This study aims to describe and analyze the implementation of digital media-based Tarikh learning with a deep learning approach at SMP Muhammadiyah 1 Madiun. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving two Year 8 students, a Tarikh teacher, and the vice-principal for curriculum. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing or verification, while data validity was ensured through source triangulation, technique triangulation, and member checking. The findings show that Tarikh learning was innovated through the use of instructional videos, interactive PowerPoint presentations, infographics, visual chronology, and digital storytelling. These media helped students understand Islamic historical events more concretely, increased their engagement, and encouraged discussion and value reflection. The teacher played a central role as a facilitator and innovator by guiding students to analyze moral messages, reflect on prophetic values, and connect Tarikh materials with daily life. School support through curriculum flexibility, learning facilities, and digital learning encouragement also strengthened implementation. The deep learning approach contributed to students’ conceptual, reflective, and applicative understanding, particularly in interpreting values such as honesty, courage, patience, responsibility, and prophetic exemplarity. This study concludes that digital media-based Tarikh learning with a deep learning approach can become an adaptive and meaningful model for Islamic Religious Education in the digital era.

This study examines the phenomenon of early marriage, commonly associated with social pressures transmitted through family expectations, community norms, and media discourse, which may also affect urban women, including civil servants in the education sector. Such pressures are often linked to vulnerabilities in domestic relationships, including potential verbal and non-verbal violence. Using a qualitative-descriptive literature review, this research systematically analyzes relevant academic sources to explore the role of Islamic Religious Education (PAI) values in shaping the personality of ṣāliḥah women as a form of psychosocial competence. The analysis focuses on three key themes: (1) the transmission of social norms from rural to urban contexts, (2) the conceptualization of ṣāliḥah women as encompassing emotional regulation, assertive communication, rights awareness, and coping strategies, and (3) the relationship between the internalization of PAI values and family relationship quality. The findings suggest that the internalization of religious values extends beyond normative dimensions, functioning as a psychosocial resource with the potential to act as a protective factor against social pressures and unhealthy domestic dynamics. However, this relationship remains conceptual and context-dependent. This study contributes by proposing a conceptual model positioning the ṣāliḥah construct as a psychosocial competence linking PAI value internalization to household harmony through self-regulation and adaptive social interaction. A key limitation is the absence of empirical validation due to its reliance on literature-based analysis.

Abstract This scoping review examines how character education is conceptualised and enacted within humanities curricula across international contexts. While character education is widely promoted as supporting the development of ethical, civic and relational dispositions, its place within curriculum design remains contested, particularly in subjects concerned with interpretation, values and human experience. Drawing on the literature spanning curriculum policy, disciplinary pedagogy and moral education, this review synthesises evidence on how character‐related aims are embedded in humanities subjects such as literature, history, philosophy and social studies. Following PRISMA‐ScR guidelines, 806 records were screened, with 26 empirical studies and policy documents analysed in depth. The review identifies two broad patterns of curricular integration: explicit approaches, where virtues or character outcomes are formally articulated in curriculum frameworks and learning objectives, and implicit approaches, where character development is pursued through pedagogical practices, classroom dialogue and interpretive engagement with disciplinary content. Across contexts, the humanities emerge as a key site for ethical inquiry, offering opportunities for moral reasoning, perspective‐taking and civic reflection, while also raising concerns about curriculum overload, teacher preparedness, assessment and the risk of ideological prescription. Rather than treating character education as a discrete programmatic intervention, the review conceptualises it as a curriculum‐making activity shaped by disciplinary traditions, cultural values and policy logics. It argues that character education in the humanities is most productively understood as a reflective, dialogic and context‐sensitive practice that aligns ethical formation with the core purposes of humanities education. The review concludes by identifying implications for curriculum design, teacher education and future research, highlighting the need for comparative, longitudinal and student‐informed studies that attend to how character education is experienced and interpreted within diverse humanities classrooms.

