Education is defined as a conscious and planned effort to actively develop students' self-potential, which includes physical, spiritual, intellectual aspects, personality, intelligence, and noble character. The purpose of this study is to explain the values of character education in the book At Tahliyah Wa At-Targh?b F? At-Tarbiyah Wa At-Tah??b. This research uses a literature method with a qualitative descriptive approach. The data was analyzed through content analysis to understand the concepts of character education in the book At Tahliyah Wa At-Targh?b F? At-Tarbiyah Wa At-Tah??b. The results of the discussion were that character education, described by Sayyid Muhammad in his book At Tahliyah Wa At-Targh?b F? At-Tarbiyah Wa At-Tah??b contains various aspects needed by the younger generation. Sulukul Insani as a concept of social interaction in society, the importance of awareness of social capital to others, and the active role of educational institutions are the keys to the successful implementation of character education.

The concept of religious moderation in Islamic education becomes very relevant to form individuals who are able to live harmoniously in a multicultural society. However, there are still few studies that deeply examine how the principles of religious moderation reflected in the verses of the Qur'an and Hadith can be integrated in Islamic education. This study aims to analyze the concept of religious moderation in the Qur'an and Hadith and its implications in Islamic education. The method used is library research by analyzing the relevant texts of the Qur'an and Hadith, and connecting them with the theory of Islamic education. The results show that religious moderation, manifested in the balance between rights and obligations and the avoidance of extremism, can be a strong basis for developing a more inclusive and tolerant Islamic education curriculum. Moreover, the application of these moderation values has the potential to reduce social polarization and promote harmony in society. This research makes an important contribution to the development of moderation-based Islamic education theory and opens up opportunities for further research involving empirical approaches and the implementation of a religious moderation-based curriculum. The social and ethical implications of this research also demonstrate the importance of using digital technology in supporting the dissemination of religious moderation values to create a more peaceful society.

The aim of this study is to assess how the Islamic Religious Education Policy responds to the emerging challenges in the globalized era. Qualitative methods, centered on case studies, are employed for this research. During the research process, data collection is conducted through interviews, Observation and documentation were used as methods. Afterwards, the data was analyzed using three techniques: summarizing data, presenting data, and making conclusions while ensuring the validity of the data. Islamic Religious Education encounters various challenges amidst globalization, such as moral crises, insufficiently qualified teaching staff, inadequate welfare for educators, a cognitive-centric approach to learning, suboptimal madrasah management, and negative community perceptions towards madrasahs. To address these challenges, several strategies for Islamic Education are proposed, including the development of an Islamic education paradigm, the implementation of effective educational practices, the enhancement of teaching resources' quality, and the creation of education tailored to the characteristics of the millennial generation.