This study highlights the importance of cultural dimensions in Arabic language teaching through theatre at two Islamic universities in Malang, where language is viewed as a reflection of identity and social values, not merely a communication tool.This study aims to analyze the forms Insertion of Culture. This study employs a qualitative approach with a multi-site case study design using observation, interviews, documentation, drama scripts, and YouTube performance recordings. Data were analyzed through the Miles, Huberman, and Saldana interactive model, while credibility was ensured through triangulation and prolonged field engagement. The findings of the study reveal three main conclusions. In terms of the forms of insertion in Arabic Education Study Program (PBA) at Universitas Islam Negeri Maulana Malik Ibrahim Malang, the findings include: (1) linguistic-cultural aspects, (2) Islamic social values, and (3) visual and performative representations. In the Arabic Language and Literature Study Program (BSA) at the same university, the findings encompass: (1) dramatic script forms, (2) social values, (3) language and dialogue, and (4) character representation. Meanwhile, in Arabic Education (PBA) at Universitas Islam Malang, the results indicate: (1) ideological and local Islamic values, (2) social practices and local traditions, (3) text structure and characterization, and (4) the integration of Arab culture as a linguistic instrument. The contribution of this research is to strengthen culturally-based learning through a drama while enriching theories of communicative competence, performative learning, and Arabic language education from a comparative perspective on the implementation of cultural dimension.

Digital transformation presents a dualism of opportunities and challenges for the sustainability of Islamic Religious Education (PAI). This qualitative multiple-case study analyzes technology integration at the Islamic University of Malang (UNISMA) and Sabilurrosyad Islamic Boarding School. Data were gathered through in-depth interviews, observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model. Findings show that UNISMA integrates technology via Learning Management Systems (LMS) to foster constructivist learning, while Sabilurrosyad adopts digital tools selectively to preserve ta'dib (moral discipline) and traditional values. This study demonstrates that effective PAI digitalization requires a synergy between technological utility and Islamic spirituality. Furthermore, it proposes an integration of the Technology Acceptance Model (TAM) with religious value dimensions and ta'dib principles as a theoretical framework for Islamic educational contexts. Ultimately, digital transformation in PAI must transcend instructional efficiency to actively reinforce the moral and spiritual dimensions of learners.

Integrative research of Islamic studies in Indonesian Islamic higher education

Introduction: This study explores the structural, human resource, and operational challenges experienced by Halal Inspection Bodies (LPH) within Indonesian Islamic universities, with a particular focus on UIN Ponorogo and UIN Kediri. Research Methods: This research employs a structured literature review to synthesize findings from scholarly publications, regulatory documents issued by BPJPH, technical guidelines on halal assurance, and national as well as international studies on halal governance. Through thematic analysis of the collected literature, four central issues are identified: inconsistent regulatory updates from BPJPH, limited availability of certified auditors, low MSME readiness in fulfilling documentation and traceability requirements, and recurring technical disruptions in the SiHalal digital system. Results: Despite these challenges, several enabling factors emerge, including increasing public awareness of halal assurance, supportive local government initiatives, and the expanding strategic role of university-based halal centers. Conclusion: This study argues that harmonizing regulatory procedures, improving digital infrastructure, strengthening auditor development programs, and enhancing cross-sector collaboration are essential steps toward building an effective and sustainable national halal ecosystem.

ABSTRACT This study examines how quality assurance actors in Islamic higher education institutions interpret and enact global quality standards within their everyday managerial practices. Drawing on an interpretive qualitative approach, the study employs interpretative phenomenological analysis to explore the lived experiences of 14 quality assurance actors across four Islamic universities in East Java, Indonesia. The findings show that global standards such as ISO 9001 and ISO 21001 are not applied as neutral or self-executing instruments but are continuously interpreted, negotiated, and adapted in relation to institutional values, professional roles, and organizational constraints. Quality assurance practices are shaped by sensemaking processes through which actors align global quality frameworks with Islamic values, academic traditions, and local governance structures. The study highlights the central role of quality assurance actors as interpretive intermediaries who translate global standards into contextually meaningful and operationally sustainable practices. By foregrounding actors’ interpretive work, this study contributes an actor-centered perspective to quality assurance scholarship and offers insights into the implementation of global quality standards in value-based and non-Western higher education contexts.

