Publication Search

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.

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 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.

The transformation of education in the digital era demands a strong moral foundation to ensure that technological advancement does not erode human values. Pancasila, as the ideological and ethical foundation of Indonesia, plays a crucial role in guiding educational transformation to remain rooted in national moral values. This study aims to analyze the relevance and implementation of Pancasila values in shaping the morality of Generation Z amid the digitalization of education. The research employs a qualitative method with a descriptive-analytical approach through literature review, policy analysis, and observation of students’ digital behavior. The findings indicate that the internalization of Pancasila values within the digital education ecosystem contributes to strengthening character, ethical responsibility, and national awareness among Generation Z. However, key challenges include the lack of moral value integration in digital content and weak role modeling within educational environments. In conclusion, Pancasila-based educational transformation is not merely a technological innovation but a moral process that requires synergy among the government, educators, and society to create a humanistic, ethical, and civilized digital ecosystem.

Transformasi pendidikan pada era Society 5.0 menuntut pembelajaran yang inovatif, termasuk pada Pendidikan Agama Islam (PAI), sehingga diperlukan model yang mampu mengintegrasikan nilai-nilai keagamaan ke dalam pembelajaran berbasis digital tanpa mengurangi esensi spiritualitas. Penelitian ini bertujuan untuk menganalisis bentuk dan efektivitas integrasi nilai keagamaan dalam pembelajaran PAI digital sebagai upaya menanamkan karakter Islami pada peserta didik di tengah perkembangan teknologi. Penelitian menggunakan metode kualitatif berbasis studi literatur dengan menelaah berbagai publikasi ilmiah yang relevan dalam sepuluh tahun terakhir. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai keagamaan dapat diwujudkan melalui kebiasaan digital keagamaan, cerita moral digital, lab e-fiqh , simulasi ibadah berbasis VR, serta pembelajaran reflektif mengenai etika digital. Temuan tersebut menunjukkan bahwa pembelajaran PAI digital tidak hanya meningkatkan partisipasi dan minat belajar, tetapi juga berkontribusi pada pembentukan kesadaran spiritual dan perilaku etis peserta didik. Implikasi penelitian menegaskan bahwa pemanfaatan teknologi yang terencana dan berorientasi karakter dapat memperkuat internalisasi nilai-nilai keagamaan, sehingga guru perlu menguasai kompetensi pedagogi keagamaan berbasis teknologi untuk mewujudkan pembelajaran PAI yang berkualitas.

The transformation of history learning in the context of 21st-century education aims to prepare students to face the challenges of an increasingly complex and dynamic world. The concept of 21st-century learning emphasizes the development of critical, collaborative, and creative skills, which are highly relevant to studying history. History learning in the 21st century must include a more interactive approach, utilizing technology as a tool to deliver historical material in a more engaging and relevant manner. Through innovative models such as project-based learning and inquiry learning, students can be more actively involved in the learning process, not only receiving information but also developing the ability to analyze, evaluate, and draw conclusions from various historical sources. Technology supports the creation of more engaging learning experiences, such as the use of multimedia, simulations, and other digital resources. Furthermore, teachers play a role as facilitators, helping students build historical awareness, guiding them in seeking information, and developing critical thinking skills. However, the implementation of this learning model faces various challenges, such as limited technological infrastructure and a lack of teacher training. Therefore, efforts are needed to strengthen teacher competencies and adapt the curriculum to be more adaptive to changing times.

