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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.

This study aims to describe how project-based morality material (Project-Based Learning/PjBL) is implemented at SMK Muhammadiyah 2 Malang City. This study uses a qualitative approach with a case study type of research. Data analysis uses the Miles, Huberman and Saldana data analysis test and data validity test using triangulation. Data collection techniques through observations carried out on implementation in the classroom, interviews with teachers and students, and documentation during learning. The results of the study show that through the project-based learning model by making videos about the morality of mahmudah and mazmumah, students gain their own experience, namely being able to design, determine, identify and solve problems in their groups.

The digital era in the industrial revolution 4.0 has brought significant changes in various aspects of life, including education. With the presence of increasingly sophisticated digital technology and the widespread use of Artificial Intelligence (AI), the education system is currently faced with new challenges to adapt to the times. However, the emergence of AI also has a negative impact on education, especially in the context of Technology and Vocational Education, namely increasing plagiarism, excessive dependence, lack of skill development, and weakening of culture, norms, and interactions between students and lecturers. This study aims to analyze the moral and ethical role in the use of AI in Technology and Vocational Education. The literature review research method is used in this study with a qualitative approach. Secondary data collection was carried out with the help of Google Scholar web technology and the bibliometric processing application VOSViewer. The data analysis technique applies the Miles & Hubberman model which consists of: data collection, data reduction, data presentation, and conclusion drawn. The results of the study show that morals and ethics play a central role in the utilization of artificial intelligence (AI) in Technology and Vocational Education in the digital era of the Industrial Revolution 4.0. The study also recommends strategic steps to ensure the use of AI in Technology and Vocational Education remains ethical and effective.

Increasingly, every facet of society throughout the globe is concentrating on the advancement of information technology, often known as ICT (Information and Communication Technologies). We anticipate that human resource practices will evolve in tandem with information and communication technology. In this age of globalization, proficiency with ICT (Information and Communication Technology) is crucial. The ability to access, process, and display information via computers, whether it be an intranet, an international network, or the internet, is essential for many organizations and has grown in importance over the years. Since information and communication technology (ICT) has far-reaching societal effects, it naturally gives rise to ethical questions in many domains. This essay aims to help readers comprehend the role of education in reducing the detrimental effects of immoral use of information and communication technologies. Writing think about is the approach used. With more and more people becoming smarter in data and communication innovations, it's crucial that morality becomes a central tenet of how these technologies are used, and that the general public understands this.

The issue of nazir waqf, which is still traditional-consumptive due to lack of knowledge about waqf and poor human resources, is one of the obstacles in the implementation of waqf legislation. The problem of naziran will be discussed in this article, along with its definition, tupoksi, professional nazir standards, challenges, and solutions. The findings of this study lead to the conclusion that morality, management, and business, along with other additional information and insights, are necessary for professional nazirs. Professional Nazirs also need to have human skills, technical abilities, and interpersonal skills. Other challenges include expertise, coaching, recruitment, incentives, competencies, and supervision. In addition, the paradigm shift and the existence of Nazir are some of the solutions that can be applied, such as associations, the establishment of Nazir schools, and the improvement of Nazir welfare. The guidance and supervision of Nazir Waqf is carried out by the Minister and the Indonesian Waqf Board, with the aim of improving professionalism and ethics in the management of waqf. Improving the quality of professional nazir is expected to have an impact on increasing the productivity of waqf assets, increasing public trust, and making a real contribution to economic and social development.

The Family Hope Program (PKH) is a social assistance program aimed at improving the quality of life of underprivileged families through access to education, healthcare, and economic welfare. This article explores the implementation of Islamic character education within PKH, focusing on rural communities in Dawuhan Village. The study aims to analyze how Islamic values such as honesty, responsibility, hard work, and solidarity are applied in the daily lives of beneficiary families (KPM). The research employs a qualitative approach with data collection techniques including interviews, observations, and documentation. The findings reveal that Islamic character education in PKH serves as an effective tool to empower underprivileged families, not only by building individual morality but also by enhancing social cohesion and economic welfare. However, challenges such as low community participation, limited infrastructure, and cultural differences remain significant barriers. Recommendations from this study include enhancing the capacity of PKH facilitators, integrating Islamic values into educational modules, and fostering collaboration with religious institutions and local governments to ensure program sustainability. Islamic character education in PKH is expected to become a strategic solution for fostering sustainable social and economic transformation in rural communities

This research examines the transformation of educational sociological thinking in Islam, with a focus on the contributions of classical scholars such as Al-Ghazali, Ibn Khaldun, and Al-Farabi. These three figures integrate education with social, moral and spiritual values, creating a holistic approach that not only emphasizes intellectual development, but also character formation. Al-Ghazali emphasized the importance of balanced education between worldly and ukhrawi knowledge, while Ibn Khaldun, through al-umran theory, viewed education as a tool to maintain social cohesion and build a just civilization. Al-Farabi, with his thoughts about the ideal society, emphasized the role of education in creating virtuous individuals. The research method used is a literature review with a qualitative-descriptive approach to analyze the relevance of these thoughts in facing contemporary educational challenges. The results show that even though they come from different historical contexts, their thoughts remain relevant, especially in responding to today's educational challenges which prioritize a balance between science, morality and spirituality. Thus, the contribution of sociological thought to education in Islam has had a significant impact on the social structure and development of Muslim education to date.    

