This study is motivated by the limited empirical research examining the relationship between religious activities and learning achievement in the subject of Aqidah-Akhlak, particularly within tahfizh madrasah settings, even though this context has important implications for character formation and the effectiveness of religious education. The study aims to analyze students’ level of engagement in religious activities, measure their learning achievement in Aqidah-Akhlak, and examine the extent to which religious activity influences that achievement. A quantitative correlational survey design was employed, involving a sample of 62 students from MTs Tahfizhul Qur’an Al-Fatah Sambi selected through stratified proportional random sampling. Data were collected using a 20-item Likert-scale questionnaire measuring religious activity and documentation of school report grades for learning achievement, and were analyzed using descriptive statistics and simple linear regression in SPSS. The results indicate that both religious-activity levels and Aqidah-Akhlak learning achievement fall into the “medium” category, with mean scores of 65.94 and 84.69, respectively. Inferential analysis reveals a positive and statistically significant effect of religious activity on learning achievement (B = 0.131; p = 0.032), although the contribution of religious activity to variance in achievement is relatively small (R = 0.229; R² ≈ 0.052, or ≈ 5.2%). These findings are consistent with character-education theory, which emphasizes habitual religious practice as a driver of motivation and discipline, while simultaneously underscoring the need for multivariate models to more comprehensively explain academic outcomes. The study implies the importance of strengthening structured religious habituation integrated with instructional strategies and recommends future research using longitudinal, multi-site, and mixed-methods designs to explore mediating mechanisms and additional control variables.

Scholarship programs in Islamic religious education are generally positioned as instruments for expanding access and strengthening human resource capacity; however, the micro-ethical dimension of how funding and its accountability mechanisms shape recipients’ intellectual orientation and academic autonomy remains relatively understudied, particularly among Islamic religious education scholarship holders. This study aims to empirically test the “ethical invasion” hypothesis, namely the assumption that scholarship funding is related to the configuration of recipients’ academic autonomy. Using an explanatory quantitative approach with a cross-sectional survey design, the study involves 30 purposively selected scholarship recipients (N = 30). Data were collected through a closed-ended Likert-scale questionnaire measuring Funding Influence (X) and Academic Autonomy (Y) as composite scores (thought orientation and academic independence), covering aspects of dependence, freedom of expression, privacy and data use, values and ideology, pressure to comply, and future expectations. Data analysis employed descriptive statistics, assumption testing (Kolmogorov–Smirnov residual normality and linearity), and simple linear regression using IBM SPSS 27. The results indicate a significant regression model (F = 21.752; p < 0.001) with a relationship strength of R = 0.661 and R² = 0.437 (Adjusted R² = 0.417), showing that scholarship funding predicts meaningful variation in academic autonomy among respondents. These findings support the relevance of the “ethical invasion” hypothesis and imply the need for scholarship governance that balances accountability with the protection of academic freedom, particularly through clear limits on monitoring indicators, transparency in data approval, and secure feedback channels for recipients to safeguard autonomy in Islamic religious education contexts.

This study addresses the limited research on the formulation and implementation of the Independent Curriculum in rural primary and secondary schools, despite its critical influence on teaching quality and student learning outcomes. The research aims to (1) analyze the curriculum policy formulation process at SDN 1 Jerowaru and SMPN 2 Jerowaru, (2) describe its implementation in both schools, and (3) evaluate its impact on the quality of teaching and learning. Employing a qualitative case study design, data were collected from 34 purposively selected participants—including principals, curriculum coordinators, teachers, students, parents, and education supervisors—through semi-structured interviews, non-participant observations, and document analysis. Thematic analysis, supported by NVivo software, revealed that the formulation process was collaborative and contextually responsive, with school leaders and teachers demonstrating strong conceptual understanding but expressing a need for greater operational clarity. Implementation strategies varied by context: SDN 1 adopted project-based, student-centered learning integrating local environmental and cultural themes, while SMPN 2 emphasized subject-based instruction aligned with national standards. The Independent Curriculum was found to enhance teaching quality by fostering teacher autonomy, creativity, and reflective practice, while students exhibited improved critical thinking, collaboration, and communication skills. The study concludes that successful curriculum reform in rural contexts depends on the alignment of policy design, leadership, teacher competence, and local adaptability. It contributes theoretical insights into decentralized curriculum implementation and offers practical recommendations for professional development, mentoring, and resource distribution. Future research is recommended to explore the sustainability of such reforms, digital integration, and implementation in resource-constrained environments.

The development of student discipline in Islamic boarding schools requires character education strategies that not only enforce formal rules but also involve the structured and contextual internalization of Islamic values amid social challenges and changing times. This study aims to describe the process of internalizing Islamic values in shaping student discipline at MAN 1 Probolinggo, which is located in the Nurul Jadid Islamic Boarding School environment. This study uses a qualitative approach with a field study type, with data collection techniques through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study show that the internalization of Islamic values in shaping student discipline is carried out through three main strategies, namely the role model of educators as moral figures, the integration of discipline values in Islamic Religious Education, and daily habits based on pesantren culture. The third strategy works synergistically and sustainably to shape students' discipline as religious awareness, not merely obedience to rules. The pesantren environment acts as a key supporting factor that reinforces the consistency of students' disciplined behavior in their daily lives. This study has implications for character development in Islamic boarding school-based madrasahs, particularly in building holistic student discipline.