This article discusses the modernity of educational instruments, along with the phenomenon of technological progress, particularly the emergence of artificial intelligence (AI), and its implications for educators in the 21st century. Rapid advances in AI have led to fundamental shifts in teaching strategies and resources, shifting from traditional models to personalized and adaptive learning environments. Through automated assessments, curriculum customization, and the implementation of virtual assistants that enhance accessibility, artificial intelligence (AI) in education aims to improve efficiency and effectiveness. However, this modernity requires educators in the 21st century to change. Teachers now play the role of facilitators, designers of learning experiences, and mentors in ethics, in addition to being providers of knowledge. Teachers need to master AI literacy and focus on teaching students the four Cs of the 21st century: communication, creativity, critical thinking, and teamwork. The integration of AI raises ethical issues related to data privacy, the digital divide, and the dangers of plagiarism, but it also offers significant potential. Therefore, the effective integration of AI technology with irreplaceable human qualities is crucial for the success of contemporary educational technology. AI is an important tool for educators in the 21st century to develop a generation of technologically literate and moral individuals.

The digital transformation of education in Indonesia presents both strategic opportunities and significant ethical challenges. On the one hand, technological innovation expands access, effectiveness, and quality of learning; on the other hand, it risks creating social disparities, the commercialization of education, and the reduction of human values. In this context, Pancasila is considered relevant as an ethical paradigm that guides the direction of digital transformation to remain grounded in humanity, social justice, and sustainability. This study aims to analyze Pancasila as an ethical framework for directing the development of educational technology in Indonesia. The method employed is a literature review with a qualitative-descriptive approach, drawing on philosophical sources, educational policy documents, and practices of digital technology implementation at various educational levels. The analysis reveals that the values of Pancasila, particularly the second and fifth principles, can serve as normative foundations for shaping policies, design, and practices of educational technology that are humanistic, inclusive, and equitable. The study concludes that integrating the Pancasila paradigm is not only ideologically essential but also strategically significant in ensuring that the digital transformation of education in Indonesia aligns with national objectives and human dignity.

The community service program titled “Digital Literacy Transformation through Canva as a Strategic Step for Strengthening Education and Empowering the Potential of Susukan Village toward Independence” was implemented to enhance the digital literacy competencies of rural communities, particularly among youth. This initiative was motivated by the low level of digital-based educational literacy, limited use of interactive learning media, and the lack of promotional content supporting the creative economy in Susukan Village. The implementation method employed a community-based empowerment approach through five main stages: socialization, training, technology application, mentoring and evaluation, and the establishment of the Village Digital Literacy Center. The training was conducted through hands-on practice, including the introduction of basic Canva features, the creation of interactive learning media, and the development of village branding content. The results demonstrated a significant improvement in participants’ skills: 80% were able to produce at least three usable designs, 72% successfully created independent educational or promotional content, and participant satisfaction reached 91%. Moreover, participants’ digital literacy scores increased to 82.4 after the training. The establishment of the Village Digital Literacy Center serves as a strategic step to ensure program sustainability and autonomous knowledge transfer at the local level. Overall, this activity successfully promoted digital literacy transformation in Susukan Village, strengthened the community’s ability to utilize technology for education and local potential empowerment, and fostered an adaptive and self-reliant village in the digital era.  

Leadership and quality management issues in education are important concerns in efforts to improve the quality of educational services and outcomes. Various studies have shown that the quality of principal leadership significantly influences the performance of educational organizations, but a comprehensive synthesis of leadership models and their implementation in quality management is still limited. This article aims to review the literature related to the role of leadership in implementing quality management strategies. The method used is a literature review with a qualitative approach. Data were obtained from Google Scholar and the Publish or Perish application with the keyword "Quality Leadership," covering the publication period 2020–2025. Of the 20 identified articles, a screening and selection process was carried out, resulting in 5 articles for in-depth analysis. The results of the thematic review indicate three main trends: (1) the integration of leadership and quality management strategies impacts educational performance and standards, (2) transformational, visionary, and leadership styles contribute differently to quality improvement, and (3) the urgency of effective leadership is seen in the ability to build a quality culture and face global challenges. The conclusion of this study emphasizes the central role of leadership in educational quality. Further research is recommended to explore the influence of digital and collaborative leadership in the context of 21st-century education.