Students’ satisfaction has always been remained the center of educational achievement. Investigating the feelings of contentment with one’s academic achievements is crucial, as it provides deeper insights into students’ psychological well-being and long-term success, that how satisfaction influences motivation, resilience, and future aspirations among students. The objective of the study was to investigate the magnitude and direction of relationship between emotional intelligence and student’s satisfaction towards academic achievement and to analyze the magnitude of effect of the relationship between them. For this purpose, cross-sectional survey research was conducted on the university students of three renowned universities of South Punjab-Pakistan i.e. Bahauddin Zakariya University Multan, Islamia University Bahawalpur and Ghazi University, Dera Ghazi Khan. Total population of these universities was N= 43153. Sample size n=385 was determined through Krejcie and Morgan table (1970) for sample size determination. Data were collected through questionnaire based on socio-economic status and demographic profile, emotional intelligence scale by Bar-On (2006) and student satisfaction scale by Fieger (2012). Data were entered into SPSS-21 and basic profile was presented through frequency and percentage meanwhile the hypothetical model for association and effect were tested through Pearson Correlation Coefficient and Linear Regression model. Findings of the study a linear positive relationship between emotional intelligence and there was also significant effect of each predictor of emotional intelligence on the student’s satisfaction towards academic achievement. This study concluded that emotional intelligence plays a critical role in enhancing student satisfaction in education. By promoting better academic performance, effective stress management, and positive interpersonal relationships, EI contributes to a more fulfilling and successful educational experience.

Society's demand for technology use in education affects how students manage their learning, particularly in ELT. This study investigates the effects of SRL strategies and perceptions of technology on English achievement at Luqman Al-Hakim Islamic College. Adopting a quantitative methodology, the study employed survey data collected from 30 undergraduate students enrolled in a General English class using validated questionnaires on SRL strategies, technology perception, and English achievement. Multiple linear regression analysis was used to determine how much variance in students’ General English achievement could be explained by SRL strategies and perceptions of technology. The findings suggest that SRL strategies are a significant positive predictor of English achievement. Perceptions of technology also have a strong positive influence on General English achievement and contribute significantly to the explanatory power of the regression model. These results suggest that effective SRL and positive perceptions of technology play an important role in improving students’ English learning outcomes. The findings imply that teaching approaches focusing on SRL through educational technology may lead to better General English learning performance at Islamic universities.

This study aims to analyze the design, implementation, and systemic challenges of integrating deep learning principles within the Independent Curriculum (Kurikulum Merdeka) framework in Islamic higher education. Utilizing a qualitative multi-site case study design at two State Islamic Universities in Surakarta and Yogyakarta, this research explores the contextualization of learning autonomy within a religious value framework. Data were gathered through in-depth interviews with ten key informants (policymakers, lecturers, and students), classroom observations, and documentary analysis of semester lesson plans (RPS) between August and December 2025. Data analysis was conducted thematically through coding, categorization, and cross-site comparison to ensure the validity of the findings. The findings reveal that curriculum integration is driven by an epistemological shift from content transmission toward meaningful knowledge construction aligned with the Islamic concepts of 'ilm (knowledge) and adab (ethics). Classroom practices reflect student-centered pedagogy through reflective inquiry, project-based collaboration, and authentic assessment. However, significant obstacles were identified, including rigid semester time constraints, varying levels of student readiness for independent learning, and an urgent need for enhanced lecturers' pedagogical capacity to manage dialogical classrooms. Theoretically, this study contributes to the recontextualization of deep learning as a manifestation of ta’aqqul (critical reasoning) and tadabbur (reflective contemplation). Practically, it offers a framework for transforming policy into an integrative pedagogical practice. This study’s limitation lies in its focus on state universities; therefore, future research is encouraged to explore private Islamic higher education institutions with diverse religious organizational backgrounds to broaden the generalizability of findings across a wider spectrum of higher education.

Abstract. The purpose of this research is to understand the correlation between gratitude and family support received, with the level of meaning in the lives of students who are in the process of completing their thesis. The population under investigation in this study consists of students who are finalizing their theses in the Faculty of Ushuluddin and Religious Studies at Raden Intan Lampung State Islamic University. The sampling method employed was proportional random sampling, with a total of 137 respondents participating in the study. The measurement tools utilized encompass scales to assess life's meaning, gratitude, and family support. The analytical approach used is multiple regression, with the assistance of SPSS 26.0 for Windows software. Research findings indicate a positive and significant relationship between gratitude and family support with the level of life's meaning among students completing their thesis in the Faculty of Ushuluddin and Religious Studies, Raden Intan Lampung State Islamic University. Therefore, the higher the level of gratitude and family support, the higher the perceived level of life's meaning for students completing their thesis.

