Siri' Na Pacce as a Paradigm of Islamic Character Education Based on Local Culture in South Sulawesi

This study is conducted to analyze the concept of Total Quality Management (TQM) in Islamic education in the globalization era. It studies the implementation of TQM in Islamic education in the globalization era. It is a library study focusing on the concept of TQM in Islamic education in the globalization era. The primary data of this study include the scientific papers related to the concept of TQM in Islamic education in the globalization era, while the secondary data include the scientific papers related to the concepts of management, Islamic education, and globalization era. This library study uses qualitative approach. This study finds that the implementation of TQM in Islamic education is intended to improve the quality of Islamic education. These days, the quality of Islamic education is still being underestimated by many parties in terms of the competence of its graduates. Therefore, the Islamic educational institution should apply the concept of TQM in its education management to face the globalization challenges. TQM can be applied for all types of educational institutions and level of education. The quality issues must be the main concern of all educational institutions, including the Islamic education institution. The Islamic education institutions, such as madrasah, Islamic boarding school and others, are required to generate excellent graduates. Therefore, the implementation of TQM become the main priority that is expected to improve the quality of Islamic education.

Purpose – Character cultivation and development is a major study in modern education today. Islamic character education has become one of the interesting topics in the discussion. This study examines data mapping and networking about Islamic character education in the Scopus journal database. Design/methods/approach – This study used a descriptive qualitative method with a total of 204 selected articles related to Islamic character education. All the published journals have a publication range of the last 13 years, from 2010 to 2023. The authors exported data through software and then processed and analyzed them by using VOSviewer software to find networking maps based on co-author, co-occurrence, and co-citation. Findings – The study results found three significant themes related to the object and results of Islamic character education research, publishers who publish journals, and theoretical citations used by researchers of Islamic character education article journals. Of the three results, the first point related to publication documents is dominated by countries with majority Muslim populations, namely Indonesia and Malaysia. Meanwhile, the second and third points are dominated by Western countries. Another important finding in this study was the keywords found have used many words, such as character education, Islamic education, religion, and Islamic religious education. Research implications/limitations – The results of this study still have limitations on the number of limited publications, subjectivity in analyzing efforts, and incomplete analysis programs. Originality/value – This research can be a reference for future research that is expected to be more comprehensive in designing the research design so as to produce more complete findings.

This study is motivated by the increasing use of social media among adolescents, which is often characterized by hate speech, the spread of hoaxes, and unethical communication behaviors. Such phenomena indicate moral degradation and a weakening of ethical awareness in digital interactions. Therefore, a character education approach that integrates religious values and local wisdom is needed to cultivate ethical and civilized digital behavior. This research aims to analyze the integration of ḥablun minannās and tepo seliro values in Islamic character education as an effort to shape adolescents’ digital ethics. This study employs a descriptive qualitative approach using the library research method. The primary sources include Franz Magnis-Suseno’s Etika Jawa: Sebuah Analisa Falsafi tentang Kebijaksanaan Hidup Jawa (1984) and academic literature on ḥablun minannās and Islamic character education. The findings reveal that ḥablun minannās emphasizes social manners, empathy, and responsibility grounded in divine revelation, while tepo seliro highlights tolerance and harmony as Javanese local wisdom. The integration of these two values forms a contextual and adaptive foundation for Islamic character education in responding to digital-era challenges. Its implications include strengthening digital politeness, fostering ethical responsibility, and shaping adolescents’ identities that are both Islamic in character and rooted in local culture.

Information and communication technology development in the last few decades has transformed many aspects of human life, including education. Digital transformation has brought challenge and opportunity to education systems in the world. In Indonesia, Islamic education has a crucial role in building character and morals of the younger generation. The Islamic religious education curriculum is often considered less responsive to the dynamics of technological change. Digital transformation in Islamic education provides many opportunities to increase the efficiency, effectiveness and quality of Islamic education. Some of these opportunities are the use of technology in learning, data management and curriculum development. This research aims to describe curriculum development for Islamic religious education in the digital era. The study used a library research method, in this case author collected various literatures related to the topic of discussion, namely the Islamic Education curriculum in the digital era. The research aims to evaluate the effectiveness of implementing technological approaches in curriculum development. The results of this study indicate that technology integration in Islamic education can improve the quality of learning, if implemented with careful planning and proper support. The research also identified some challenges, such as the digital gap and lack of teacher training, and social cultural influence. The long-term goal of this research is to provide policy recommendations that can support the development of a more inclusive and effective technology-based curriculum.

