This study examined the influence of the apostolic work of religious congregations on the spiritual growth of students in the diocesan schools of Alaminos City, Pangasinan, as a basis for proposing a training program for religious sisters. Employing a descriptive-correlational research design, the study involved 25 religious sisters and 75 students as respondents. Data were gathered using a researcher-made questionnaire that measured the level of influence of apostolic work in terms of teaching and academic formation, service and outreach programs, catechesis and religious education, vocation promotion, and counseling and guidance. The validated questionnaire was administered using Google Forms, an online survey platform that allows efficient distribution, data collection, and management. The used of an online questionnaire ensured accessibility, convenience, and anonymity for respondents, which may enhance response accuracy and honesty. Online data collection tools such as Google Forms have been found to be reliable and effective in educational research, especially in terms of reaching respondents efficiently and minimizing data entry errors (Evans & Mathur, 2018; Regmi et al., 2017). Descriptive statistics, correlation analysis, and the Mann–Whitney U test was used to analyze the data. The most significant problems encountered by religious sisters in implementing apostolic work relate to time and workload management which ranked as the top concern. difficulties in balancing teaching responsibilities with apostolic duties, limited time and spiritual renewal, and work-related fatigue were frequently reported. Other challenges include limited training and professional development, particularly in spiritual and counseling and faith integration, as engagement in some apostolic activities. Issues related to institutional support and collaboration, such as limited involvement of school leadership and insufficient coordination with lay teachers, were also noted, though the rank lower. These challenges suggest that while apostolic work is highly valued, its effective implementation is constrained by structural, organizational, and capacity related factors that needs to be address for sustainability. Result further showed that there was no significant relationship between the level of apostolic influence and most profile variables of the religious sisters, except for language or dialect spoken. A significant difference was found between the perception of religious sisters and students, with religious rating the influence of apostolic work higher. Based on these findings, a structured and responsive training program is necessary to sustain and enhance apostolic work by addressing identified challenges, strengthening pastoral, pedagogical, and relational competencies, and aligning apostolic initiatives more closely with students’ needs to ensure continued spiritual growth in diocesan schools.

ABSTRACT Lucian’s Anacharsis, a satiric and Socratic dialogue about the value of sport, was written in the second century CE when dangerous gladiator fights and chariot races were common, yet its concern is with Greek athletics, especially the use of gymnastic training as civic education. How can a city like sixth-century BCE Athens claim to be improving itself by having its youth beat one another to a pulp? This paper surveys the relationship among death, pain and virtue in ancient Greek and Roman sport by comparing ostensibly historical cases of athlete deaths with philosophical observations from Plato, Aristotle and Lucian’s Anacharsis. What emerges is an ancient philosophy of dangerous sport that considers pain and the risk of death necessary for sport to serve as moral education and thereby to benefit the community. Death is never the object of sport, however, and the nature of necessary risk is understood to vary with the cultural and historical context. The social benefit of dangerous sports depends on the risk being appropriate to challenge the athletes’ skills, and on the audience identifying with the athlete in a way that inspires the pursuit of excellence in activities beyond sport.

A.P.J. Abdul Kalam, widely known as the “Missile Man of India,” was not only a distinguished scientist but also a visionary leader, educator, and social reformer. He envisioned a progressive and self-reliant India driven by knowledge, innovation, and technological advancement. During his presidency, Dr. Kalam emphasized two crucial pillars for national development—education and information technology. He strongly advocated for a skill-based and technology-integrated education system that could meet the demands of a rapidly evolving world. Dr. Kalam’s vision of transforming India into a global technological power through advancements in science and technical education remains highly relevant in today’s educational landscape. He proposed the development of virtual universities and digital classrooms to make quality education accessible to all. According to him, the education system should be structured in a way that nurtures individuals into job creators rather than mere job seekers. He firmly believed that education is a powerful tool for the economic growth and technological progress of any nation. His contributions have significantly influenced modern educational concepts, including curriculum development, science education, women’s education, value-based (moral) education, and the promotion of virtual laboratories and universities. This paper aims to analyze Dr. A. P. J. Abdul Kalam’s contributions to the modern education system and explore the relevance of his educational ideas in the present context. Keywords: A.P.J Abdul Kalam, Educational Thoughts, Digital Learning, Vision for Education, Quality Education.