This article discusses the importance of ethics, morals and morals in the context of sharia banking in Indonesia. With increasing public awareness of sharia values, sharia banking strives to provide financial services that meet the principles of justice, transparency and social responsibility. Sharia-based business ethics not only require bankers to behave honestly, but also understand the moral norms that govern social and business interactions. Morality rooted in religious and cultural values ​​is a guideline in maintaining the integrity of financial institutions. Meanwhile, morals reflect individual character which is formed through education and experience, which is very important in maintaining the public's reputation and trust in financial institutions. This article also identifies the challenges of implementing ethics and morals in sharia banking, and provides suggestions for increasing the understanding and application of these values ​​among banking professionals. By understanding ethics, morals and manners, it is hoped that more ethical and sustainable business practices can be created so that they can make a positive contribution to society.

Christian Religious Education (CRE) in Indonesia plays a crucial role in shaping the character and morality of students. Considering the cultural and religious diversity in Indonesia, Christian religious education needs to be delivered with a multicultural perspective that emphasizes values of tolerance and respect for differences. This article aims to explore the implementation of Christian religious education in schools within the context of multiculturalism, and how this can help strengthen attitudes of tolerance and interfaith harmony. This study also discusses the challenges in implementing multicultural-based Christian religious education and how practical solutions can be applied.

Legal protection for daily cooperatives is very important to ensure that their duties are carried out fairly, in accordance with applicable regulations, and without violating the rights of cooperative members. However, in the implementation of this task, there are often unwanted situations, such as violent crimes that can threaten the safety and integrity of daily cooperative employees. The inability to pay debts can trigger emotions and frustration on the part of borrowers, which in turn can trigger acts of violence against daily cooperative employees in the city of Kupang. Based on the above background, the following problem formulation is proposed: (1) What are the factors that encourage the occurrence of acts of violence against cooperative employees when carrying out collection duties? (2) What is the form of legal protection provided by the government to cooperative employees when carrying out collection duties?. This research was carried out in Kupang City, precisely at the PNM Mekaar Office, Kelapa Lima Kupang Branch. This research is an empirical legal research, which is carried out with a legislative approach and a case approach. The data were analyzed in a descriptive-qualitative manner. Based on the results of the research conducted, it was obtained that: (1) factors that encourage acts of violence against cooperative employees when carrying out collection duties, including: (a) Internal factors, including; (a) morality and education, (b) low consumer income factors, (c) consumer economic pressure, (d) uncontrolled emotions, (e) the influence of alcohol. b) External factors, including; (a) risky environmental factors, (b) social factors. (2) Forms of legal protection provided by the government to cooperative employees when carrying out collection duties, including: (a) Preemptive protection: can mean taking preventive measures. (b) Preventive Protection: This protection involves various policies, regulations, and mechanisms. (c) Repressive protection: actions taken to address, stop, or punish unlawful acts. The author's advice is to report the incident of violence to your superior, cooperative management, or the authorities as soon as possible. Make sure to follow the cooperative's internal procedures related to complaints and handling of violence.

Reconstructionism is a school of educational philosophy that aims to reshape society through radical educational reform. Rooted in a critique of progressivism, it emerged as a response to social and economic stagnation and the desire to make education an agent of social change. Its leading figures, such as George Counts and Harold Rugg, inspired by the thought of John Dewey and Theodore Brameld, advocate for an education that is able to deal with global challenges, including moral, social and environmental issues. Reconstructionism argues that education is not only responsible for shaping individuals, but also plays a role in building a just and equal society. The principles of this school emphasize the important role of education in dealing with the global crisis, as well as the need for a relevant curriculum to foster students' character and morals. This school places teachers as agents of change who play an important role in guiding students to face the challenges of the times, as well as designing a curriculum that prioritizes social interests. Thus, reconstructionism emphasizes the importance of education in saving civilization through the formation of character, morality, and a new, more humanist culture.

