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Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh lingkungan pendidikan dan promosi terhadap keputusan mendaftar menjadi mahasiswa di Politeknik Bumi Akpelni Semarang, sebuah institusi pendidikan vokasi yang berfokus pada bidang kemaritiman. Fenomena penurunan jumlah pendaftar dari 944 orang pada 2019 menjadi 352 orang pada 2023 menjadi latar belakang yang mendorong urgensi penelitian ini. Penelitian menggunakan pendekatan kuantitatif dengan metode analisis regresi linier berganda. Populasi penelitian adalah 846 taruna aktif Politeknik Bumi Akpelni, dan sampel sebanyak 140 responden diperoleh menggunakan formula Hair. Pengumpulan data dilakukan melalui kuesioner terstruktur dengan skala Likert. Hasil penelitian menunjukkan bahwa: (1) lingkungan pendidikan berpengaruh positif dan signifikan terhadap keputusan mendaftar dengan koefisien regresi 0,453 dan nilai t hitung 5,853 > t tabel 1,980 (sig. 0,000); (2) promosi berpengaruh positif dan signifikan dengan koefisien regresi 0,376 dan nilai t hitung 4,855 > t tabel 1,980 (sig. 0,000); dan (3) secara simultan keduanya berpengaruh signifikan dengan nilai F hitung 96,462 > F tabel 3,060 serta koefisien determinasi (Adjusted R²) sebesar 0,579 atau 57,9%. Lingkungan pendidikan terbukti menjadi faktor dominan dibandingkan promosi. Penelitian ini berkontribusi mengisi kesenjangan literatur yang selama ini mengkaji kedua variabel tersebut secara terpisah, serta menambahkan perspektif spesifik pendidikan vokasi kemaritiman yang masih sangat terbatas. Implikasi manajerial mencakup peningkatan kualitas fasilitas kampus secara berkelanjutan dan transformasi strategi promosi menuju pendekatan digital yang lebih inovatif.  

Christian religious education teachers act as agents of social, spiritual, and cultural transformation by integrating Christian values ​​into the lives of communities that are still strongly bound to ancestral customs and beliefs. The transformation of customs through contextual evangelism is both a challenge and an opportunity for Christian religious education (PAK) teachers in carrying out their roles as educators and servants of God in a pluralistic society. This study aims to analyze the strategic steps of PAK teachers in integrating Gospel values ​​with local culture without eliminating the identity of the Christian faith or damaging the noble values ​​of customs. The research method used is a qualitative approach and literature study. The results of the study indicate that PAK teachers need to have three main strategic steps, namely contextual understanding by studying in depth the values, symbols, and practices of local customs, a transformational approach, namely presenting Gospel values ​​through education that respects culture but leads to renewal of life and pedagogical implementation through creative and reflective learning methods that foster students' awareness of faith and social responsibility. With this strategy, Christian Religious Education teachers can become agents of transformation, bridging the gap between Christian faith and local culture, ensuring that evangelism is not confrontational but contextual, dialogical, and builds lives rooted in the love of Christ.

The paradigmatic transformation of Christian Religious Education (CRE) in the digital era has become a crucial issue to be examined because the development of information technology, virtual culture, and globalization has brought significant changes to adolescents’ mindsets, behaviors, and character formation. These conditions have created various moral and spiritual challenges, such as identity crises, declining ethical sensitivity, and the increasing influence of individualistic and hedonistic values among young people. This study aims to analyze the paradigm transformation of Christian Religious Education in shaping adolescent character through a theological-pedagogical perspective that is relevant to the context of the digital era. The research employs a qualitative method using a library research approach and descriptive analysis of various scientific, theological, and pedagogical sources related to Christian education, teacher spirituality, and adolescent character development in the digital age. The findings indicate that the transformation of the CRE paradigm should be directed toward contextual, participatory, and transformative learning by positioning teachers as spiritual role models and facilitators of character formation. Furthermore, the integration of Christian values, the ethical use of technology, and collaboration among schools, families, and churches are important factors in shaping adolescents who possess strong character, integrity, and spiritual maturity amid increasingly complex digital challenges.