This study examines the transformation of Islamic education in the digital era, focusing on issues, challenges, and opportunities. The development of digital technology has brought significant changes in Islamic learning, including curriculum innovation, teacher competence, digital literacy, and the ethical use of technology. Using a qualitative literature review method, this article analyzes primary and secondary data from national and international journals to present a comprehensive discussion. The findings highlight that while digital transformation provides opportunities for broader access to knowledge, it also raises concerns about the digital divide, the role of teachers, and the maintenance of Islamic values. Furthermore, the increasing reliance on digital tools in education has intensified the need for teachers to adapt to new technologies and methodologies. The study concludes that strengthening digital literacy, professional teacher training, and appropriate policy support are crucial for optimizing Islamic education in the digital age. The findings stress the importance of balancing technological integration with the preservation of traditional Islamic values in educational practices.

Penelitian ini bertujuan untuk menganalisis hubungan antara kode etik guru Pendidikan Agama Kristen (PAK) dan keteladanan teologis dalam praktik pendidikan di sekolah menengah. Guru PAK tidak hanya dipandang sebagai penyampai pengetahuan kognitif, tetapi juga sebagai teladan hidup yang menghadirkan nilai-nilai Kristiani melalui sikap, perkataan, dan tindakan. Penelitian ini menggunakan metode kualitatif dengan pendekatan kajian pustaka terhadap berbagai literatur terkini yang membahas etika profesi guru, teologi pendidikan, serta praktik pendidikan agama Kristen. Hasil penelitian menunjukkan bahwa pemahaman guru PAK terhadap kode etik masih bervariasi, mulai dari yang melihatnya sekadar aturan administratif hingga yang menafsirkannya sebagai panggilan iman dan tanggung jawab moral. Keteladanan teologis terbukti menjadi aspek penting dalam implementasi kode etik karena guru PAK dituntut untuk menunjukkan konsistensi antara ajaran iman dan perilaku nyata. Implementasi kode etik dalam praktik pendidikan terlihat dalam pengajaran, relasi interpersonal, dan kerja sama kelembagaan, meski menghadapi tantangan etis seperti dilema nilai, tekanan eksternal, serta pengaruh media digital. Temuan juga menegaskan bahwa kode etik dan keteladanan teologis guru PAK berperan signifikan dalam pendidikan karakter siswa, membentuk integritas, tanggung jawab, dan kepedulian sosial. Kesimpulannya, integrasi antara kode etik profesional dan keteladanan teologis memungkinkan guru PAK menjadi agen transformasi moral dan spiritual yang relevan di tengah kompleksitas pendidikan modern. Penelitian ini menekankan perlunya pembinaan berkelanjutan bagi guru PAK agar mampu menghidupi kode etik dan menghadirkan teladan Kristiani dalam proses pendidikan.

Pemimpin yang efektif diperlukan untuk mengembangkan strategi dan struktur yang baik dan menarik karyawan, menginspirasi dan mendukung staf yang berpengalaman, menghargai komitmen mereka, dan meminimalkan turnover intention. Turnover intention mengacu pada kecenderungan atau rencana untuk berhenti dari pekerjaan di tempat kerja. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan pendidikan tentang gaya kepemimpinan sebagai upaya untuk mengurangi turnover intention. Kegiatan pendidikan dilakukan dengan menerapkan empat tahap termasuk tahap I perencanaan dan pemilihan strategi, tahap II pemilihan saluran dan materi, tahap III pengembangan materi, tahap IV penerapan, tahap V meninjau efektivitas, tahap VI umpan balik untuk evaluasi. menunjukkan bahwa sebagian besar pengetahuan kepala ruangan setelah diberikan pendidikan tentang gaya kepemimpinan transformasional berada pada kategori tinggi, yaitu 12 responden (85,8%). Kepemimpinan transformasional telah menjadi gaya kepemimpinan yang dominan dipraktikkan oleh para pemimpin di banyak industri dan disiplin ilmu, termasuk dalam keperawatan oleh kepala ruangan