This research is motivated by the low level of children’s moral behavior, which is indicated by a gap between religious knowledge and the practice of Islamic values in daily life. Islamic religious education still tends to emphasize memorization rather than value internalization and moral development. This study aims to examine the effect of Islamic religious education on the moral development of children in Kampung Cibalung, Bogor. The research employed a quantitative approach using a survey method. The population of the study consisted of parents who have school-aged children in Kampung Cibalung, Bogor, with a sample of 40 respondents selected through probability sampling techniques. Data were collected through a closed-ended questionnaire using a four-point Likert scale and distributed online. The data were analyzed using descriptive statistics and simple regression analysis. The results indicate that Islamic religious education has a significant effect on children’s moral development, with a significance value of 0.000 and a coefficient of determination of 55.4%. These findings demonstrate that Islamic religious education has a strong contribution to shaping children’s morals, particularly when it focuses not only on memorization but also on understanding and the application of Islamic values in daily life

Religiosity and learning motivation are important factors that have the potential to support students’ learning achievement, particularly in Islamic Religious Education subjects. This study aims to analyze the profile of students’ religiosity, learning motivation, and learning achievement; the relationship between religiosity and learning achievement; the relationship between learning motivation and learning achievement; and the simultaneous relationship between religiosity and learning motivation and students’ Islamic Religious Education learning achievement at MAN 1 Konawe. This study employed a quantitative approach with a survey method and correlational design. The research population included all 340 students of MAN 1 Konawe, while a sample of 77 students was determined through stratified random sampling using the Yamane formula. Data were collected through a questionnaire that had been tested for validity and reliability. Data analysis was conducted descriptively and inferentially after meeting the prerequisite tests, including normality, linearity, multicollinearity, and autocorrelation tests. Hypothesis testing was carried out using correlation analysis and multiple regression. The results show that students’ religiosity, learning motivation, and learning achievement are in the moderately good category. Religiosity has a positive and significant relationship with learning achievement, and learning motivation also has a positive and significant relationship with learning achievement. Simultaneously, religiosity and learning motivation have a positive and significant relationship with students’ Islamic Religious Education learning achievement at MAN 1 Konawe. These two variables contribute 62.3%, while the remaining 37.7% is influenced by other factors outside this study. The conclusion of the study emphasizes that the better students’ religiosity and learning motivation, the better the Islamic Religious Education learning achievement they attain. These findings imply the importance of strengthening religious values and learning motivation in the educational process to support the improvement of students’ academic achievement.

The phenomenon of cyberbullying is increasingly prevalent and has serious impacts on individuals’ psychological and moral conditions, especially among adolescents. This study aims to analyze cyberbullying through the perspectives of humanity and moral autonomy based on the thought of Immanuel Kant. The method used is qualitative-descriptive with a literature study approach. The results show that cyberbullying contradicts Kant’s categorical imperative, which emphasizes respect for human dignity and actions based on universal principles. Low levels of digital literacy and ethical awareness are the main factors contributing to this behavior. In conclusion, addressing cyberbullying requires not only legal approaches but also the strengthening of moral education and digital ethics to build a more responsible and civilized society.

The rapid development of digital technology has significantly influenced the formation of religious values among students at the elementary education level, including those in Islamic primary schools. Students are no longer limited to learning religious values from formal education and family environments, but are also exposed to diverse and sometimes conflicting values through digital media. This study aims to examine in depth how students negotiate religious values between the school environment and digital media exposure at MI Al Hasanah. This research employs a qualitative method with a case study approach. Data collection techniques include observation, in-depth interviews, and documentation. The participants consist of three students and one Islamic Religious Education (PAI) teacher selected purposively. Data validity is ensured through source triangulation and method triangulation techniques. The results of the study indicate that students possess a basic understanding of religious values through structured learning and habituation activities at school. However, the implementation of these values is not always consistent, especially outside the school environment. Students actively engage in a process of negotiating values when encountering digital content that differs from religious teachings, often balancing between personal interests and normative expectations. The study concludes that the formation of religious values is dynamic and influenced by both internal awareness and external digital exposure, highlighting the need for a more contextual and adaptive approach in Islamic education.

Technological development and globalization over the past decade have affected the decline in the quality of social interaction and the increase in children’s individualistic behavior, making the strengthening of morality and social cohesion through religious education increasingly important. This study aims to describe the role of Al-Qur’an reading guidance in moral development and its contribution to the formation of children’s social cohesion at Madrasah Diniyah Darussalamah. This study employed a qualitative approach with a case study design, involving 15 santri and 1 ustadz selected purposively. Data were collected through observation, semi-structured interviews, and documentation, and were then analyzed descriptively and qualitatively through the stages of data reduction, data presentation, and conclusion drawing. The results showed that Al-Qur’an reading guidance conducted regularly was able to foster discipline, responsibility, and patience among the santri. In addition, this activity also encouraged the formation of positive social interactions, such as mutual respect, waiting for one’s turn, and complying with shared rules. A structured learning pattern and direct interaction between the ustadz and the santri became important factors in the process of internalizing moral and social values. These findings affirm that Al-Qur’an reading guidance functions not only as cognitive learning, but also as an effective means of moral development and strengthening children’s social cohesion, while also providing practical implications for the development of value-based learning that integrates cognitive, affective, and social aspects in religious education.