This study is motivated by the limited research on the simultaneous influence of self-efficacy and emotional intelligence on elementary students’ learning interest, despite their significant impact on academic engagement and holistic development. The study aims to examine the partial and simultaneous relationships between self-efficacy, emotional intelligence, and learning interest among upper-grade elementary students. Adopting a quantitative correlational design, the research involved a total sample of 63 students from Grades IV–VI selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using correlation, multiple regression, and first-order partial correlation techniques. The findings reveal significant positive relationships between self-efficacy and learning interest (r = 0.573, p < 0.05) and between emotional intelligence and learning interest (r = 0.565, p < 0.05), with both variables jointly explaining 39.6% of the variance in learning interest. These results indicate that self-efficacy and emotional intelligence play a synergistic role in fostering students’ learning interest. The implications encompass theoretical contributions to understanding cognitive and emotional determinants of student engagement and practical recommendations for teachers, schools, and parents to strengthen students’ self-confidence and emotional competencies. Future research is recommended to broaden sample diversity, include additional influencing factors, and employ longitudinal or mixed-method approaches to further elucidate the mechanisms shaping learning interest.

This study addresses the limited empirical evidence on the influence of parental motivation on students’ interest in learning Akidah Akhlak, despite the family’s important role in shaping religious character and supporting religious education. It aims to assess students’ perceptions of parental motivation, describe their level of interest in Akidah Akhlak, and evaluate the strength of the influence of parental motivation on that interest among female students at Madrasah Qur’aniyah Al-Husnayain Karanganyar in the 2025/2026 academic year. Employing a quantitative, descriptive-correlational design, the study used total sampling to include all 35 students; data were collected via a Likert-type questionnaire and analyzed using descriptive statistics and Pearson Product-Moment correlation in SPSS 25. The findings show that parental motivation is at a moderately good level (mean = 55.8), while students’ interest in Akidah Akhlak is similarly moderate (mean = 55.5). Correlational analysis indicates a significant positive relationship between parental motivation and student interest (r = 0.592, p < 0.001), with parental motivation accounting for approximately 35% of the variance in interest. These outcomes highlight that both emotional and instructional parental involvement substantially contribute to students’ motivation and engagement in religious learning and open opportunities for follow-up research using mixed-methods or longitudinal designs to explore family involvement dynamics more deeply.

The dominance of conventional instructional methods in language education often results in rigid, less engaging learning environments. As a response, fun learning strategies have emerged as innovative approaches to enhance student enthusiasm and active participation. This study explores the implementation of fun learning strategies in teaching Maharah Kalam (speaking skills) at Markaz Arabiyah Pare. Employing a descriptive qualitative method within a case study framework, the research was conducted using the researcher as the primary instrument, supported by an interview guide. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model involving data reduction, data display, and conclusion drawing. Findings reveal that the fun learning strategy in Maharah Kalam instruction is implemented through four core activity types involving nine specific methods: (1) Daily activities, incorporating sualan (questioning) and games; (2) Thematic speaking practice, including drama, demonstration, promotion, and debate; (3) Daily evaluations such as Ashfudzihni; and (4) Monthly events like MC practice and taqdimul qishshoh (storytelling presentations). These strategies significantly contribute to Arabic language acquisition by increasing learner motivation, building self-confidence in speaking, and promoting active classroom participation. The study underscores the value of integrating creative, interactive methods into language instruction to support learner-centered education and communicative competence in Arabic.

The multireligious community life in Fakfak, West Papua, is an important reflection of how local cultural values ​​can support religious tolerance in everyday life. This study aims to examine how multicultural education shapes and strengthens religious tolerance in Otoweri Village, Tomage District, Fakfak Regency. The method used was a qualitative approach with a case study through interviews, observation, and documentation. The research results show that community involvement in interfaith activities such as mutual cooperation, community discussions, and joint celebrations of religious holidays demonstrates a strong collective awareness of maintaining harmony. Children are also actively involved in interfaith interactions through games and group learning activities, demonstrating that the value of tolerance is instilled from an early age. The local cultural concept of "One Stove, Three Stones" has proven to be a key foundation for strengthening social ties between religious communities. This research demonstrates that locality-based multicultural education can be an effective strategy for building harmonious and prosperous communities.

Islamic boarding schools (pesantren), as traditional centers of Islamic education, are increasingly confronted with the challenges posed by modernization, particularly in the domain of financial technology. In response, PPSM Thohir Yasin implemented an electronic payment system utilizing smart card technology through its affiliated business unit, Thohir Yasin Mart. This study aimed to examine the influence of electronic payment, lifestyle, and financial literacy on the consumptive behavior of Madrasah Aliyah (MA) students at PPSM Thohir Yasin. Employing a quantitative research design with a cross-sectional survey method, data were collected from 300 students selected through stratified purposive sampling based on class level, gender, and residential status. Structured, closed-ended questionnaires were disseminated online during the pesantren’s Ramadan holiday in 2025. Data analysis was conducted using SPSS version 25, incorporating validity and reliability testing, classical assumption checks, and multiple linear regression analysis. The results indicated that electronic payment exerted a negative and significant influence on consumptive behavior (t = -8.760; p < 0.001), lifestyle demonstrated a positive and significant impact (t = 5.719; p < 0.001), while financial literacy had a positive but statistically non-significant effect (t = 1.682; p = 0.094). Collectively, the three variables significantly influenced consumptive behavior (p < 0.001), explaining 29.8% of the variance (R² = 0.298). The study concludes that lifestyle is the most influential factor driving students’ consumptive behavior, whereas financial literacy does not yet exert a substantial effect. These findings underscore the need for pesantren-based policies that promote responsible electronic transactions and strengthen financial education in alignment with Islamic values.