Krisis ekologis telah menarik perhatian besar di seluruh dunia. Gereja juga telah menyerukan tindakan nyata. Melalui ensiklik yang ditulis oleh Paus Fransiskus, disampaikan ajakan untuk melakukan transformasi positif sebagai tanggapan terhadap krisis ekologis. Penelitian ini bertujuan untuk mengkaji peran Gereja sebagai agen transformasi serta mengimplementasikan pemahaman atas Laudato si’ dalam tindakan konkret. Metode yang digunakan adalah studi pustaka dengan pendekatan deskriptif kualitatif, menelaah dokumen Gereja seperti Laudato si’ dan data sekunder lainnya. Hasil penelitian ini menunjukkan bahwa Gereja merupakan agen transformasi ekologis yang memiliki peran penting dalam memajukan kesejahteraan ekologis. Dalam Laudato si’, terdapat tiga aspek yang membentuk implikasi peran Gereja: pertobatan ekologis, liturgi, dan pendidikan iman, yang menumbuhkan kesadaran ekologis serta solidaritas terhadap para korban krisis ekologis. Gereja tidak hanya menjadi pembawa pesan, tetapi juga secara aktif berperan sebagai penggerak perubahan berkelanjutan.

Transformasi digital di pendidikan tinggi menghadirkan peluang sekaligus tantangan bagi dosen dalam mengelola pembelajaran berbasis teknologi. Penelitian ini bertujuan mengidentifikasi faktor-faktor yang memengaruhi motivasi dan ketahanan dosen dalam menyelenggarakan pembelajaran digital. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan protokol PRISMA dan pendekatan PICOS, melalui seleksi 14 artikel ilmiah terindeks internasional. Hasil kajian menunjukkan bahwa motivasi dosen dipengaruhi oleh efikasi diri terhadap teknologi, otonomi pedagogis, dan dukungan institusional, sedangkan ketahanan terbentuk melalui kemampuan adaptif dan persepsi positif terhadap teknologi pembelajaran. Hubungan antara motivasi dan ketahanan bersifat timbal balik serta memperkuat kesiapan profesional dosen di era digital. Studi ini merekomendasikan penguatan kapasitas dosen melalui pelatihan berkelanjutan, kebijakan insentif, dan sistem mentoring agar mampu menjaga keberlanjutan pembelajaran digital yang inovatif dan tangguh. Kata kunci: motivasi dosen, ketahanan pendidik, pembelajaran digital, pendidikan tinggi, systematic literature review

This study explores how strategic leadership can drive institutional transformation toward excellence in Islamic higher education. A qualitative research approach with an ethnographic orientation was adopted, conducted at UIN Sulthan Thaha Saifuddin Jambi, Indonesia, for one year, specifically during the university's preparation for national accreditation. Data were collected through three primary methods: participant observation in leadership meetings and quality assurance activities, in-depth interviews with 14 key informants (including university leaders, lecturers, and accreditation staff), and document analysis of the institution's strategic plan and accreditation report. Data analysis employed an inductive thematic procedure, in which interview transcripts, field notes, and institutional documents were analyzed to identify emerging themes. The research findings revealed that strategic leadership is realized through three main pillars: clear visionary direction, participatory management, and the integration of Islamic humanistic values ​​into institutional governance. Despite facing challenges such as structural fragmentation, limited financial resources, and cultural resistance to change, the leadership successfully mobilized collective commitment and aligned organizational efforts with accreditation goals. As a result, the university achieved the highest national accreditation rating (A). This study contributes theoretically by contextualizing strategic leadership within faith-based educational settings in developing countries and highlighting the importance of moral authority, inclusive communication, and organizational synergy. Practically, these findings offer valuable insights for Islamic university leaders seeking to foster excellence under constraints.

