This study aims to examine the influence of financial performance ratios—namely, the liquidity ratio (Current Ratio/CR), solvency ratio (Debt to Asset Ratio/DAR), and activity ratio (Total Asset Turnover/TATO)—on the return on assets (ROA) of companies in the automotive sector listed on the Indonesia Stock Exchange (IDX) during the period 2020–2023. Employing a quantitative research approach with purposive sampling, the study focuses on automotive sector companies that met specific criteria over the observed time span. Data analysis was conducted using EViews version 13 software, and the methodology included descriptive statistics, panel data estimation, classical assumption tests, panel data regression analysis, t-tests (for partial effects), F-tests (for simultaneous effects), and coefficient of determination (R²) tests. The partial test results reveal that the liquidity ratio (CR) has a negative but statistically insignificant effect on ROA, indicating that higher liquidity does not necessarily enhance profitability. Similarly, the solvency ratio (DAR) demonstrates a negative and insignificant effect on ROA, suggesting that increased debt levels are not significantly associated with lower returns. In contrast, the activity ratio (TATO) has a positive and significant effect on ROA, implying that better asset utilization contributes positively to profitability. When tested simultaneously, the combination of CR, DAR, and TATO shows a positive and significant influence on ROA, indicating that these financial ratios collectively impact the profitability of automotive companies. These findings contribute to a deeper understanding of how internal financial indicators relate to profitability in the automotive sector and can inform management decisions and investor evaluations.

The development of the times influences the education system, including the curriculum, which serves as the foundation for achieving educational goals. This article discusses the importance of the curriculum in enhancing the quality of education, particularly in Islamic Education (PAI), as well as how the curriculum is designed to address societal challenges and student needs. This research employs a qualitative approach and descriptive methods to gather information related to curriculum development, which consists of planning, implementation, and evaluation. The curriculum is dynamic and contextual, emphasizing the involvement of relevant parties in adjustments according to social and cultural conditions. The article also explains the design of educational programs, which includes objectives, content, learning experiences, and evaluation, as well as the principles that must be adhered to in curriculum design. Thus, the role of teachers as educators and implementers of the curriculum significantly impacts the quality of learning, making the collaboration between education policy and field practice a key factor in achieving educational success.