The consumerist behavior of Generation Z students has become an important issue because it relates to financial management ability, lifestyle patterns, and social influence within peer environments. This study aims to analyze the effect of financial literacy and lifestyle on consumerist behavior, with peer conformity as an intervening variable among Generation Z students at Sultan Agung Islamic University Semarang. This study employed a quantitative approach with an explanatory research method. The research sample consisted of 121 Generation Z students selected using the purposive sampling technique. Data were collected through a Likert-scale questionnaire and analyzed using SmartPLS 4.0. The results show that financial literacy and lifestyle have positive and significant effects on peer conformity and consumerist behavior. In addition, peer conformity also has a positive and significant effect on consumerist behavior. The R-Square value indicates that the research model has fairly good predictive ability. These findings confirm that financial literacy, lifestyle, and peer conformity play important roles in shaping the consumerist behavior of Generation Z students. The implications of this study emphasize the importance of improving financial literacy and controlling lifestyle and social influence so that students are able to manage their finances more wisely.

The rapid growth of e-commerce among Generation Z has changed consumer behavior and given rise to the phenomenon of doom spending, a form of impulsive shopping triggered by emotional stress, economic uncertainty, and the intensity of digital promotions. In the context of Muslim students, Islamic financial literacy is seen as a crucial factor potentially influencing consumer behavior amidst the ease of transactions on digital platforms. This study aims to analyze the influence of Islamic financial literacy on doom spending behavior among female Generation Z e-commerce users, specifically students of the Islamic Banking Study Program, class of 2022, at the State Islamic University of North Sumatra. his study used a quantitative approach with a survey method on 50 female students selected using a purposive sampling technique. Data were collected through a five-point Likert scale questionnaire consisting of 9 items of Islamic financial literacy and 9 items of doom spending behavior. The analysis was carried out in two stages: (1) Item Response Theory with a Graded Response Model to evaluate the quality of the instrument and estimate the latent scores of each construct, and (2) Generalized Structural Equation Modeling (GSEM) to test the structural relationship between the latent variables of Islamic financial literacy and doom spending behavior. The analysis results show that all items in both constructs have very high discrimination parameters, thus the instrument is able to adequately represent the latent constructs. The structural model estimation results indicate that Islamic financial literacy has a positive influence on doom spending behavior with a marginal significance level (β = 0.355; p = 0.061). These findings indicate that increasing Islamic financial literacy has not been able to fully suppress the tendency towards doom spending without being accompanied by stronger emotional control and internalization of spiritual values ​​in facing a highly persuasive digital environment.

The rapid development of digital technology underscores the need to strengthen religious moderation in Indonesian Islamic higher education institutions. In this context, universities have a strategic role in teaching students to be tolerant, open-minded, and aware of other cultures. This study aims to analyze the model of implementing religious moderation policies at IAIN Pontianak and to examine its contribution to enhancing students’ multicultural awareness. Using a qualitative research design with a descriptive approach, this study collects data through document analysis, participant observation, and in-depth interviews with institutional leaders, lecturers, and students at IAIN Pontianak. The findings show that the religious moderation policy is implemented through several institutional strategies, including strengthening the Center for Religious Moderation, integrating moderation values into the curriculum, and developing human resources through training and academic programs. These initiatives have fostered inclusive, tolerant, and non-violent attitudes among students, particularly in responding to the challenges of the digital era. The study concludes that systematic and institutionalized policy implementation is crucial for instilling religious moderation in Islamic higher education. The implications of this research highlight the importance of policy-driven educational transformation to reinforce multicultural values and social cohesion. However, this study is limited to a single institutional case; further research can conduct comparative studies across various Islamic universities in Indonesia.