: Islamic education has an important role in shaping the character and morality of individual Muslims, as well as ensuring the continuity and dissemination of Islamic religious values. In Islamic educational institutions, the role of educators and education personnel is crucial in carrying out this mission. However, in practice, Islamic educators and education personnel often face various challenges and problems that affect the effectiveness of Islamic education as a whole. One of the problems that often arise is the lack of qualifications and competence of Islamic educators and education personnel. Many Islamic educational institutions face difficulties in obtaining educators and education personnel who have a deep understanding of Islamic teachings, as well as skills in applying them in the context of modern education. This can hamper the process of Islamic education and reduce the quality of graduates produced. In addition, the problem of inadequate infrastructure and educational facilities is also one of the main problems in Islamic education. Many Islamic educational institutions still face limitations in terms of educational facilities and infrastructure, such as inadequate school buildings, lack of books and learning materials, and lack of other supporting facilities. This condition can hamper the learning process and create a learning environment that is not conducive. Another challenge is the low motivation and commitment of Islamic educators and education personnel. Lack of motivation and commitment can result in low teaching quality, as well as a lack of innovation in the delivery of learning materials. In addition, differences in understanding and interpretation of Islamic teachings can also cause conflict and disharmony among educators and education personnel.Seeing the complexity of the problems faced by Islamic educators and education personnel, serious and comprehensive efforts are needed to overcome these problems. The role of the government, educational institutions, society and other stakeholders is very important in efforts to improve the quality of Islamic education and ensure the realisation of the vision of quality, inclusive and progressive Islamic education.

Character education for children is a necessity and crucial to instill in today's generation. This article is a literature review research type, aiming to describe the importance of character education in Islam by instilling Islamic values in children. Based on the results and discussions above about the Importance of Character Education in Islam: Instilling Islamic Values in Today's Children, it can be concluded that character education in Islam has significant significance. The Quran and Hadith have taught that the responsibility of providing education to children lies with parents, educational institutions, and society. In the context of the current development of science and the globalization trend, Islamic values become the foundation that must be instilled in students. With a strong foundation, students can avoid deviation and inappropriate behavior. Islamic character education aims to strengthen and implement moral values found in Islamic teachings, such as honesty, justice, compassion, and tolerance. Through character education, Islam encourages the prevention of negative behaviors such as dishonesty, violence, and other harmful behaviors that contradict Islamic principles. The importance of developing noble morals is emphasized, with character education helping individuals cultivate qualities such as patience, sincerity, and humility in line with Islamic teachings. Social responsibility towards society is also taught by Islam, and character education helps individuals understand and apply social responsibility according to Islamic teachings. In the context of Islamic character education, the process can be carried out with the approach of emulating the example of Prophet Muhammad SAW. Emulating his behavior and morals is considered crucial in shaping an Islamic character. Character education also helps individuals live in accordance with the purpose of Islamic life, seeking the pleasure of Allah SWT, involving understanding and implementing Islamic teachings in daily life.

This study aims to examine the concept of Islamic character education in elementary madrasas through an integrative approach that combines spiritual, social, and intellectual values within the framework of basic education. Using library research methods, the author reviewed various classical and contemporary literature related to Islamic character education, madrasa curricula, and national education policies. The results indicate that Islamic character education has not been fully integrated into learning practices, particularly in the context of thematic learning in the Independent Curriculum. An integrative approach offers a conceptual solution by unifying cognitive, affective, and psychomotor dimensions based on Islamic values such as siddiq, amanah, fathanah, and tabligh. This study recommends that curriculum development and learning methods in MI (Islamic elementary schools) consider character dimensions comprehensively and contextually. These findings are relevant for policy development, strengthening the role of teachers, and enriching the literature on Islamic character education at the elementary level.