This study examines the pedagogical value of the Aptitude–Treatment Interaction (ATI) learning model in supporting higher-order evaluative thinking skills (C5) within Islamic Religious Education (IRE). A quantitative quasi-experimental design with a posttest-only control group was employed to compare learning outcomes between students taught using the ATI model and those taught through a conventional expository approach at SMP Negeri 21 Bandar Lampung. Data were analyzed using an independent sample t-test. The results indicated no statistically significant difference in evaluative learning outcomes between the experimental and control groups (p = 0.279). Nevertheless, classroom implementation revealed that the ATI model enhanced student engagement, participation, and motivation by aligning instructional treatments with students’ aptitude levels. These findings suggest that the instructional benefits of ATI may not be fully reflected through outcome-based statistical comparisons alone, particularly when assessing complex cognitive processes such as evaluative thinking. The theoretical contribution of this study lies in extending the ATI framework to higher-order cognitive assessment (C5) within IRE, an area that has received limited empirical attention. Rather than functioning solely as an outcome-enhancing model, ATI is positioned as an adaptive instructional mechanism that supports differentiated learning processes and meaningful engagement in value-oriented subjects.

This study aims to analyze the implementation of Artificial Intelligence (AI) in Islamic Religious Education learning and its influence on the development of students’ religious character at SMA Negeri 1 Makassar. The research is grounded in the increasing use of AI in educational processes, which presents both opportunities and challenges in internalizing religious values. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic data reduction, data display, and conclusion drawing. The findings indicate that AI implementation occurs adaptively through educational chatbots, moral case analysis, and technology-assisted reflective discussions. AI enhances student engagement, contextual understanding of Islamic teachings, and digital responsibility awareness when guided by proper pedagogical supervision. However, unreflective use may lead to dependency and superficial value internalization. The study concludes that AI can support religious character formation when integrated ethically and systematically. Therefore, strengthening religious digital literacy and establishing school regulations are essential to ensure that AI utilization remains aligned with the goals of Islamic education.

The implementation of the Independent Curriculum represents a significant reform in Indonesia’s education system, emphasizing flexibility, student-centered learning, and character development. However, its application in Islamic Religious Education (IRE) within madrasahs remains underexplored, particularly in regional contexts such as West Aceh. This study employed a qualitative descriptive approach to investigate the implementation of the Independent Curriculum in IRE. Data were collected through semi-structured interviews with 3 madrasah principals and 12 IRE teachers, complemented by document analysis. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings indicate that the Independent Curriculum has been implemented across madrasah levels (MI, MTs, and MA) with institutional support through training, supervision, and provision of learning resources. Teachers demonstrated adequate ability in planning teaching modules, applying student-centered learning methods, and conducting formative and summative assessments. However, challenges persist, including limited teacher competence in differentiated instruction, inadequate use of information technology, and difficulties in designing varied assessment instruments. Efforts to address these challenges include participation in professional development, collaborative learning among teachers, and increased institutional support. The study highlights that while implementation is generally progressing well, its effectiveness is contingent upon teacher readiness and continuous professional development. Strengthening pedagogical competence and digital literacy is essential to optimize curriculum implementation. The Independent Curriculum in IRE has been implemented with moderate success in West Aceh madrasahs, but targeted interventions are needed to enhance teacher capacity and ensure more effective and sustainable implementation.