Profesi guru dalam perspektif pendidikan modern dipahami bukan sekadar sebagai penyampai pengetahuan, tetapi juga sebagai agen transformasi moral, etika, dan spiritual. Dalam konteks pendidikan Kristen, peran guru semakin signifikan karena dipanggil untuk menghadirkan teladan Kristus dalam seluruh aspek kehidupannya. Penelitian ini mengkaji relevansi keteladanan Yesus dalam Yohanes 13:13–16 dengan praktik pendidikan guru agama Kristen di sekolah. Teks ini menampilkan Yesus yang membasuh kaki murid-murid-Nya sebagai simbol kerendahan hati, kasih, dan pelayanan, yang menjadi dasar teologis bagi peran guru Kristen. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan teologis dan pendidikan, melalui studi pustaka dan wawancara dengan guru-guru di SMA PGRI 22 Serpong. Hasil penelitian menunjukkan lima temuan utama. Pertama, teladan guru Kristen berfungsi sebagai model nyata yang membentuk iman dan karakter siswa. Kedua, praktik mentoring dalam perspektif Alkitab menegaskan pentingnya relasi personal dalam pendidikan iman. Ketiga, keteladanan Yesus menampilkan dimensi servant leadership yang relevan bagi kepemimpinan guru Kristen. Keempat, integritas guru Kristen menjadi fondasi utama dalam proses pendidikan karena konsistensi hidup lebih berpengaruh daripada sekadar instruksi verbal. Kelima, keteladanan Yesus tetap relevan di era modern karena mampu menuntun peserta didik menghadapi tantangan globalisasi dan digitalisasi dengan iman yang tangguh. Dengan demikian, guru agama Kristen dipanggil untuk melayani dengan kasih, rendah hati, dan penuh integritas, sehingga mampu membentuk generasi yang cerdas secara intelektual sekaligus matang secara spiritual.

This study aims to analyze the improvement functions and principles of education management in supporting digital transformation, emphasizing the use of technologies such as school management systems (SIS), learning management systems (LMS), and performance monitoring applications. The research method used was a literature review of 15 scientific articles published between 2020 and 2024, which discussed relevant issues related to digital education management. The results of the study indicate that the main functions of management in education, namely planning, organizing, directing, and controlling, are increasingly important when integrated with the principles of effectiveness, efficiency, innovation, and participation. The planning function emphasizes the development of school digitalization strategies, organizing plays a role in allocating human and technological resources, directing includes empowering teachers and students in the use of technology, while controlling functions to ensure the quality of education services is maintained during the digital transformation process. In addition, adaptive education management principles are essential. Effectiveness emphasizes the measurable achievement of digitalization goals, efficiency highlights the optimal use of resources, innovation encourages the creation of creative technology-based learning strategies, and participation invites all education stakeholders to be actively involved. Key factors supporting successful digital transformation include infrastructure readiness, improved teacher digital competency, visionary and adaptive leadership, and government policy and political support. However, this study also identified several challenges, such as disparities in access to digital infrastructure between regions, limited digital literacy among teachers and education personnel, and resistance to change. Therefore, improving the functions and principles of educational management in line with technological developments is believed to strengthen the quality, equity of access, and competitiveness of education in the digital era.

Community service in Wedegan Hamlet, Sambikerep Village, Rejoso Subdistrict, Nganjuk Regency aims to improve the quality of education and religious life in order to strengthen community empowerment. This program involves a participatory approach, in which the community plays an active role in planning and implementing various activities that are relevant to their needs. The main focus of this program is the revitalization of religious activities in local mosques and prayer rooms, improving the quality of non-formal education through tutoring, and developing social skills for teenagers through tambourine art training. In addition, this program also seeks to raise community awareness of the importance of education and religious activities as an integral part of daily life. The results achieved show an increase in community participation in religious activities, improved quality of children's education through tutoring, and the creation of more harmonious social relationships among residents. Community empowerment through this program has made an important contribution to creating sustainable social change at the village level.