Embodied Faith and Heroic Narratives

Islamic Religious Education (PAI) plays a pivotal role in shaping students' Islamic character as a foundation for ethical and moral behavior aligned with Islamic values. This study aims to explore strategies for strengthening the PAI curriculum to foster Islamic character among students. A qualitative approach is employed, utilizing literature reviews, observations, and case studies to identify effective strategies. The findings highlight five key strategies: (1) integrating Islamic values into learning materials in Islamic Religious Education and Civic Education subjects; (2) habituating Islamic character values through daily school activities; (3) empowering extracurricular activities as a medium for internalizing Islamic principles; (4) establishing an Islamic school environment through exemplary behavior of teachers and school staff; and (5) monitoring and guiding students' behavior to ensure character development. These strategies are found to significantly enhance the formation of students' Islamic character, enabling them to navigate the challenges of globalization without compromising their moral identity. This research provides practical insights for educators and policymakers in designing and implementing an effective PAI curriculum.

This study aims to explore the implementation of the mentoring program at Madrasah Aliyah Negeri (MAN) 2 Kutai Kartanegara in shaping students' Islamic character. Using a qualitative case study approach, the research investigates the experiences, perceptions, and practices surrounding the program from the perspectives of students, mentors, and school administrators. Data were collected through semi-structured interviews, observations, and documentation over three months, from September to November 2024. The data analysis process involved transcribing interviews, organizing field notes, coding recurring themes, and interpreting the findings in relation to the research objectives. The findings reveal that the mentoring program at MAN 2 Kutai Kartanegara has significantly contributed to the development of students' Islamic character, promoting values such as honesty, discipline, respect, and responsibility. Mentors played a key role in fostering a supportive environment, helping students internalize these values through theoretical discussions and practical activities. While students demonstrated improvements in behavior and discipline, challenges such as time constraints, varying levels of religious knowledge, and limited parental involvement were noted as factors that hindered the full potential of the program. Recommendations for enhancing the program include allocating more time for mentoring, addressing the diverse religious backgrounds of students, and increasing parental involvement to reinforce the values taught in the program.

This research aims to examine the impact of Scout activities on the formation of students' Islamic character at the Zainul Irsyad Madrasah Tsanawiyah (MTs) Probolinggo. Islamic character education is an effort to develop noble morals and spiritual values ​​based on Islamic teachings. This research uses a qualitative approach with data sources from the school principal, scout leaders, teachers and students. The research results show that Scouting as an extracurricular activity is proven to be able to shape students' Islamic character without disrupting learning activities in the classroom. The strategies carried out by Scoutmasters include instilling the moral messages contained in the Dasadharma of Scouting. The Islamic character values ​​developed include: Religious, Responsible, Honest, Independent, Confident, Hard Work, Discipline, Healthy Lifestyle, and Cooperation.

Objective: This study aims to evaluate the effectiveness of implementing the Social Inquiry Learning Model in shaping Islamic character among students at UMSIDA, particularly in the Ibadah, Akhlak, and Mu’amalah course. The findings of this research are expected to contribute to the development of learning strategies that are relevant and impactful for Islamic character education at the tertiary level. Method: This study employed a qualitative descriptive approach with an ethnographic research design to explore and evaluate the implementation of the Social Inquiry Learning Model in shaping Islamic character among university students. To achieve a comprehensive analysis, this study integrates two key frameworks: the CIPP evaluation model (Context, Input, Process, Product) and SWOT analysis (Strengths, Weaknesses, Opportunities, Threats). Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using the Miles and Huberman model. Results: The test results showed a significant mean difference of -2.302 with a standard deviation of 5.096 and a t-value of -27.112 (df = 35, p = 0.000), indicating a statistically significant improvement in students’ Islamic character after participating in learning activities using the Social Inquiry Model. On average, students' scores increased from 57.72 to 80.75. These activities foster critical thinking, empathy, and social responsibility, all of which are core components of Islamic character. Novelty: This model empowers students to become socially conscious individuals with strong moral integrity, which is essential for Sustainable Development Goal 4 (SDG 4). It also prepares students with 21st-century competencies such as problem-solving, collaboration, and ethical leadership, which are crucial in the contemporary socio-cultural context.

