Structuring the Islamic Religious Education Learning Environment to Strengthen Students' Social Development

Purpose of the study: The library is one of the important learning resources for students who are pursuing higher education. Libraries offer access to various information and materials needed to enrich and complete the learning process. However, literature that focuses on the use of libraries among students majoring in Islamic religious education is still minimal. This qualitative descriptive research aims to find out how students majoring in Islamic religious education at the Muhammadiyah Sinai Islamic College use the library as a learning resource. Methodology: This study uses qualitative research methods to collect data. The research sample consisted of librarians and students majoring in Islamic religious education at the Muhammaduyah Sinjai Islamic College. Interview instruments were used to collect data, and the data analysis technique used was Miles & Huberman, which involved an iterative process of coding and identifying themes. Main Findings: The research findings reveal that students majoring in Islamic religious education utilize the library primarily to access religious texts and books, participate in group discussions, and study. This study also found that librarians facilitate students' access to information by offering reference and circulation services. In addition, this study notes that the library atmosphere provides students with a conducive environment for learning. Novelty/Originality of this study: This research is a significant contribution to the body of knowledge in the field of Islamic religious education at the Muhammaduyah Sinjai Islamic College because it explores the use of library resources by students majoring in that field. This study provides insight into the unique challenges students face in accessing library resources and offers recommendations for enhancing their learning experience. This study is original in its approach and offers a new perspective on the use of the library as a learning resource for students of Islamic religious education at the Muhammaduyah Sinjai Islamic College.. Purpose of the study: The library is one of the important learning resources for students who are pursuing higher education. Libraries offer access to various information and materials needed to enrich and complete the learning process. However, literature that focuses on the use of libraries among students majoring in Islamic religious education is still minimal. This qualitative descriptive research aims to find out how students majoring in Islamic religious education at the Muhammadiyah Sinai Islamic College use the library as a learning resource. Methodology: This study uses qualitative research methods to collect data. The research sample consisted of librarians and students majoring in Islamic religious education at the Muhammaduyah Sinjai Islamic College. Interview instruments were used to collect data, and the data analysis technique used was Miles & Huberman, which involved an iterative process of coding and identifying themes. Main Findings: The research findings reveal that students majoring in Islamic religious education utilize the library primarily to access religious texts and books, participate in group discussions, and study. This study also found that librarians facilitate students' access to information by offering reference and circulation services. In addition, this study notes that the library atmosphere provides students with a conducive environment for learning. Novelty/Originality of this study: This research is a significant contribution to the body of knowledge in the field of Islamic religious education at the Muhammaduyah Sinjai Islamic College because it explores the use of library resources by students majoring in that field. This study provides insight into the unique challenges students face in accessing library resources and offers recommendations for enhancing their learning experience. This study is original in its approach and offers a new perspective on the use of the library as a learning resource for students of Islamic religious education at the Muhammaduyah Sinjai Islamic College..

Student learning motivation is a crucial aspect in the educational process, especially at the elementary school level which forms the foundation for character and spirituality development. Based on the theory of learning motivation in Islamic education, teachers of Islamic Religious Education and Character Development (PAIBP) play a strategic role as motivators and value builders. This research aims to identify the role of PAIBP teachers in increasing student learning motivation and to analyze the supporting and inhibiting factors at SDN Kediri Binong. Using a descriptive qualitative approach, data was obtained through observation, interviews, and documentation of PAIBP teachers, school principals, and students in grades V and VI. The results showed that teachers perform various roles such as facilitator, motivator, evaluator, and organizer, with main strategies including verbal appreciation, Islamic story-based learning media, and personal affective approaches. Student motivation increases when these strategies are applied consistently. Supporting factors include family support and a conducive learning environment, while obstacles include economic, health, and social constraints. This research provides a theoretical contribution to understanding the role of PAIBP teachers in the context of motivation formation, as well as practical recommendations for developing adaptive and character-based teaching strategies.