Jaringan 5G, sebagai generasi kelima teknologi seluler, menyediakan kecepatan internet ultratinggi, latensi minimal, dan konektivitas superior dibandingkan pendahulunya. Penelitian ini bertujuan mengkaji evolusi, manfaat, serta hambatan implementasi 5G dalam berbagai domain kehidupan. Pendekatan metodologis yang diterapkan adalah studi pustaka (Library Research) dengan pengumpulan data dari literatur primer seperti buku, jurnal ilmiah, dan artikel peer-reviewed. Temuan penelitian mengindikasikan bahwa 5G menghasilkan dampak transformasional positif pada pendidikan (VRlearning), kesehatan (telesurgery), industri (Industry4.0), transportasi (V2X), dan smart city ecosystems. Meski demikian, deployasi 5G terkendala oleh biaya infrastruktur masif, keterbatasan device ecosystem, serta vulnerabilitas keamanan siber. Rekomendasi: Diperlukan integrasi advanced security frameworks dan dukungan infrastruktur policy-driven untuk optimalisasi adopsi dan sustainability jaringan 5G.

Jaringan 5G, sebagai generasi kelima teknologi seluler, menyediakan kecepatan internet ultratinggi, latensi minimal, dan konektivitas superior dibandingkan pendahulunya. Penelitian ini bertujuan mengkaji evolusi, manfaat, serta hambatan implementasi 5G dalam berbagai domain kehidupan. Pendekatan metodologis yang diterapkan adalah studi pustaka (Library Research) dengan pengumpulan data dari literatur primer seperti buku, jurnal ilmiah, dan artikel peer-reviewed. Temuan penelitian mengindikasikan bahwa 5G menghasilkan dampak transformasional positif pada pendidikan (VRlearning), kesehatan (telesurgery), industri (Industry4.0), transportasi (V2X), dan smart city ecosystems. Meski demikian, deployasi 5G terkendala oleh biaya infrastruktur masif, keterbatasan device ecosystem, serta vulnerabilitas keamanan siber. Rekomendasi: Diperlukan integrasi advanced security frameworks dan dukungan infrastruktur policy-driven untuk optimalisasi adopsi dan sustainability jaringan 5G.

This study discusses the role of Islamic educational philosophy in guiding the transformation of pesantren education in the modern era. Islamic education in Indonesia plays an important role in shaping students’ character, spirituality, and intellectual abilities, with pesantren as one of the oldest institutions that preserve Islamic values. However, the rapid development of globalization and technology requires pesantren to adapt without losing their identity. This research aims to explain how Islamic educational philosophy becomes the foundation for transformation and to identify forms of change that are relevant to current challenges. The study uses a qualitative approach through a literature review, collecting data from journals and other relevant sources. Data are analyzed using content analysis by organizing and comparing findings from different studies. The results show that pesantren transformation occurs through a selective adaptation process, combining traditional values such as moral education, spirituality, and classical learning with modern elements like curriculum integration, interactive learning methods, and digital technology. Some challenges still exist, including limited facilities, unequal access to technology, and the need to improve teacher competence. Islamic educational philosophy helps maintain balance between intellectual, spiritual, and moral aspects so that modernization does not eliminate pesantren identity.

This study aims to examine the existence of dayah as a traditional Islamic educational institution in Aceh in facing the challenges of modernization, as well as to analyze its history, curriculum, and the dynamics of educational transformation within it. This research employs a qualitative approach through library research by collecting data from various sources such as books, scientific journals, research articles, and documents relevant to the topic. The findings indicate that dayah is one of the oldest Islamic educational institutions in Aceh that developed since the early spread of Islam in the Indonesian archipelago and has played an important role in the dissemination of Islamic teachings, moral development, and the formation of social life within the community. The educational system in dayah focuses on the study of classical Islamic texts (kitab kuning) and Islamic sciences through traditional learning methods such as halaqah, religious book studies, and direct learning with teungku or Islamic scholars. Over time, dayah institutions have undergone various transformations through the integration of general subjects, curriculum reform, and improvements in educational management systems in order to remain relevant to modern societal needs. Modernization presents challenges for dayah, particularly in maintaining a balance between tradition and educational innovation. Nevertheless, dayah continues to preserve its Islamic identity while gradually adapting to contemporary developments. Therefore, dayah not only survives as a traditional educational institution but also develops into an adaptive and relevant Islamic educational institution that continues to play a significant role in shaping character and religious values in Acehnese society.