This research discusses the role of Islamic Religious Education (PAI) teachers in shaping students' Islamic character through the BAMALAM Program at Sekolahalam Minangkabau in Padang City. In a digital era full of moral and social challenges, character education is an urgent need for students. This study uses a qualitative approach with a case study method to understand the role of Islamic Religious Education (PAI) teachers in internalizing Islamic values through nature-based camping activities. Data were collected through interviews, observations, and documentation by involving teachers, principals, and students as participants. The results showed that Islamic Religious Education (PAI) teachers have a strategic role in shaping religious, independent, tolerance, cooperation, discipline, responsibility, and environmental care characters in students. This character building is realized through activities such as congregational prayer, tadarus Al-Qur'an, spiritual reflection, independent cooking, nature exploration, and the practice of caring for the environment. Although there are challenges such as the diversity of student characters and time constraints, Islamic Religious Education (PAI) teachers are able to overcome them with an inspirational and exemplary-based approach. In conclusion, the BAMALAM Program is an effective tool in building students' Islamic character, where the role of Islamic Religious Education (PAI) teachers as spiritual companions, motivators, and facilitators greatly contributes to the success of this program in forming a noble and responsible generation.

Sport has an important role in character formation, especially in the context of Islamic values. This research aims to explore how sports activities can facilitate character development such as discipline, cooperation and honesty among Muslim individuals. The aim of the research is to determine the important role of sport in forming the Islamic character of students, especially SDIT AD-DA'WAH students. The method used in this research is a qualitative approach with in-depth interviews with coaches, athletes and parents, as well as observational analysis of various sports activities in the Muslim community. The results of this research show that sport has an important role as an instrument in forming students' Islamic character, especially in the SDIT AD-DA'WAH environment. The values contained in sports include an attitude of responsibility, mutual respect for each other, a love of worship, having a high level of perseverance and a spirit of cooperation, being honest in your behavior, having high integrity and many other positive attitudes. This shows that sport has a very important role in the process of forming students' Islamic character. Sport is also a driving tool or instrument which has the power to change students' mindsets and thinking patterns in order to become human beings with noble character

This study aims to determine the implementation of the Islamic Character Building (ICB) program in shaping the Islamic character of students at SMPIT Nurul Azmi Medan. The objectives of this Islamic Character Building Program are: 1) To describe the Implementation of the Islamic Character Building Program at SMPIT Nurul Azmi Medan. 2) To describe the purpose of the Islamic Character Building Program at SMPIT Nurul Azmi Medan. 3) To analyze what factors support and hinder the Islamic Character Building Program at SMPIT Nurul Azmi Medan. This research uses a qualitative approach with a descriptive research type. The data collection methods used are observation, interview, and documentation methods. The results showed that the ICB Program at SMPIT Nurul azmi Medan is an effective program to be implemented in shaping and building students' Islamic character. Supporting factors in this program are the readiness of the material that has been designed, the availability of infrastructure, the cooperation between the principal, teachers and parents, and the active role of students in participating in program activities. The inhibiting factor is the lack of socialization to new educators about the use of applications that support the Islamic Character Building (ICB) Program and the limited time for the supervising teacher to deliver the existing material.

Abstract: The implementation of Independent Learning-Independent Campus (MBKM) in Islamic Religious Education (PAI) has opened up opportunities to integrate social projects that support the development of students' Islamic character. This article aims to explore the implementation of MBKM in PAI, focusing on the integration of social projects and Islamic character development. Through a qualitative approach with a case study method, this study involved teachers, students, principals, and parents of students in several schools that implement MBKM. The results of the study indicate that the integration of social projects in PAI learning not only increases students' social awareness but also helps them internalize religious values in real contexts. By involving students in social projects, they can develop attitudes of empathy, responsibility, and social concern, all of which contribute to the formation of a solid Islamic character.