The increased mobility of international students demands a deep understanding of their motivations, learning experiences, and academic challenges. This study explores the factors that influence the selection of Indonesia as a study destination as well as the process of academic, social, cultural, and psychological adaptation of students at State Islamic Religious Universities (PTKIN), as well as providing insights for the development of international academic policies and practices. A phenomenological qualitative approach was used through in-depth interviews and focused group discussions (FGDs) with international students from various PTKINs, including UIN Malang, UIN Jakarta, and UIN Yogyakarta. The analysis emphasizes students' subjective experiences related to motivation, learning, and academic barriers. The results of the study showed that students' motivation was influenced by intrinsic and extrinsic factors, including religious interests, cultural interests, family support, scholarships, career prospects, language skills, and the desire to deepen religious knowledge. Learning experiences include social, cultural, academic, and psychological adaptation, influenced by language skills, peer support, organizational involvement, inclusive teaching methods, and institutional services such as the Indonesian Language for Foreign Speakers (BIPA) program and International Office assistance. The variety of services between PTKIN can be seen, for example, UIN Malang excels in personal mentoring, UIN Jakarta in program flexibility and BIPA, and UIN Yogyakarta in academic access and administrative support. The main academic challenges include language barriers, academic literacy, information limitations, study pressure, curriculum adjustments, and lack of multilingual references and psychosocial support. These findings provide important implications for PTKIN in improving academic services, supporting the adaptation of international students, and strengthening campus internationalization.

In English as a Foreign Language (EFL) higher education, writing ability requires effective assessment. This study investigates the effect of Assessment as Learning (AaL) on students' argumentative writing performance. While AaL has been recognized for improving writing, limited research has explored its effects in relation to students' writing engagement (WE). This study examines (a) whether students taught through AaL perform better in writing than those given teacher feedback, (b) whether different WE level lead to different performance outcomes, and (c) whether there is an interaction between assessment type and WE level. Using a quasi-experimental 2x2 factorial design, the study involved two fourth-semester classes at an Islamic university in Kediri, Indonesia. One class (15 students) received AaL, while the other (13 students) received teacher feedback over 12 sessions. The AaL group followed Lee’s (2016) framework, incorporating personal goals, writing criteria, descriptive feedback, self- and peer assessment, and learning logs. Writing performance was measured through pre- and post-tests assessed by two raters, and WE levels were determined using a 27-item Writing Engagement Scale. Results from a two-way ANOVA showed a significant effect of AaL on students' writing performance. However, WE level and their interaction with the assessment method did not significantly affect outcomes. The findings suggest that AaL, particularly when adapted through Lee’s principles, enhances writing performance regardless of WE level. While engagement may not be the primary determinant of the success of AaL, EFL instruction could utilize AaL to enhance students writing outcomes and engagement in the classroom.

This study investigates EFL students’ perceptions and learning experiences in using SmallTalk2Me, an AI powered speaking platform, to support speaking development. Employing a descriptive qualitative design, the study involved ten students from the English Education Study Program at the State Islamic University of Mataram, selected through purposive sampling. Data were collected through classroom observation during a mini workshop and semi structured interviews. The findings reveal that students generally perceived SmallTalk2Me positively because it provided immediate and useful feedback on fluency, pronunciation, grammar, and vocabulary. Contextualized prompts, interactive features, and CEFR based evaluations increased learners’ confidence, motivation, and willingness to speak more spontaneously. Participants also appreciated the platform’s natural conversational practice and its support for self directed learning. However, several challenges emerged, including limited access to free features, unstable internet connections, difficulty understanding some features, and a lack of topic variety, especially for beginners. Students suggested expanding conversation topics, providing more detailed corrective feedback, and making premium services more affordable. Overall, SmallTalk2Me shows strong potential as an adaptive medium for enhancing EFL speaking practice, although further development is needed to improve accessibility, inclusivity, and effectiveness in broader instructional contexts.

The purpose of this study was to analyze the influence of online customer ratings and menu variations on consumer loyalty to the GoFood application, with price discounts as a moderating variable. Quantitative data were collected through an online questionnaire from 92 GoFood application users who were students at the Islamic University of Kadiri. The data were analyzed using the PLS-SEM method. The results showed that online customer ratings and menu variations had a positive and significant effect on consumer loyalty among GoFood application users. Furthermore, price discounts were not able to strengthen the relationship between customer ratings and consumer loyalty, but were able to positively moderate the relationship between menu variations and consumer loyalty. The implications of this study contribute to culinary entrepreneurs and management of food delivery service platforms such as GoFood in developing digital marketing strategies that can increase consumer loyalty.