This study discusses the concept of dress ethics in Islam, focusing on the dress code for both men and women as well as the ethics that should be applied when dressing. In Islam, dressing is not merely a matter of appearance, but also related to religious teachings that emphasize the importance of covering the aurat, maintaining modesty, and preserving honor. For men, the dress code is strictly regulated by Sharia, including the aurat limitation between the navel and the knee, the prohibition of wearing gold and silk, and the prohibition of imitating women's or non-Muslims' clothing. Meanwhile, for women, the dress code is more complex with specific requirements such as covering the aurat, wearing non-transparent clothing, not accentuating body contours, and avoiding imitation of men's or non-Muslim clothing. This study also highlights the concept of tabarruj, which refers to the act of displaying jewelry and beauty to men who are not mahram, considered a violation of Islamic dress ethics. Additionally, this research explains the meaning of jilbab in the Qur'an, which is understood as an outer garment that covers the entire body, serving as protection and a means of distinguishing believing women. Overall, dress ethics in Islam encompasses not only physical aspects but also spiritual ones, reflecting devotion to Allah through sincere intentions in accordance with religious teachings. This study provides a deeper understanding of the significance of dress ethics as part of a Muslim's identity in faith.

The background of this study is the increasingly rapid social, cultural, and technological changes that have an impact on the dynamics of morality in society. In the midst of these changes, aqidah (belief) and ethics become important foundations in building solid morality. However, the main challenge faced is how to maintain the relevance of the teachings of aqidah and ethics in the context of modern life that continues to develop. This study aims to analyze the role of aqidah and ethics in shaping individual and collective morality amidst changing times. The main objective is to understand how religious beliefs and ethical principles can be applied effectively in maintaining moral integrity amidst the rapid flow of global change. The method used in this study is a qualitative method with analysis carried out by looking at the relationship between the values of aqidah, ethics, and morality in everyday life. The results of the study show that aqidah and ethics have an important role in shaping resilient morality amidst change. A deep understanding of aqidah and the application of ethical principles have proven to be a foundation for society to maintain positive moral values. However, the results also show that adaptation and renewal in the approach to teaching aqidah and ethics are needed to be more relevant and accepted by the younger generation living in the digital era.

The background of this study is the increasingly rapid social, cultural, and technological changes that have an impact on the dynamics of morality in society. In the midst of these changes, aqidah (belief) and ethics become important foundations in building solid morality. However, the main challenge faced is how to maintain the relevance of the teachings of aqidah and ethics in the context of modern life that continues to develop. This study aims to analyze the role of aqidah and ethics in shaping individual and collective morality amidst changing times. The main objective is to understand how religious beliefs and ethical principles can be applied effectively in maintaining moral integrity amidst the rapid flow of global change. The method used in this study is a qualitative method with analysis carried out by looking at the relationship between the values of aqidah, ethics, and morality in everyday life. The results of the study show that aqidah and ethics have an important role in shaping resilient morality amidst change. A deep understanding of aqidah and the application of ethical principles have proven to be a foundation for society to maintain positive moral values. However, the results also show that adaptation and renewal in the approach to teaching aqidah and ethics are needed to be more relevant and accepted by the younger generation living in the digital era.

The moral crisis experienced by Generation Z in the digital era is a major challenge triggered by globalization and rapid technological developments. This generation is often influenced by digital culture which can shift important moral values. Education, especially Islamic education, plays a key role in overcoming this problem by instilling moral values, digital ethics and social responsibility. Islamic education can help shape the character of the younger generation by equipping them with strong morality, critical thinking, and the ability to navigate the digital world wisely. Therefore, it is important to integrate moral and spiritual education so that generation Z can face it with integrity and wisdom. Islamic education that prioritizes faith and ethical values ​​has the potential to be the main solution in facing this moral crisis

No individual chooses to be born into a specific family or under certain conditions. Differences in socioeconomic conditions will always exist in society, leading to the formation of various groups at any time and place. When a teenager is born into a family with a different socioeconomic background, it can cause pressure due to feelings of inferiority, embarrassment, and even jealousy, as socioeconomic status impacts their life and education. Every child has the right to education. The cost of education is a challenge for those in vulnerable socioeconomic conditions. The issues they face are not just economic but also social in nature. Fostering Christ-like character should be a focus in Christian education, especially for adolescents. Adolescence is a vulnerable and complex stage with issues and conflicts related to self-image, values, ethics, and morality. Teenagers need proper guidance and teaching to grow into strong individuals with a Christ-like character and resilience in their lives. Economic issues are indeed related to education. However, there remains an open path to educate adolescents according to their needs. “Train up a child in the way he should go, and when he is old, he will not depart from it.” (Proverbs 22:6)

