. Findings reveal that effective moral development is strongly influenced by parental mediation patterns, including active mediation, screen-time limitation, Islamic value-based content selection, reflective dialogue, and digital role modeling. The study proposes an integrative Islamic-based digital parenting model combining modern moral development theory and Islamic tarbiyah principles. Theoretically, this study contributes by integrating family digital literacy with Islamic moral education within contemporary educational discourse.

This study is motivated by the importance of actualizing Pancasila values in students’ lives, not only at the cognitive level but also in daily social interactions within the campus environment. Phenomena such as digital individualism, exclusivity in social relationships, and bullying practices indicate a gap between understanding and implementation of Pancasila values. This study aims to analyze the forms of Pancasila value actualization through students’ social interaction patterns and their implications for character building. The research employs a qualitative approach using a library research method, with secondary data derived from scientific journals, books, and relevant academic documents. Data collection was conducted through documentation study, while data analysis used descriptive-critical content analysis. The findings show that the actualization of Pancasila values is reflected in religious tolerance, rejection of bullying, cross-cultural inclusivity, deliberative decision-making, and fairness in academic collaboration. These results indicate that students’ social interaction serves as an important indicator of successful internalization of Pancasila values. Practically, this study highlights the importance of strengthening character education based on social practices to develop ethical, inclusive, and Pancasila-oriented young generations.

Religious learning in secondary schools is not only implemented through intracurricular activities but is also strengthened by applicative extracurricular programs. One form of actualizing religious learning is kultum khitobiyah activities within the Islamic Spiritual Organization (Rohani Islam/Rohis). This study aims to describe the actualization of religious learning through Rohis kultum khitobiyah activities in developing students’ public speaking skills and spirituality at SMA Negeri 2 Tuban. This research employed a qualitative approach using field research methods. Data were collected through observation, interviews, and documentation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that kultum khitobiyah activities effectively actualize religious learning through students’ active involvement in religious preaching practices. These activities contribute positively to the development of public speaking skills, particularly in terms of courage, self-confidence, and the ability to deliver ideas systematically. Furthermore, kultum khitobiyah activities also play a significant role in strengthening students’ spirituality, as reflected in increased religious awareness, internalization of Islamic values, and the manifestation of religious attitudes in daily life. Therefore, kultum khitobiyah activities within the Rohis extracurricular program have a strategic role in reinforcing religious learning by integrating communication skill development with students’ spiritual formation.

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.

Healthcare organizations are increasingly required to preserve the sustainability of their institutional values by ensuring high-quality services, operational efficiency, and rigorous adherence to risk governance frameworks. RSUD dr. Chasbullah Abdulmadjid Bekasi City continues to face considerable challenges in this regard, particularly due to the limited internalization of core organizational values, disparities in the cultivation of an adaptive culture, and inconsistent employee compliance with established risk management procedures. These issues highlight the necessity for a leadership paradigm grounded in service, empathy, and empowerment.This study investigates the extent to which servant leadership influences the creation and protection of corporate values, while examining the mediating roles of strong adaptive culture and employee compliance doing the implementation of risk management. Employing a quantitative explanatory survey design, the research collected responses from 153 hospital employees, and data were analyzed through Structural Equation Modeling (SEM) to evaluate both direct and mediated causal pathways among variables.The findings reveal that servant leadership significantly strengthens creation and protection of corporate values, not only through direct influence but also by enhancing cultural adaptability and reinforcing compliant behavior in risk-related practices. Leaders who embody service-oriented principles are shown to cultivate work environments that foster mutual trust, organizational learning, and value-based decision-making.This study contributes meaningful empirical evidence to the discourse on leadership, organizational culture, and compliance within public hospital settings. Institutional strategies should prioritize continuous leadership development and comprehensive risk governance training to secure long-term performance excellence and reputational resilience.