The transformation of State Islamic Religious Colleges (PTKIN) into Public Service Agencies (BLU) demands financial independence while remaining grounded in efficiency and accountability. However, reliance on leadership figures and poor digital system integration often hinders achieving financial independence aligned with public welfare values. This study aims to construct a System-Driven Governance model at UIN Siber Syekh Nurjati Cirebon (UIN SSC), a pilot project for Cyber Islamic University, through the integration of Leadership, Control, and Digital Governance (SEM-PLS) to improve financial performance from a Maqasid Syariah perspective. This quantitative study employed Structural Equation Modeling (SEM-PLS) analysis. A sample of 208 UIN SSC respondents was drawn using a disproportionate stratified purposive sampling technique. Primary data from the questionnaire was integrated with secondary data from Value for Money (VfM) analysis and treasury regulations. The results indicate that Digitalization and Internal Control have a significant impact on Financial Performance (p < 0.05). Conversely, Transformational Leadership does not directly impact financial performance, but it is a key determinant of the success of digital transformation and internal control maturity. This finding marks a deconstruction of the leadership role, shifting from a central figure to a system-reliable one. From the perspective of Maqasid Syariah (Islamic principles), optimal financial performance is a manifestation of Hifdz al-Mal (the principle of good governance), the efficient and accountable use of state finances and assets. Digitalization serves as an instrument of taysir (ease) that increases budget efficiency, while Internal Control ensures the principle of Amanah (accountability) for the benefit of the public (public value). The System-Driven Governance model offers a reconstruction of governance where oversight is embedded in digital platform algorithms, rather than the physical presence of leaders.

This Community Service is designed with a training design with the aim of increasing the knowledge of MTs Darussalam students about sexual violence in an Islamic perspective, as one of a series of Community Service from Fatmawati Sukarno State Islamic University Bengkulu. Held on November 2, 2024 at the MTs Darussalam class hall in Bengkulu City, with 30 participants consisting of representatives from grades 7 to 9. Facilitated by two lecturers from Fatmawati Sukarno State Islamic University Bengkulu and assisted by two students of Islamic Communication and Broadcasting from Fatmawati Sukarno State Islamic University Bengkulu. The implementation began with participant registration, opening of the event, pre-test, provision of material, continued with a question and answer session or discussion, and ended with a photo and meal together.

Emotional intelligence (EI) is a key competency supporting students’ psychological well-being, academic engagement, and interpersonal functioning in higher education. However, most EI intervention studies rely on Western-based models and offer limited explanations of how cultural and spiritual values shape EI development. Addressing this gap, the present study examines the effectiveness of an Islamic EI-oriented counseling framework that integrates Islamic spiritual values into conventional EI models. This framework complements existing EI dimensions by embedding values such as sabr (patience), tawakal (trust in God), and self-reflection as mechanisms that strengthen emotional awareness, regulation, and empathy. Using a mixed-methods sequential explanatory design, quantitative data were collected from 123 students at an Islamic university in Indonesia through a one-group pretest-posttest design, followed by qualitative interviews with students and counselors. Paired-sample t-test results revealed a statistically significant increase in EI scores after the intervention (p < 0.001) with an exceptionally large effect size (Cohen’s d = 2.68), indicating a substantial and practically meaningful impact. Qualitative findings further elucidate the mechanism of change, showing that Islamic spiritual meaning-making functions as a catalyst for sustained emotional regulation, empathy, and prosocial behavior. Theoretically, these findings challenge assumptions about the universality of Western EI models and demonstrate the importance of culturally and spiritually grounded counseling frameworks for fostering deep, transformative EI development in higher education contexts. Keywords: emotional intelligence, counseling services, higher education, mixed methods, islamic education

The rapid transformation of education in the digital and global era requires approaches that not only emphasize cognitive achievement but also integrate moral and spiritual development, particularly in Islamic higher education. This study aims to analyze the implementation of Islamic-based holistic learning management in private Islamic universities in Jambi Province, focusing on how academic, moral, and spiritual dimensions are integrated, as well as identifying the challenges and opportunities encountered. This study employed a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and curriculum document analysis, while triangulation techniques were used to ensure the validity and reliability of the findings. The results indicate that Islamic values-based holistic learning management enhances student engagement, motivation, and overall well-being by integrating values such as tawhid and ihsan into the learning process, while also emphasizing the need for curriculum reform that balances intellectual, character, and spiritual development. However, the study identifies several challenges, including limited technological infrastructure, insufficient human resource capacity, and resistance to change among educators. Overall, this study concludes that Islamic-based holistic learning management provides a relevant and effective approach to addressing contemporary educational challenges, although its successful implementation requires strong institutional commitment, investment in digital infrastructure, continuous professional development, and strengthened collaboration with communities and international partners.