The approach to Islamic education through martial arts organizations, such as PSNU Pagar Nusa, holds significant potential in shaping the character of the youth based on Islamic values. However, limited research has delved into how this martial arts organization internalizes Islamic educational values in Lampung Province. This study aims to identify and analyze the Islamic educational values internalized through PSNU Pagar Nusa in Lampung Province and their implications for the behavior and character of the students. This research employs a qualitative approach with a descriptive-analytical method. Data were collected through in-depth interviews, observations, and documentation from PSNU Pagar Nusa members and relevant community figures. The findings reveal that Islamic values such as i’tiqadiyyah (faith), khuluqiyyah (ethics), and amaliyyah (practice) are successfully instilled through various activities such as martial arts training, Quranic recitation, and congregational prayers. These values manifest in the daily attitudes and behaviors of the students, reflecting discipline, responsibility, tolerance, and compassion towards all creatures. The implications of internalizing these values include the formation of resilient, virtuous, and positively influential youth within the community. The study concludes that PSNU Pagar Nusa not only plays a role in preserving traditional martial arts but also effectively shapes the Islamic character of its members.

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.