This study explores the values of akhlakul karimah contained in Serat Wulangreh Pupuh Gambuh, a classical Javanese literary work composed by Pakubuwana IV that aims to guide moral cultivation within society. The research is motivated by the need to strengthen moral education through local wisdom sources that integrate Islamic ethical principles with Javanese cultural heritage. Using a qualitative library research method, this study analyzes textual elements of Pupuh Gambuh supported by primary manuscripts and secondary scholarly literature. The findings reveal that Pupuh Gambuh contains essential moral values relevant to Islamic education, particularly those related to personal ethics such as honesty, humility, patience, prudence, and vigilance and social ethics, including kindness toward relatives, preserving others’ dignity, and maintaining trust. These values demonstrate the richness of Javanese literary tradition in providing ethical teachings that remain significant for contemporary character education.

This study examines the negotiation of cultural values in Lombok Islamic boarding schools through an intercultural perspective. Its main focus is to analyze how pesantren become an intercultural space for negotiating cultural diversity amid modernization, using Bourdieu's theory. A qualitative approach with critical ethnographic methods was used. Data were collected from 36 participants, in-depth interviews with key informants, and document analysis. The findings show that the negotiation of cultural values occurs through three main mechanisms: the transmission of religious knowledge, the formation of student habitus, and the accumulation of cultural capital. This process is revealed through curriculum adaptation, modernization of learning systems, strengthening social networks, strengthening religious practices, and the inclusion of vocational and technological skills. As a result, pesantren emerged as a space where cultural encounters encourage collaboration rather than conflict. These findings contribute to the study of intercultural communication by positioning education as an active and reflective arena for value negotiation. Practically, this study recommends that Islamic boarding school leaders and policymakers integrate inclusive curricula and cross-cultural activities to enhance students' capacity to adapt, collaborate, and lead in diverse societies.

Higher education Islamic Religious Education plays a strategic role in shaping students who not only understand Islamic teachings conceptually but also internalize spiritual values in their daily lives. However, learning practices in universities often emphasize cognitive understanding rather than the integration of cognitive and affective dimensions. This study aims to analyze the implementation of mind mapping in the “Manusia Bertuhan” (Human as a Theistic Being) learning material to integrate students’ cognitive understanding and spiritual awareness in the Management Study Program, Faculty of Economics and Business, Universitas Negeri Makassar, Indonesia. The study employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The participants consisted of 38 management students enrolled in the Islamic Religious Education course in the 2025/2026 academic year, selected through purposive sampling. Data were collected through cognitive tests, a spiritual awareness questionnaire using a Likert scale, observation sheets of student engagement, and assessment rubrics for mind mapping products. Data analysis included descriptive statistics, normality testing, paired sample t-test, normalized gain (N-gain), correlation analysis, and effect size calculation (Cohen’s d) using SPSS. The findings revealed significant improvements in both cognitive and affective domains after the implementation of mind mapping. The mean cognitive score increased from 67.4 to 82.6, while spiritual awareness scores increased from 72.1 to 85.3. The paired sample t-test showed a significant difference (p < 0.001) with a large effect size (Cohen’s d = 0.87). In addition, correlation analysis indicated a positive relationship between cognitive understanding and spiritual awareness (r = 0.61, p < 0.01). These results suggest that mind mapping effectively supports the integration of knowledge and value internalization in Islamic Religious Education learning. The study implies that visual and student-centered learning strategies can strengthen both conceptual understanding and spiritual development of university students. Future studies may expand the design using control groups and broader academic contexts.

This study explores the role of teachers' creative strategies in enhancing students' learning motivation in Islamic Religious Education (IRE) at Vocational High School (SMK) Negeri 4 Kota Jambi, a vocational school in Indonesia. Using a qualitative descriptive research design with a case study approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. The findings indicate that creative teaching strategies, including interactive questioning, contextualization of Islamic values to students' vocational fields, and student-centered activities, positively influence students’ motivation, leading to higher levels of engagement and active participation. In contrast, traditional lecture-based instruction was found to reduce motivation and engagement. The study aligns with motivational theories such as Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory, emphasizing the importance of autonomy, relevance, and mastery in fostering motivation. Despite the positive impact of creative strategies, teachers faced challenges such as time constraints, curriculum demands, and a lack of resources, which limited the consistent implementation of these strategies. This study contributes to the growing body of research on creative teaching practices in vocational education and offers practical insights for improving IRE teaching strategies and motivating students in vocational school settings.