<p><em>This journal was written by the author to examine the factors that influence the systemic thinking paradigm in Islamic education. Furthermore, this article was written using qualitative writing methods and literature studies or Library Research. The results of this study show that paradigms, thinking and systems influence Islamic education. To improve the quality of Islamic education, the paradigm must be able to position it as the most important system component for the institution to educate the whole human being (insan kamil). There are methods of thinking and if applied in Islamic education then through these methods, whether carried out alternatively or in an integrated manner, not only can it touch on the issues of hablu min Allah and hablu min al-'alam, but will also add to the hablm min annas or problems -social issues in Islamic education. Islamic education must have a complex system so that it will make it easier for Islamic education to achieve the targets, goals, mission and vision of the Islamic education system to be able to compete with current developments in the era of globalization. Government policy has a very important influence on Islamic education. The existence of government policies is very helpful in carrying out and implementing the management function of Islamic education itself. In this way, we can achieve the goals, mission and vision of Islamic education that are valuable in the world of education.</em></p>

The principal's work ethic is a work norm or standard that must be met and implemented by the principal in order to create a quality and quality school. The principal plays a role in all aspects of the school, including in school development and related to improving the quality of education. The quality of education is a school's ability in overall management of everything related to the school which will then produce quality output. The quality of Islamic education is very important in an Islamic educational institution, as is the case with education in general, where the quality must have high quality or experience quality improvement for the advancement of Islamic education. Islamic education will produce a nation's next generation who can compete well in the era of globalization, namely by being equipped with an understanding of religious knowledge and general knowledge, so that their knowledge balances between world knowledge and knowledge of the hereafter. The role of the school principal is very influential in improving the quality of Islamic education, where the principal must have the ability to manage his performance properly, besides that the principal is also required to always find innovation so that the quality of Islamic education can be further improved, but it must be based on Islamic laws.

This study aims to analyze the transformation of Islamic education management in the era of globalization, focusing on the challenges and opportunities faced in maintaining the relevance and quality of Islamic education. In the context of globalization, Islamic education faces pressure to adapt to technological advances, social changes, and global standards, which necessitates a dynamic and innovative management approach. This research employs a qualitative-descriptive method through literature review, interviews, and field observations in Islamic educational institutions in Indonesia. The academic debate in this research includes diverse perspectives on integrating local values with global demands, as well as the dilemma between modernization and the preservation of tradition. Some advocate for modernization as an effort to enhance the competitiveness of Islamic education, while others are concerned that modernization may erode fundamental Islamic values. This study finds that the transformation of Islamic education management in the globalization era has the potential to improve the effectiveness and efficiency of educational institutions, particularly through the application of information technology and the development of a more inclusive and contextual curriculum. However, this process requires Islamic educational institutions to be more adaptive, while maintaining the essence of religious teachings. The findings of this research are expected to contribute to the development of policies that support sustainable Islamic education that is relevant to the times while remaining rooted in Islamic values.

We still often encounter children's behavior that shows poor morals in this country. This research aims to explain the current moral condition of children and how character education in Islam can educate children's morals. The research method used is a library research approach, by collecting, processing and summarizing data from various sources to find a solution to an existing problem. The results of the research show that character education in Islam which comes from the Al-Qur'an and Hadith, if practiced, will make children good and moral, where currently the condition of children is still very worrying. The conclusion of this research is that character education in Islam based on the Al-Qur'an and Hadith must start from childhood with the aim of forming noble morals and morals, such as maintaining faith and worship, leaving behind a lazy generation, being sincere, patient, honest, fair and caring, advising each other and helping each other. In the midst of children's challenges today, families also have a very important role in making Islamic character education a part of everyday life.

Character education and moral crises are familiar to educators. Likewise society in general, especially in this increasingly global era. Therefore, character education is very much needed to restore the character of society in general and Muslims in particular through character education for the better character of Muslim generations in the future. This paper aims to analyze character education in Islam. This study uses a qualitative descriptive approach, and the type of research used is library research, which collects data or scientific papers related to the research object or library data collection. Based on this research, it was found that (1) character education has an important role in improving and shaping the personality of students who are imbued with faith and piety to God Almighty; and (2) supporting components in character education are parental assistance and support, community participation, and policies in the world of education. In the application and development of character education can be explored from religion and developed through the stages of knowledge, implementation, and habits.