According to Law No. 20 of 2003, a curriculum is a set of plans and arrangements regarding the objectives, content and learning materials, as well as the methods used as guidelines for organizing activities to achieve certain educational goals. The curriculum's function in education is to create lesson plans, design and compile learning materials and objectives, as well as to ensure that learning is carried out effectively. To make learning effective, it is necessary to have the best formula in terms of curriculum content and substance. It will be relatively simple to implement when the curriculum's content and substance are easily digested by teachers and students. Islamic religious education has been a subject in every school, so its existence will be considerably complex, particularly on the material side and adjusting to the curriculum that has been applied. The Curriculum 2013 is a competency-based and character-based curriculum that is expected to improve learning and educational outcomes that are precisely targeted to students' character and morality, knowledge, personality, and implementation in everyday life. The 2013 curriculum includes at least three Islamic education values: Morals, Adab, and Exemplary. The Merdeka Curriculum is a response to the Covid-19 pandemic's missing lessons, often known as loss learning. According to the Ministry of Education and Culture's pocketbook, the Merdeka Curriculum is a curriculum with diverse intra-curricular learning where the content will be more ideal so that students have adequate time to explore concepts and strengthen competencies. Teachers have the freedom to select numerous teaching tools so that learning can be adapted to students' learning needs and interests. Projects to enhance Pancasila student profile success are designed based on government-determined themes. The project is not directed to achieving certain learning achievement targets, so it is not tied to subject content. Islamic education is available in both public and private schools. Islamic religious education aims to provide students with knowledge and understanding of faith, worship, morality, and muamalah. As a result, Islamic religious education provides guidance and attitudes toward religious practice in accordance with Islamic law. Islamic religious education develops individuals with character and excellent morality in students that can be implemented in everyday life. This study aims to compare the implementation of the 2013 Curriculum with the Merdeka Belajar Curriculum (Independent Learning Curriculum) in Islamic religious education learning. Case studies were used in this qualitative study. The sources used and the data collection techniques employed were library research, observation, and interviews. This study focused on Islamic religious education teachers at SMA Negeri 2 Tangerang Selatan City.

This article discusses how to shift the role of teachers and how Islamic education shapes the character of students in the midst of the current 4.0 industrial revolution. The shift in the role of teachers from previously being teacher centered and then becoming facilitators causes a change in the learning orientation paradigm to become student centered. The process of attracting teachers and students in shaping student character is not optimal as in the teacher centered position, it could be because the teachers are no longer free or have more space. Therefore, this shift has implications for the creation of a character crisis for students. The student character crisis has recently become a problem that is busy being discussed and faced by the world of education. It could be because the existence of Islamic education which is thick with a traditional approach (teacher oriented) is no longer considered a solution in the new student-oriented paradigm to shape the character of religious students. Even though the research results explain that the success in shaping the character of students through Islamic religious education has been created through various extra-curricular activities. Because of that, the teacher's ability to insert character values in the learning process, both in intra-curricular and extra-curricular activities is a solution as well as an affirmation that Islamic education is one way of building the character of religious students

Islamic Religious Education and moral education play a strategic role as key pillars in shaping the character of elementary school students to face increasingly complex contemporary challenges. Both function not merely as a transmission of normative knowledge, but also as essential instruments for instilling fundamental values such as honesty, responsibility, and empathy in everyday life. Through a literature-based study reviewing various academic journals and scholarly references, this study finds that the integration of religious and moral education within the formal education system constitutes a crucial foundation for students’ character development. The analysis indicates that strengthening these two aspects in an integrated manner has a significant impact, particularly on improving students’ moral conduct, discipline, and awareness of social responsibility. Therefore, strong synergy is required among educational institutions, the role of teachers as role models, and the family environment as the primary foundation to ensure that moral and spiritual values are optimally internalized in the educational process. Thus, this article emphasizes that Islamic religious and moral education in elementary schools plays an important role in shaping a young generation that is religious, possesses noble character, and is ready to become a pillar of the nation by contributing positively to society and the wider world.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics

This article aims to examine the implementation of morals-based non-test assessment in PAI learning in grade 11 of SMK Muhammadiyah 4 Surakarta, focusing on its influence on students' character development. Islamic Religious Education (PAI) has an important role in instilling moral values. In this context, morals-based non-test assessment is an effective approach to assessing students' character development, as it focuses on observing their behavior and attitudes. At SMK Muhammadiyah 4 Surakarta, the implementation of this method is expected to help students not only understand religious teachings in theory, but also apply them in daily life. This research is a type of field research that is descriptive qualitative in nature. The main focus of this research is to understand the concept of evaluation in Islamic Religious Education (PAI) learning, which includes both test-based and non-test evaluation methods at SMK Muhammadiyah 4 Surakarta. In this study, a phenomenological approach is used to explore the experiences and understanding of individuals or groups regarding the phenomenon under investigation. Moral-based non-test assessment in PAI learning aims to evaluate students' moral values in everyday life. In contrast to test assessments that measure cognitive abilities. The implementation of morals-based non-test assessment faces obstacles such as difficulties in measuring morals objectively and limited time for observation.Morals-based non-test assessment in Islamic Religious Education (PAI) learning at SMK Muhammadiyah 4 Surakarta has an important role in shaping student character, in addition to mastery of academic material.

This study explores the impact of teachers' professional ethics and personality on students' development at school, particularly in academic and social aspects. Teachers play a crucial role as educators, moral leaders, and inspirers, influencing students' learning outcomes and character development. The research employs a quantitative method with a descriptive approach. Data were collected through a questionnaire involving 19 tenth-grade students at SMA Negeri 6 Kerinci, focusing on five main indicators: professional ethics in teaching, personality in interactions, ethics in addressing student issues, classroom management, and their impact on students' social development. The results reveal that teachers' professional ethics and personality significantly contribute to creating a conducive learning environment, enhancing students' motivation to learn, and fostering harmonious relationships between teachers and students. However, certain aspects, such as classroom management and personalized attention to students, still require improvement. The study recommends ongoing training to strengthen teachers' professional ethics and personality development. Through this holistic approach, it is expected that the quality of education and students' character formation can be further optimized.

Humans must improve morale and intelligence when more complex technologies are developed. An intellectual and morally honest generation most are the result of education. The foundation of Islamic religious education is tp establish itself as a sources of real power that can lead to the desired action, namely character development in the era of the digital revolution. This research uses qualitative methodology and forms of literature research. Books, research journals, and seminar procceedings are studies as primary sources by researchers. According to this literature survey, Islamic religious education bases its character development program on religion. Islamic religious education prioritizes morality (character) in students through teaching, habituation, coercion and punishment.

Islamic Religious Education plays a very important role in shaping the character of the millennial generation, especially in facing the challenges of globalization and rapid technological developments. The millennial generation is often faced with problems of moral crisis and self-identity due to the influence of more dominant foreign cultures. Therefore, Islamic religious education is expected to provide a solid foundation in shaping a character that is noble, honest, and responsible. This study aims to examine how Islamic religious education can contribute to the formation of the character of the millennial generation, by emphasizing the importance of integrating religious values in everyday life. The methods used in this study were literature reviews and interviews with a number of educators and students involved in Islamic religious education. The results of the study show that Islamic religious education provided intensively can help the millennial generation build a stronger character, both in personal and social aspects. In addition, Islamic religious education can also increase awareness of the importance of ethics and morals in the increasingly developing digital life. Thus, Islamic religious education can be an important factor in creating a millennial generation that is not only intellectually intelligent, but also moral and has high integrity.