Contemporary Qur'anic studies have been increasingly shaped by contextual, literary, and hermeneutical approaches, yet relatively little attention has been given to how classical transmitted exegesis continues to function as a rigorous interpretive system in modern scholarship. While Ibn Kathīr is among the most widely referenced classical exegetes in the Muslim world, his tafsīr is often treated as a traditional authority rather than critically examined as a structured exegetical methodology with contemporary relevance. This article seeks to fill that gap by reassessing the textual authority and exegetical method of Salafī tafsīr through the interpretive framework of Ibn Kathīr. Using a qualitative library research design, this study analyzes primary classical sources, especially Tafsīr al-Qur'ān al-'Aẓīm, alongside modern scholarly discussions on Salafī exegesis, hadith-based interpretation, and contemporary Qur'anic thought. The analysis is conducted through descriptive, intertextual, and conceptual approaches to examine the epistemic hierarchy of Ibn Kathīr's method, including the use of intra-Qur'anic interpretation, Prophetic traditions, Companion reports, linguistic analysis, and critical engagement with Isrā'īliyyāt. The study finds that Ibn Kathīr's exegetical method is not merely a conservative reliance on transmitted materials, but a disciplined hermeneutical model that combines textual fidelity, source criticism, and interpretive coherence. His tafsīr reflects a structured balance between naqlī authority and controlled rational inquiry, making it especially relevant in the face of contemporary challenges such as interpretive subjectivism, decontextualized scriptural readings, and the rapid spread of unverified religious knowledge in digital environments. At the global level, this study contributes to contemporary Qur'anic studies by demonstrating that classical Salafī exegesis can still offer a productive methodological framework for discussions of textual authority, authenticity, and responsible interpretation. It also provides a critical intellectual resource for broader debates on religion, knowledge, and hermeneutics in an increasingly plural and digitized world.

ABSTRACT Developing critical thinking is a core aim of higher education, particularly in Buddhist studies where students engage with complex philosophical and ethical issues. Although Group Investigation (GI) has been widely examined in secular higher education contexts, empirical evidence of its effectiveness in text-centred religious higher education especially Buddhist Dharmacarya programmes remains limited. This study examined the impact of Group Investigation (GI), a cooperative learning strategy structured around student-led inquiry (topic selection, question formulation, investigation, synthesis, and presentation), on the critical thinking of Dharmacarya undergraduates (a Buddhist higher education track preparing students for teaching and community-based religious instruction). Using a quasi-experimental pre-test – post-test control group design, 120 students were divided into GI (n = 60) and lecture-based (n = 60) groups. Over six weeks, the GI group engaged in collaborative inquiry anchored in canonical text analysis and ethical problem prompts, while the control group received traditional lectures. Critical thinking was assessed with a validated Higher Order Thinking Skills test (Cronbach’s α = 0.82), covering analysis, evaluation, and problem-solving domains. Results indicated significantly higher gainscores for the GI group (0.56 ± 0.07) compared to the control (0.32 ± 0.06), t(118) = 12.54, p < 0.001, d = 1.20. Post-test means also favoured GI (79.25 ± 5.98 vs. 67.80 ± 5.55). GI promoted deeper reasoning, collaboration, and engagement, suggesting its strong potential for Buddhist higher education curricula and extending evidence for GI to a religious higher education context characterised by hierarchical and lecture-centred traditions.

This study explores the integration of digital technologies into the development of a humanistic pesantren curriculum aimed at strengthening 21st-century competencies. The primary objective is to examine how digital tools can enhance the learning experience in pesantren while preserving Islamic educational values. The research follows a Systematic Literature Review (SLR) approach, utilizing frameworks like Social Cognitive Theory, Technology Acceptance Model (TAM), and Institutional Theory to analyze existing studies from Southeast Asia, particularly Indonesia, and global perspectives on digital integration in Islamic education. The methodology involves synthesizing findings from a wide range of quantitative and qualitative studies, focusing on the challenges and benefits of digital technology in religious educational settings. The analysis identifies key themes such as digital leadership, technology adoption, and the integration of 21st-century skills like creativity, critical thinking, and collaboration. Notably, the findings reveal that while digital tools have enhanced engagement and academic outcomes, there remains a significant gap in understanding their long-term impact on students' religious identity and moral development. The integration of technology must align with Islamic values to ensure that it complements, rather than undermines, the core principles of religious education. This review offers a novel perspective by proposing a holistic curriculum model that balances technology with religious teachings. Future research should focus on longitudinal studies to assess the long-term impact of technology on students' spiritual growth, as well as develop context-specific theoretical frameworks that address the unique challenges of digital integration in Islamic education. The findings underscore the importance of culturally grounded curriculum and policy development for sustainable digital transformation in Islamic education.