<p>Implementation of early childhood education (ECD) in Indonesia, especially under the auspices of Islamic educational institutions are still very limited and have not been able to cater to the educational needs of early children across Indonesia. In addition, an increase in the quantity of early childhood institutions, has not been accompanied by an increase in quality. For that, we need innovative learning model in early childhood institutions. This research focuses on the implementation of thematic learning model on Islamic Education in Raudhatulathfal Al-Jihad, which covers all aspects of planning (program), execution (process), evaluation of thematic learning, and its impact on the quality of Islamic education. The research method used was eksperimental research. In addition to testing, the researcher also collected qualitative data through observation and interviews. The study is located in the Kelurahan Kalibaru RT.02 RW.02 Kecamatan Cilodong, Depok, West Java. Formally, the tryout of study was conducted from January to July 2012. Based on the research conducted, through validation readability level, student responses and learning outcomes, the thematic learning model on Islamic education deserves to be applied to early childhood education in Raudhatulathfal Al-Jihad and also applied to other institutions those are similar. In the pre-test results, two different groups obtained about average 7.737 for the experimental group; and 7.789 for the controlled group. Once the thematic learning model on Islamic education applied, then the group of students performed post-test, the result is 8.578 for the experimental group; and 7.947 for the controlled group. The impact of the implementation of the model thematic learning on Islamic education in early childhood toward the quality of Islamic education is very significant. This is obvious from the responses of students very well, that is 96.51%, and the learning outcomes achieved 100% completion. Through a thematic learning model on Islamic education in early childhood, the average increase in the quality of education obtained in the experimental group were higher (0.841) than the controlled one (0.158). Therefore, it is highly recommended that thematic model of learning to be applied in Islamic educational institutions which organizing early childhood education with specific instructional objectives for learning Islamic Education, which covers three areas; cognitive, affective and psychomotor, so that every student in early childhood education can develop basic competencies, such as morals behavioral/social emotional, Islamic competence and other basic competences as the provision they entered to the next educational level.</p><p class="Affiliation"><strong><em><br /></em></strong></p>

In the context of global social change, the need for Islamic education that is responsive to social values is increasingly urgent. Fiqh al-ijtima'iyah, with a focus on solidarity, justice, and benefit, offers a normative and applicative framework to strengthen Islamic value-based character education. This study aims to identify and analyze the integration of fiqh al-ijtima'iyah values in Islamic education, with a focus on strengthening social solidarity, collective responsibility, and justice. The method used is Systematic Literature Review (SLR) based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, by conducting a literature search through six leading databases: Crossref, Science Direct, Semantic Scholar, Google Scholar, SINTA (Science and Technology Index), and Moraref. From a total of 42 articles analyzed, it was found that most publications emphasized the importance of integrating social fiqh norms in the Islamic education curriculum, particularly through social project-based learning. The results show that social project-based learning is effective in instilling the principles of ta'awun (cooperation) and ukhuwah islamiyah (Islamic brotherhood) in the school environment, which contributes to the formation of student characters who care about social issues and justice. An increase in publications on this topic was recorded since 2017, with a peak in 2022, reflecting the relevance of the theme in the context of contemporary Islamic education.

The quality of Islamic education is a strategic aspect that determines the success of the institution in producing a generation that excels intellectually, characterfully, and is based on spiritual values. This article aims to examine the concept, scope, improvement strategy, and practical study of the application of quality education in the era of modern society, with a focus on Islamic educational institutions. Using a literature study approach, this study explains that the quality of education includes the conformity of processes and results with the set standards, the needs of education service users, as well as Islamic values such as itqan (sincerity), ihsan (best quality), and amanah (responsibility). The scope of quality includes institutional, educator, student, learning processes, and integrated evaluation. The quality improvement strategy emphasizes the development of a quality culture, strengthening teacher competence, a sustainable evaluation system, and visionary leadership. A case study at the Tebuireng Islamic Boarding School shows that the synergy between Islamic boarding school traditions and modern innovations can produce a sustainable quality system, including academic learning, character development, and institutional management based on Islamic values. These findings confirm that the success of improving the quality of Islamic education is highly dependent on collective commitment, leadership integrity, and the application of adaptive management principles, so that Islamic educational institutions are able to compete globally without losing their Islamic identity.