The objective of this paper is to utilize a mixer methodology, which consists of two parts: a literature review and field studies. The theme of this paper is Islamic Education Cultural Management, and it discusses the history, conception, and management of transformative Islamic education actualization. There are three critical questions addressed in this paper. First, what does the concept of Cultural Management of Islamic Education in Islam entail Second, what is the history and conception of Islamic religious education management, Islam, and transformative culture in Indonesia. Third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Indonesia, where teacher supervision is an integral process. Additionally, culture is an essential part of the local community and cannot be separated from the community's language. The transmission of culture, often referred to as local knowledge, is commonly achieved through the oral retelling of stories across generations. Islamic religious education is founded on principles of truth and nobility, advocating for the rejection of fictitious notions and the avoidance of inappropriate conduct or influence. The significance of Islamic religious leadership education lies in the ease with which it instills moral values and ethics, while also addressing the emotional and cognitive realms of the human experience. Furthermore, this education must be integrated with the cultural and touristic aspects of a region in a cohesive and synchronized manner, while staying true to the unique characteristics of the area.

The objective of this paper is to utilize a mixer methodology, which consists of two parts: a literature review and field studies. The theme of this paper is Islamic Education Cultural Management, and it discusses the history, conception, and management of transformative Islamic education actualization. There are three critical questions addressed in this paper. First, what does the concept of Cultural Management of Islamic Education in Islam entail Second, what is the history and conception of Islamic religious education management, Islam, and transformative culture in Indonesia. Third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Indonesia, where teacher supervision is an integral process. Additionally, culture is an essential part of the local community and cannot be separated from the community's language. The transmission of culture, often referred to as local knowledge, is commonly achieved through the oral retelling of stories across generations. Islamic religious education is founded on principles of truth and nobility, advocating for the rejection of fictitious notions and the avoidance of inappropriate conduct or influence. The significance of Islamic religious leadership education lies in the ease with which it instills moral values and ethics, while also addressing the emotional and cognitive realms of the human experience. Furthermore, this education must be integrated with the cultural and touristic aspects of a region in a cohesive and synchronized manner, while staying true to the unique characteristics of the area.

Islamic Religious Education plays a very important role in shaping the character of the millennial generation, especially in facing the challenges of globalization and rapid technological developments. The millennial generation is often faced with problems of moral crisis and self-identity due to the influence of more dominant foreign cultures. Therefore, Islamic religious education is expected to provide a solid foundation in shaping a character that is noble, honest, and responsible. This study aims to examine how Islamic religious education can contribute to the formation of the character of the millennial generation, by emphasizing the importance of integrating religious values in everyday life. The methods used in this study were literature reviews and interviews with a number of educators and students involved in Islamic religious education. The results of the study show that Islamic religious education provided intensively can help the millennial generation build a stronger character, both in personal and social aspects. In addition, Islamic religious education can also increase awareness of the importance of ethics and morals in the increasingly developing digital life. Thus, Islamic religious education can be an important factor in creating a millennial generation that is not only intellectually intelligent, but also moral and has high integrity.

Islamic religious education plays a vital role in shaping students’ moral, spiritual, and emotional character. One relevant approach to achieving this goal is the akhlaki sufism method taught by Imam Al-Ghazali. This study aims to identify and analyze Imam Al-Ghazali’s akhlaki sufism method, the objectives of Islamic education, and the relevance between the two. This method emphasizes seven traits or practices that help students understand the importance of repentance, patience, refraining from criticizing poverty, living in asceticism (zuhud), placing full trust in Allah, loving Allah more than other beings, and accepting destiny with contentment. The research employed a descriptive-analytical method. The collected data were analyzed to identify akhlaki sufism concepts that can be integrated into the Islamic religious education curriculum and how these concepts can contribute to students’ character development. The findings reveal that Imam Al-Ghazali’s akhlaki sufism method consists of seven essential traits or practices which include repentance, patience, refraining from criticizing poverty, living in asceticism, trusting Allah, loving Allah above all else, and accepting destiny with contentment. This method is relevant to Islamic religious education in fostering students’ moral, spiritual, and emotional strength.