This study aims to analyze how Islamic education policies in Junior High Schools are designed, implemented, and evaluated in the context of the Independent Curriculum and attempts to identify supporting and inhibiting factors for the implementation of the policy. This study uses Library Research with a qualitative approach. Islamic education policies in Junior High Schools have a strategic role in shaping a generation that is faithful, pious, and has noble character. The implementation of policies in the context of the Independent Curriculum provides an opportunity to integrate Islamic values ​​into the learning process flexibly and contextually. Through effective policies, schools can create an educational environment that supports the development of students' Islamic character, both through strengthening the curriculum, religious activity programs, and social interactions based on Islamic values. The supporting factors for the successful implementation of Islamic education policies in Junior High Schools are a flexible curriculum, teacher competence, parental support, and adequate facilities. Meanwhile, the challenges are limited resources, lack of relevant teaching materials, and the influence of globalization which greatly demands adaptive and innovative strategies so that they can provide maximum impact. So that strategic steps are needed in the future with synergy between the government, schools, parents and the community need to be improved to optimize the implementation of this policy. If all parties have coordinated well, this policy is relevant to the needs of students and is able to produce a generation that excels academically, has an Islamic character, and is ready to face global challenges.

The concept of mathematics learning which is integrated with Islamic character education is still limited; this is one of logical reasons why this research is conducted. The basic motivation of carrying out this research is to describe a concept of mathematics learning which is contextualized with Islamic character education. This research aims at describing concept of mathematics learning which is integrated with Islamic character education. This research uses a qualitative approach by emphasizing its analysis on the comparative inference process as well as on phenomena relationship dynamics observed by using scientific logic. Qualitative research is an approach that produces descriptive data in the form of written words from observed people that are not written in terms used in quantitative research. Research method used in this study is case study in which the researcher is trying to find out how the process of strengthening Islamic character through mathematics learning. This research was carried out at MA Nurul Ummah Kotagede Yogyakarta which has innovatively implemented mathematics learning using various methods through interactive learning multimedia which is integrated with strengthening Islamic character. Research finding showed that strengthening Islamic character through mathematics learning at MA Nurul Ummah is integrated into several aspects, namely learning methods, learning materials, and all aspect directly related to learning process in the classroom including putting statement of honesty on the answer sheet and giving reward and punishment to students.

The high need for Islamic character-based education, both in the learning process and in extracurricular activities, especially in the religious field. Problems found in the field are lack of student time discipline, untidy clothing, ignorance of prayers, inappropriate use of speech, lack of proper lip service, and a high focus on improving student learning competencies alone. This study aims to describe the types of Islamic character-based education programs in religious extracurricular activities in MAN 1 Padang, explain these activities carried out at MAN 1 Padang, and describe the results of Islamic character-based education for students participating in this activity at MAN 1 Padang. Descriptive method is used with a qualitative approach. Data informants are advisors on religious extracurricular activities, principals, deputy heads of student affairs, trainers and students. Data were collected through observation, and interviews, and analyzed through descriptive analysis techniques, and validity testing with data triangulation techniques. The research findings are: type of Islamic character-based education program in extracurricular religious activities in MAN 1 is part of a religious activity program, where the methods and materials used contain Islamic characters, Islamic character-based education is carried out outside hours of curricular activities with a specified time each week, with material developed from Islamic Religion, developed with relevant methods and supported by existing facilities; and religious activities are able to educate the Islamic character of students. The Islamic character is seen from the religious activities of Rohis, Hadrah and Nasyid.

This article aims to explain the Islamic character regeneration model in Islamic boarding schools and the strategy of the kyai as the highest leader in developing Islamic character regeneration for students. The location of this research, namely Arrisalah Modern Islamic Boarding School Ponorogo, is unique from other sites because of the curriculum or general subjects at the Islamic boarding school, which is famous for its salaf curriculum, which is integrated with Islamic values typical of Islamic boarding schools. This study uses an interpretive paradigm through a qualitative approach, a case study type. The primary data were obtained from caregivers, madrasa heads, teachers, students, and other parties involved, using data collection techniques such as in-depth interviews, observation, and documentation. The analysis technique used is the Miles and Huberman data reduction models, data display, and verification. Checking data validity using triangulation: credibility, transferability, dependability, and confirmability. The study results show that the cadre model at Arrisalah Modern Islamic Boarding School is a reduction or transfer of the Islamic boarding school's Islamic character and values. The kyai's strategy in creating cadres with Islamic character is actualized in several aspects, including the kyai's example, curriculum, 'Ala Manhaj Rabbaniy education system, organization, Pondok discipline, and compulsory service. So, this research provides a lot of valuable insights into the cadre model in Islamic boarding schools, and it cannot be denied that there are still various opportunities for more in-depth and broad future research.