 This study examines women’s transformational leadership in educational institutions through a systematic literature review approach. The increasing involvement of women in leadership positions in schools and universities has attracted academic attention to understand their contribution to organizational development and the improvement of educational quality. This study aims to synthesize recent empirical research findings on women’s transformational leadership in education. The method used was a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant studies published between 2021–2026 through academic databases such as Google Scholar and ScienceDirect using the keywords “transformational leadership,” “women leadership,” and “education or school.” After a selection process based on inclusion and exclusion criteria, 15 empirical articles were analyzed. The findings indicate that female leaders tend to demonstrate transformational leadership characteristics, including inspirational motivation, intellectual stimulation, idealized influence, and individualized consideration. These leadership practices positively affect teacher motivation and performance, organizational commitment, organizational climate, and learning innovation. However, women in leadership positions still face challenges such as gender stereotypes, structural bias, and social expectations regarding gender roles, indicating the need for institutional support and more inclusive policies.

Penelitian ini mengkaji kisah perjumpaan Yesus dengan pemuda kaya dalam Injil Matius 19:16–30, Injil Markus 10:17–31, dan Injil Lukas 18:18–30 dalam perspektif teologi perdamaian dan keadilan sosial. Latar belakang penelitian ini bertolak dari realitas ketimpangan sosial-ekonomi yang semakin meningkat di era modern, yang ditandai oleh kesenjangan antara kelompok kaya dan miskin serta kemiskinan struktural yang terus berlangsung. Dalam konteks tersebut, kisah Yesus dan pemuda kaya dipahami tidak hanya sebagai ajaran moral mengenai keterikatan terhadap harta, tetapi juga sebagai kritik profetis terhadap struktur sosial-ekonomi yang tidak adil. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) dan hermeneutika kontekstual. Data primer diperoleh dari teks Alkitab dalam ketiga Injil Sinoptik, sedangkan data sekunder berasal dari buku, jurnal ilmiah, dan literatur teologi yang relevan. Hasil penelitian menunjukkan bahwa konsep shalom dalam teologi perdamaian mencakup keadilan relasional, kesejahteraan sosial, dan solidaritas terhadap kaum marginal. Perintah Yesus kepada pemuda kaya untuk menjual hartanya dan membagikannya kepada orang miskin menunjukkan bahwa iman Kristen tidak dapat dipisahkan dari tanggung jawab sosial. Kekayaan dipahami sebagai stewardship yang harus digunakan demi kesejahteraan bersama. Penelitian ini menegaskan bahwa gereja dipanggil untuk menjadi agen transformasi sosial melalui praksis keadilan, pemberdayaan ekonomi, pendidikan perdamaian, dan solidaritas sosial di tengah masyarakat Indonesia yang plural dan masih menghadapi ketimpangan sosial-ekonomi.

Penelitian ini bertujuan untuk mengkaji strategi pembelajaran Pendidikan Agama Kristen dalam menerjemahkan konsep-konsep teologis yang abstrak agar sesuai dengan perkembangan kognitif peserta didik usia sekolah dasar. Latar belakang penelitian ini berangkat dari pentingnya penanaman iman sejak dini dalam keluarga sebagai ecclesia domestica, yang kemudian dilanjutkan secara sistematis dalam pendidikan formal. Namun, pada jenjang sekolah dasar, pembelajaran Pendidikan Agama Kristen menghadapi tantangan karena materi teologis yang bersifat abstrak tidak selalu selaras dengan kemampuan berpikir anak. Berdasarkan teori perkembangan kognitif Jean Piaget, anak usia 7–12 tahun berada pada tahap operasional konkret, sehingga membutuhkan pendekatan pembelajaran yang kontekstual dan berbasis pengalaman nyata. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan hermeneutika-pedagogis untuk menganalisis strategi pengajaran Yesus dalam Injil Markus 4:1–33. Hasil penelitian menunjukkan bahwa Yesus menerapkan strategi pembelajaran yang efektif melalui pengelolaan ruang belajar (spasial), penggunaan perumpamaan sebagai media naratif, serta pendekatan dialogis-partisipatif. Strategi ini memungkinkan terjadinya jembatan antara konsep abstrak Kerajaan Allah dengan realitas konkret kehidupan pendengar. Dengan demikian, integrasi antara pemahaman teks Alkitab dan pendekatan pedagogis yang sesuai dengan perkembangan kognitif menjadi kunci dalam pembelajaran Pendidikan Agama Kristen yang efektif. Penelitian ini menegaskan bahwa guru Pendidikan Agama Kristen perlu mengembangkan strategi kreatif dan kontekstual agar nilai-nilai iman tidak hanya dipahami secara kognitif, tetapi juga dihayati dan diimplementasikan dalam kehidupan sehari-hari peserta didik.