This study aims to analyze the role of the school committee in improving the quality of Islamic Religious Education at Karya Bhakti Private Junior High School. The research employed a qualitative descriptive approach to gain an in-depth understanding of the committee’s involvement in educational activities. The research subjects consisted of the principal, Islamic Religious Education teachers, and school committee members. Data were collected through observation, interviews, and documentation. The data analysis process included data reduction, data presentation, and drawing conclusions systematically. The findings revealed that the school committee has performed its roles as an advisory, supporting, controlling, and mediating body. The committee contributes to program planning, supports religious activities, supervises implementation, and facilitates communication between the school and the community. However, these roles have not been carried out optimally due to limited participation and weak coordination among stakeholders. As a result, although the school committee plays an important role in enhancing the quality of Islamic Religious Education, improvements are still needed to increase its effectiveness. Strengthening collaboration, improving coordination, and increasing active participation from all members are essential to maximize the contribution of the school committee in supporting educational quality.

This article examines how contemporary Indonesian stories of peaceful Islam construct ideas of the “good” Muslim child, focusing on the Rahmatan Series children’s books. It explores at how these books shape children’s moral subjectivities and whether they in support of the broader campaigns fostering moderate, peaceful Islam. Using Critical Discourse Analysis, the study identifies key moral themes, character roles, and ethical positions in the Series. Four dominant constructions of good Muslim children emerge: defenders of religious identity, pioneers of empathy and sacrifice, effective emotional self-regulators, and positive influencers. While the Series aims to promote peaceful Islamic values, the analysis reveals tensions, including the overrepresentation of female protagonists, the privileging of middle-class urban Muslim life, and the absence of non-Muslim moral exemplars. Theoretically, the study contributes to childhood and religious education scholarship by showing how peace-oriented narratives may simultaneously challenge and perpetuates stereotypes and biases. Practically, the findings offer insights for authors, educators, and policymakers, highlighting the need for socially inclusive and gender-balanced narratives. In alignment with SDG 4 (quality education) and SDG 16 (peace and justice), the article calls for Islamic children’s literature that more fully reflects diversity, equity, and interfaith coexistence.

This study examines the gap between the normative purpose of Islamic Religious Education and its empirical reality in educational practice. Although Islamic Religious Education is intended to shape students’ character and encourage the practice of religious values in daily life, moral degradation, violence, and weak value internalization are still found in educational settings, including Islamic-based schools. This study focuses on understanding the process of value internalization in the experiential learning cycle at Sanggar Anak Alam (SALAM) Yogyakarta and its relevance to the reconstruction of Islamic Religious Education methods. Using a qualitative case study approach, this research combines field research and library research. Data were collected through semi-structured interviews with two senior SALAM facilitators, direct observation, and document analysis. The findings show that SALAM offers important pedagogical insights through experiential and dialogical learning, reflective and process-based evaluation, and the facilitator’s role in guiding students’ learning process. Through these aspects, value internalization takes place not only at the level of understanding, but also through experience, reflection, dialogue, and real action in everyday life. This study contributes a pedagogical reflection on how Islamic Religious Education may incorporate more reflective, participatory, and experience-based approaches in supporting value internalization, moving beyond cognitive and one-way learning models.

This study is driven by the rising phenomenon of juvenile delinquency and the decline of religious knowledge among high school students in Palembang City, reflecting a critical identity crisis within urban modernity. The purpose of this research is to analyze the forms and underlying causes of juvenile delinquency, examine its social impacts, and evaluate the effectiveness of collaborative efforts among government, schools, and families. This study employs a qualitative approach with a phenomenological case study design to explore students’ lived experiences in depth. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using the Miles and Huberman interactive model. The findings indicate that juvenile delinquency manifests in various forms, including student brawls, drug abuse, and promiscuity. These behaviors are primarily influenced by the weak internalization of religious values, toxic peer group dynamics, academic pressure, and insufficient parental supervision. Furthermore, the study reveals that delinquency has significant social consequences, such as increased public insecurity, erosion of social trust, and the decline of communal values like mutual cooperation. Efforts made by stakeholders remain fragmented, reactive, and lack sustainable coordination. The study implies the necessity of a holistic and integrative approach that combines local cultural wisdom with the internalization of religious moral values. It recommends shifting from punitive measures to preventive character-building strategies through strengthened collaboration among families, schools, and government institutions to ensure long-term social stability.