Prophetic education plays a strategic role in shaping students' Islamic character by instilling noble values inspired by Prophet Muhammad (peace be upon him) and addressing contemporary moral challenges. This study analyzes the implementation and outcomes of prophetic education at MAS Plus Al-Ulum Medan using a qualitative descriptive approach with a phenomenological perspective. Data were collected through interviews, observations, and document analysis, involving the Head of the Madrasa, the Vice Head for Student Affairs, and the Akidah Akhlak teacher. Findings reveal three key pillars: (1) Transcendence, through Qur'anic memorization, congregational prayers, and religious activities to develop religiosity; (2) Humanization, via mau’izhah hasanah (good advice) and uswatun hasanah (exemplary conduct) to instill moral values; and (3) Liberation, teaching discipline and responsibility through sanctions like Qur'anic memorization and maintaining cleanliness. Prophetic education significantly supports Islamic character development and offers insights for holistic Islamic education models.

Islamic education and character education within the 2013 Curriculum at Senior High School in Indonesia are included in group A topics which is considered as compulsory. The central government has formulated purposes, learning outcome competence, core competence as well as basic competence of those two topics. Thus, it requires high-quality management to achieve the standards. However, in reality, Islamic education and character education teachers, particularly at State Senior High School I Pakem, Yoyakarta, are rarely aware of this scientific content in relation to management activities. It is admitted there that management activity is, in fact, teacher obligation yet it is often regarded merely as routine. This research, which is aimed at describing curriculum management on Islamic education and character education with integration –interconnection scientific content at Senior High School, is a field study using qualitative approach. The subjects are Islamic education and character education teachers at State Senior High School I Pakem Yogyakarta while the object is the curriculum management of Islamic education and character education of Senior High School class X, XI and XII. Data were gathered using observation, interview and documentation which are then analyzed based on Matthew B. Miles and A. Michael Huberman. Flow model was used as data analysis including three elements namely, data gathering which was done along with data reduction using classification, topic concentration and generalization, abstraction and rough data transformation; data analysis which comprises data display, information arrangement and conclusion or data verification under the topic of curriculum management of Islamic education and character education at Senior High School particularly on planning, organizing, actuating, and controlling phase related to integration-interconnection among bayani, irfani and burhani. The result shows that, at class X, there is core topic under the themes of ”Living virtuous life” and ”Managing wakaf truthfully”, while at class XI, the core topic is ”Hi Moslem warriors, wake up and rise!”, whereas at class XII, the core topic is ”Worshiping spiritfully by believing on the doomsday”.

One way to recover from drug abuse is by facilitating free rehabilitation. However, even though they have undergone rehabilitation to get rid of drug addiction, quite a few of them have a tendency to use drugs again. This research was conducted at the Pelita Jiwa Insani Foundation, Padang. This research was conducted in November 2023. This research uses a quantitative and qualitative approach with a descriptive design in the form of a case study. Data were collected using questionnaires and research checklists as well as observation guides. The research results showed that 100% of all informants stated that they had been using drugs for a long time. Their habit of using drugs stems from a process of curiosity and continuing to try drugs. Furthermore, the economic influence shows that of the 10 respondents studied, 6 respondents had high economic status and were working and experienced a relapse and 4 respondents had low status and did not work and experienced a relapse. The socio-cultural influence on the curiosity aspect of using drugs has a percentage of 70%. In the prestige aspect, the percentage is 20%. In the aspect of drug use to increase stamina, the percentage is 80%. Meanwhile, the aspect of eliminating boredom received a percentage score of 70%. Family, community and peer environment factors can cause relapse