Penelitian ini bertujuan merumuskan Model Tridarma Berbasis Panggilan Abraham sebagai paradigma transformasional bagi Perguruan Tinggi Teologi (PTT) di Indonesia. Latar belakang penelitian ini berangkat dari krisis identitas PTT yang sering terjebak dalam dikotomi antara tuntutan akademik dan panggilan gerejawi, sehingga Tridarma Perguruan Tinggi—pendidikan, penelitian, dan pengabdian masyarakat—kerap kehilangan orientasi teologis dan relevansi sosialnya. Penelitian menggunakan pendekatan kualitatif dengan kerangka “Hermeneutika Filosofis-Kontekstual” yang mengintegrasikan studi filosofis dan critical case study pada STT Suwarnadwipa sebagai living prototype. Data penelitian diperoleh melalui analisis teks Kejadian 12:1–3, dokumen institusional, serta literatur teologis dan filsafat pendidikan. Analisis dilakukan melalui “Siklus Interpretasi Tiga Lapis” yang mencakup lapis eksplanatori, komparatif, dan konstruktif. Hasil penelitian menunjukkan bahwa panggilan Abraham mengandung tiga DNA utama, yaitu divine initiative, costly obedience, dan instrumental blessing, yang dapat menjadi fondasi filosofis-teologis bagi transformasi Tridarma PTT. Berdasarkan sintesis tersebut, penelitian ini menghasilkan tiga pilar utama model, yakni pendidikan sebagai Abrahamic Discipleship, penelitian sebagai Pro Deo et Ethne Inquiry, dan pengabdian masyarakat sebagai Shalom-Based Engagement. Implementasi model pada STT Suwarnadwipa menunjukkan bahwa paradigma Abrahamik mampu mengintegrasikan kesetiaan teologis dengan relevansi kontekstual secara operasional. Penelitian ini berkontribusi secara teoretis melalui pengembangan kerangka “Teologi Dwipa Nusantara,” secara metodologis melalui pendekatan “Hermeneutika Filosofis-Kontekstual,” dan secara praktis melalui penyediaan model operasional yang dapat diadaptasi oleh PTT lain di Indonesia.

This study examines the pedagogical transformation of Islamic Religious Education (PAI) teachers in realizing gender-equitable and inclusive learning. Ideal PAI teacher pedagogy encompasses not only content mastery but also pedagogical competence and social sensitivity capable of responding fairly to learner diversity. This study identifies that traditional teacher-centered, rote-oriented pedagogy with minimal gender awareness constitutes a primary barrier to creating equitable learning environments. The required transformation includes developing cooperative learning strategies, eliminating gender bias in classroom interactions, differentiating instruction according to student needs, and using inclusive stereotype-free teaching materials. The theological foundation of Islam affirms that human dignity regardless of gender as emphasized in QS. Al-Hujurat: 13 aligns with inclusivity values in education, making this transformation an authentic manifestation of the rahmatan lil'alamin principle rather than a deviation from Islamic values. Despite ongoing challenges including entrenched patriarchal culture, limited gender literacy, insufficient inclusive teaching materials, and social resistance, this pedagogical transformation carries broad implications for improving learning quality, strengthening tolerance, and enhancing PAI teacher professionalism in Indonesia.

Transformasi digital menuntut tenaga pendidik menjadi fasilitator yang adaptif terhadap teknologi. Menghadapi tuntutan tersebut, guru di SMPIP Nihadul Qulub mengalami hambatan kompetensi dalam menciptakan media pembelajaran berbasis digital. Selain itu, kurangnya sumber referensi praktis yang dapat diakses secara mandiri membuat guru kesulitan untuk meningkatkan kompetensi digitalnya di tengah padatnya aktivitas mengajar. Pengabdian ini bertujuan untuk meningkatkan kompetensi digital melalui pelatihan Canva guna merancang media interaktif berbasis web. Diikuti sebanyak 20 guru, kegiatan pengabdian berupa pelatihan ini dilaksanakan secara langsung dan luar jaringan (luring) di SMPIP Nihadul Qulub, Ungaran. Metode pelaksanaan pengabdian meliputi perencanaan, analisis kebutuhan mitra, implementasi workshop praktik langsung, serta evaluasi. Hasil pengabdian menunjukkan peningkatan signifikan, di mana 90% guru berhasil mempublikasikan modul ajar interaktif dalam format situs web tanpa keahlian pemrograman. Pelatihan ini terbukti efektif meningkatkan peran guru menjadi desainer pengalaman belajar yang kreatif, sejalan dengan tuntutan pendidikan abad ke-21.