Introduction. This article analyzes the interactions between key institutions of spiritual and moral education – the family, school, culture, and public organizations in the context of digital transformation. The relevance of this work stems from a contradiction: despite the obvious need to consolidate educational efforts, actual connections between these entities remain weak, and traditional forms of cooperation are insufficiently adapted to the communicative practices of a digital society. The goal of the study is to identify systemic problems in this interaction and outline prospects for developing new, more effective models. The objectives include identifying problem areas in communication between entities involved in spiritual and moral education at different levels of education, analyzing the potential of digital tools for organizing meaningful dialogue, and developing principles for creating a holistic educational environment. Results. Demonstrate that overcoming the disunity among entities involved in spiritual and moral education is possible through a transition from isolated activities to the design of a networked ecosystem. Conclusion. The article characterizes the main problem areas in spiritual and moral education, presents an overview of promising digital solutions, and provides principles for interaction between its entities in the digital age.

This study examines the revitalization of Pancasila values in the digital era as a strategic framework for strengthening moral and civic awareness among Indonesian youth. Amid rapid technological development and globalization, national identity, social cohesion, and ethical values face increasing challenges. Using a descriptive-analytical method with a conceptual and normative legal approach, the study explores how digital transformation influences moral reasoning, social behavior, and national consciousness. The revitalization of Pancasila is implemented through digital literacy programs, ethical education, and civic engagement reflecting the principles of humanity, unity, democracy, and social justice. Grounded in the 1945 Constitution and Law No. 20 of 2003 on the National Education System, the study highlights the importance of integrating civic, moral, and digital ethics education. It also identifies digital threats such as misinformation, cyberbullying, and online radicalization. A multi-sectoral strategy involving government, educators, and digital communities is proposed to strengthen ethical awareness and ideological resilience among youth.

This study aims to examine the role of Islamic Religious Education (IRE) in the moral development of early childhood and identify the methods used, as well as analyze the factors that influence its effectiveness. This research employs a qualitative library research method by collecting, analyzing, and synthesizing relevant literature sources, including books, scientific journals, and official documents related to IRE and early childhood moral development. The results indicate that IRE contributes significantly to children's moral formation through habituation (ta'widiyah), exemplary modeling (uswah hasanah), storytelling (qashash), and reward and punishment approaches. The integration of Islamic values in early childhood education programs has proven effective in instilling honesty, responsibility, empathy, and respect for others. The role of parents, teachers, and the surrounding environment is also decisive in supporting the success of IRE in shaping children's moral character. This study concludes that IRE is not merely religious instruction, but a holistic approach to character building aligned with early childhood education principles and national education goals in Indonesia.

This research aims to analyze teachers' strategies in internalizing religious values ​​through Islamic Religious Education learning at MI Tarbiyatul Athfal East Lampung Regency, Lampung Province, Indonesia. This research uses a qualitative descriptive approach to gain an in-depth understanding of the strategies implemented by teachers in strengthening students' religious character. Data was obtained from primary sources, including PAI teachers, madrasa heads, and students, as well as secondary sources such as learning implementation plans, assessment documents, and school activity records. Data collection techniques consist of classroom observations, in-depth interviews, and documentation studies. The data were analyzed using an interactive model involving data reduction, data presentation, and drawing conclusions to ensure systematic interpretation of the findings. The research results show that teachers apply integrative strategies in internalizing religious values. These strategies include value-based learning planning, use of participatory and contextual teaching methods, implementation of religious habituation programs, teacher examples, and ongoing behavioral evaluation. These strategies have been proven to make a positive contribution to the development of students' religious character, especially in improving religious discipline, honesty, responsibility, and social attitudes. However, the effectiveness of this strategy is still influenced by several external factors, such as variations in students' family backgrounds and the increasing influence of digital media in everyday life. This research contributes to the development of discourse on the internalization of values ​​in Islamic education by offering an integrative learning model. Practically, these findings provide a framework that can be applied to strengthen character education in Islamic elementary schools.