This study aims to explore the dimensions of religiosity, encompassing spiritual, intellectual, emotional, ethical, and social aspects. Using library research methods, the research delves into the interactions and contributions of each dimension to religious experiences through a comprehensive analysis of various academic literature.The research findings reveal that religious dimensions are interconnected and influence individual spiritual quality. The spiritual dimension relates to personal experiences and relationships with God, the intellectual dimension focuses on understanding religious teachings, the emotional dimension regulates responses to religious practices, the ethical dimension covers moral values, and the social dimension concerns interactions within religious communities.The study identifies key challenges in religiosity, such as religious shallowness and moral crisis. As a solution, the research offers a multidimensional Islamic Religious Education (PAI) design that integrates divine, humanistic, and natural values. This approach aims to form a generation with a balance between rationality, morality, and spirituality.The research conclusion emphasizes the importance of holistic religious guidance that encourages faith strengthening, critical education, and awareness of human responsibilities. This study provides a theoretical contribution to understanding the complexity of religious experiences and developing a responsive religious education model that addresses modern challenges.Keywords: Religious Dimensions, Islamic Religious Education, Spirituality, Multidimensional, Moral  

Adultery, which in Islam is defined as sexual intercourse outside of a legal marriage, is one of the major sins. Islamic law strictly prohibits and imposes severe sanctions on perpetrators of adultery, both men and women. In the Qur'an, adultery is referred to as an act that damages morals and social order. Sanctions for perpetrators of adultery in Islamic law are included in the category of hudud punishments, which have fixed provisions from Allah and are strictly regulated in the Shari'a. The purpose of this study is to analyze how Islamic law imposes sanctions on adultery and the role of these punishments in maintaining the morality of society, to examine how the Criminal Code in Indonesia regulates adultery, and to consider the differences in sanctions applied in positive law, to compare the perspectives of Islamic law and the Criminal Code in dealing with cases of adultery, both in terms of legal substance and enforcement in Indonesia, to identify the relevance of each legal system in dealing with adultery in the modern era, considering the differences in culture and views of society. In Islamic law, adultery has very severe sanctions. If the perpetrator of adultery is a married person, the punishment is stoning or stoning to death, while for those who are not married, the punishment is 100 lashes. This research method uses a qualitative approach with a normative juridical method to analyze the comparison between Islamic law and the Criminal Code in regulating adultery. The results of this study indicate that Islamic law emphasizes the importance of testimony and strong evidence in the process of enforcing the punishment for adultery, namely that there must be four witnesses who directly witnessed the act. Meanwhile, in the Criminal Code, adultery is not given the same severe sanctions as in Islamic law. The Criminal Code only provides imprisonment for adultery perpetrators who are proven guilty, especially if the act involves married parties. Article 284 of the Criminal Code regulates a maximum prison sentence of nine months for those who commit adultery. Unlike Islamic law, the Criminal Code focuses more on maintaining public order and family honor than on individual morality according to religion.

The Books of Allah, which include the Torah, Gospel, Psalms, and the Quran, are divine revelations given as a guide for humanity. In the context of Islam, recognizing and understanding these texts is essential, as they provide moral and ethical guidance relevant to everyday life. The Quran, as the final book, reaffirms previous teachings and invites believers to reflect upon and apply divine messages in a modern context. The teachings within these texts are universal, offering values of goodness, justice, and compassion that remain relevant throughout time. Furthermore, these books serve as sources of inspiration and solutions to various life challenges, helping to shape the character and morality of individuals and society. By adhering to the teachings of the Books of Allah, Muslims can cultivate spirituality, strengthen their relationship with Allah, and create a harmonious and just society.

The rapid development of artificial intelligence (AI) presents new challenges and opportunities in various fields, including in Christian religious education. This article discusses how Christian Religious Education (PAK) and its curriculum can respond to the dynamics presented by AI technology. This article uses a descriptive qualitative method based on literature and scientific journals. The main sources of this research are taken from various literature and scientific journals that are relevant to the research topic. The main focus lies in the adjustment of learning materials that are relevant to the needs of the times, the formation of Christian ethics in the digital era, and the importance of maintaining spiritual values ​​amidst technological developments. The use of Artificial Intelligence (AI) in PAK still adheres to the principles of Christian ethics and values. Theological understanding of the role of humans, morality, and their relationship with the creator is described in the perspective of Christian ethics towards artificial intelligence (AI). The Role of Humans in the Process of Christian Religious Education related to the application of AI involves deep reflection on the relationship between Bible verses and the implementation of artificial intelligence in religious education. In addition, this article explores the potential use of AI in the learning process, such as through personalization of education and increasing interaction between teachers and students. It is hoped that with proper adaptation, PAK can remain relevant and provide a solid foundation of faith for future generations in facing the challenges of modern technology.