Islamic education plays a strategic role in promoting social transformation amid the dynamics of societal change. Islamic education functions not only as a medium for the transmission of knowledge and religious values, but also as an instrument for character building, social awareness, and the strengthening of moral and spiritual values. This article aims to examine the concept of Islamic education and its relevance to the process of social transformation, as well as to analyze the roles and challenges of Islamic education in responding to modern social changes. This study employs a qualitative descriptive approach through library research by analyzing relevant literature sources, including books, scholarly journals, and supporting documents. The findings indicate that Islamic education contributes significantly to the development of a moral, just, and socially responsible society. Islamic education serves as an agent of social change through the internalization of ethical values, intellectual development, and balanced spiritual guidance. However, Islamic education also faces various challenges such as globalization, modernization, and cultural change. Therefore, strengthening adaptive and contextual strategies in Islamic education is essential to ensure its continued relevance in fostering positive social transformation.

This study examines the ideas of Ziauddin Sardar and Azyumardi Azra in three major areas: Islamic education, digital religious authority, and religious moderation. Using a library research approach, this article analyzes how Sardar’s Postnormal Times (PNT) framework explains global complexity, chaos, and contradictions that shape the future of Islamic thought and education. Meanwhile, Azra’s concept of Islam Nusantara and wasathiyah provides a historical and cultural foundation for constructing moderate Islamic identity in Indonesia. Findings indicate that Sardar emphasizes adaptive education oriented toward future literacy, while Azra highlights the integration of tradition, modernity, and local culture. In the context of digital authority, Sardar views the transformation as a structural effect of postnormal conditions driven by algorithmic systems, while Azra stresses the need to strengthen scholarly legitimacy based on sanad, institutions, and ethical guidance. Both perspectives converge on the importance of moderation. Sardar presents moderation as a strategy to manage global complexity, whereas Azra positions wasathiyah as the inherent identity of Islam in the archipelago. This study concludes that synthesizing both frameworks can strengthen Islamic education, stabilize digital religious authority, and reinforce Indonesia’s moderate Islamic identity in responding to contemporary challenges.

kepemimpinan transformasional kepala madrasah dalam meningkatkan inovasi mengajar guru di MI Puti Bungsu Al-Muhajirin Denpasar. Sebagai pemimpin institusi pendidikan, kepala madrasah memiliki peran strategis dalam menciptakan lingkungan yang mendukung pengembangan kompetensi guru melalui penerapan empat dimensi kepemimpinan transformasional, yaitu pengaruh ideal, motivasi inspirasional, stimulasi intelektual, dan pertimbangan individual. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi, serta keabsahan data diuji menggunakan triangulasi,auditrial dan membercheck. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala madrasah berperan signifikan dalam membangun budaya kolaboratif yang memberdayakan guru, memotivasi siswa, dan melibatkan wali murid, sehingga tercipta iklim madrasah yang kreatif, harmonis, dan berdaya saing. Selain itu, inovasi pembelajaran di madrasah berlangsung dinamis melalui penerapan metode beragam, pemanfaatan teknologi, dan evaluasi yang efektif, yang secara keseluruhan berkontribusi terhadap peningkatan mutu pendidikan.

Madhhab fanaticism in Islamic education, which appears in fiqh teaching practices that tend to absolutize a single madhhab, restrict dialogical space, and insufficiently appreciate the diversity of scholarly opinions. Such conditions may foster exclusive and intolerant religious attitudes among students. To respond to this problem, the study employs a qualitative approach with a library research design by critically examining books, journal articles, and documents related to fiqh madhhabs, Islamic education, religious moderation, and multicultural education. The data are analyzed using content analysis and descriptive–analytical techniques to map the forms of madhhab fanaticism in the learning process, the stages of transformation in madhhab understanding, and the pedagogical strategies that support the emergence of tolerant attitudes. The findings indicate that the transformation toward a more tolerant understanding of madhhabs is supported by curricula that accommodate comparative fiqh (multi-madhhab), inclusive learning materials, dialogical teaching methods, and teachers’ role modeling of moderate attitudes. Inhibiting factors include deeply rooted madhhab fanaticism, the dominance of conservative curricula, ideological bias in textbooks, and a weak culture of critical thinking. It is concluded that strengthening fiqh instructional design that consciously integrates religious moderation and multicultural education is essential for shifting madhhab understanding from patterns of fanaticism to patterns of tolerance within Islamic educational institutions.

Administrasi keuangan adalah dasar utama dalam mengelola lembaga pendidikan, yang memastikan pembagian sumber daya dilakukan secara transparan dan efisien guna mendukung proses belajar- mengajar. Di era digital saat ini, teknologi seperti spreadsheet Excel telah muncul sebagai jawaban utama untuk mengatasi hambatan administrasi manual, termasuk kesalahan hitung dan pemborosan waktu di bidang pendidikan. Alat digital semacam ini bisa meningkatkan produktivitas hingga 50% di lingkungan kecil, dengan keuntungan seperti penghematan waktu. Namun, di sekolah-sekolah pedesaan seperti SMP di Indonesia, penerapan digital seringkali terkendala oleh kurangnya infrastruktur dan kemampuan sumber daya manusia, sehingga butuh penelitian khusus untuk memahami dampaknya. Administrasi keuangan sekolah meliputi pencatatan pemasukan, pengeluaran, dan laporan bulanan yang tepat. Masalah umum seperti proses manual dengan buku besar sering kali menimbulkan kesalahan matematika, penundaan laporan, dan efisiensi operasional yang rendah, khususnya di lembaga kecil seperti SMP. Penelitian Rusmiati (2025) menyoroti keefektifan alat digital untuk skala kecil dalam transformasi manajemen keuangan sekolah, tapi belum sepenuhnya fokus pada konteks pendidikan pedesaan di Indonesia. Tujuan penelitian ini adalah mengevaluasi penerapan keuangan berbasis Excel sebagai solusi digital untuk meningkatkan efisiensi administrasi di SMP Negeri 2 Laut Tador. Metode penelitian yang digunakan adalah Deskriptif Kualitatif dengan pendekatan triangulasi untuk memahami fenomena secara mendalam. Teknik pengumpulan data meliputi wawancara mendalam semi terstruktur, observasi partisipan, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi Excel meningkatkan efisiensi melalui penghematan waktu hingga 50%, kemudahan penggunaan, dan pengurangan kesalahan, meskipun ada hambatan infrastruktur awal.

This study aims to examine the use of artificial intelligence (AI) in transforming Buddhist Sunday School education at the Shimakalingga Temple in Jepara in the digital era. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation studies. The results show that AI technology is beginning to be utilized in the learning process, such as the use of interactive visual media, Dharma quiz applications, and digital platforms for distance learning. The use of AI has been proven to increase student interest and understanding of Buddhist teachings, as well as support more inclusive and adaptive learning. However, challenges remain, including limited resources, lack of teacher training, and the need for ethical guidelines for the use of AI in the context of religious education. This study concludes that AI plays a significant role in supporting the transformation of Buddhist education, but its use must remain balanced with spiritual values and the role of teachers as moral guides. Therefore, collaboration between the temple, educators, and technology is needed to create a sustainable learning system based on Dharma values.

This study aims to explore students' experiences, reflections, and perceptions of innovative learning in drama studies through digital performance. This qualitative descriptive research utilized a case study approach with 36 students enrolled in the Drama Studies course (2025/2026) within the Indonesian Language and Literature Education program at Universitas Singaperbangsa Karawang. Primary data consisted of students' written reflections and digital performance artifacts, supported by secondary data from literature on constructivism, dual coding/multisensory theory, and emotional intelligence, as well as curriculum documents. Data collection involved documentation, participatory observation, and semi-structured interviews. Data analysis employed thematic analysis through systematic steps including reading, coding, categorization, interpretation, and presentation. Data validity was ensured through source triangulation, member checking, and peer debriefing. The findings indicate that digital performance provides positive learning experiences, strengthens the integration of theory and practice, fosters problem-solving skills, and develops collaboration, empathy, and students' emotional intelligence. These results affirm that digital performance-based drama learning is a pedagogical innovation relevant to 21st-century competencies and can serve as a model for project-based curriculum development in literature education.