This study explores the influence of Indonesia's school literacy initiative program, also known as the school literacy movement (SLM), on academic achievement and religious character formation among Hindu students at Bali Mandara State High School. The SLM’s effects within Bali’s predominantly Hindu community provide a perspective on how literacy initiatives intersect with cultural and religious education in a largely Muslim country. The objective of the study was to assess the transformative impact of the SLM on both educational outcomes and character development, specifically examining its alignment with Hindu teachings. A qualitative approach was employed, with data collected through semi-structured interviews and document analysis of school records, literacy journals, and curriculum materials. This study employed descriptive analysis with the following stages: data reduction, data presentation, conclusion drawing, and verification. The research found that the SLM’s structured stages (habitual, development, and learning) significantly enhanced students’ literacy skills while fostering Hindu values such as respect, harmony, and integrity. Activities such as silent reading and journal writing strengthened students' engagement with Hindu principles, such as Tri Hita Karana. It promotes harmony with God, others, and the environment. Thus, the SLM affects both academic success and the cultivation of religious character.

Factors Influencing High School Students' Attitudes Toward Seeking Professional Psychological Help.

ABSTRACT This study examines the extent to which the two most commonly used Dutch Islamic religious education (IRE) methods in primary schools – Al Amana (‘The Trust’) and Worden wie je bent (‘Becoming Who You Are’) – contribute to citizenship education (CE). A content analysis of the textbooks of these methods was conducted with the help of a conceptual framework addressing four citizenship dimensions: identity, legal status, participation, and rights. The study further assesses how structural and visual elements in the textbooks convey the citizenship dimensions and evaluates pedagogical and didactic aspects, such as values education, teaching methods, and learning objectives. The findings show that both methods support CE to varying degrees, but neither embraces the full potential of Islamic religious education for CE. Al Amana tends to emphasise a distinctly Muslim identity and focuses on value transfer, which may limit pupils’ participation in broader civil society and their engagement with universal rights. Worden wie je bent promotes religious and civic identities in a more balanced way, although the stimulation of pupils’ critical reflection on and active participation in Dutch democratic society could be enhanced. The study concludes with recommendations for future research and educational practice.

This study aims to establish a conceptual framework for incorporating Islamic psychotherapy into Islamic religious education as a preventive and non-clinical method for enhancing students' emotional and behavioral well-being. The study addresses the rising incidence of emotional and behavioral issues among children and adolescents amid swift modernization. Despite the traditional emphasis on moral and spiritual growth in Islamic education, there remains an absence of a comprehensive framework that incorporates psychological methodologies alongside Islamic pedagogical principles to tackle modern mental health issues. This study utilizes a conceptual-analytical framework grounded in review, content analysis, and comparative-conceptual analysis. The research integrates classical Islamic psychological principles, current Islamic psychotherapy literature, and contemporary cognitive-behavioral theory through the utilization of authoritative Islamic texts, peer-reviewed psychological research, and secondary empirical data concerning student mental health. The results delineate three categories of psychotherapy integration into Islamic religious education: traditional, modified, and integrative approaches. The integrative model, defined by a cognitively focused and spiritually grounded framework influenced by Abu Zayd al-Balkhi's work, stands out as the most comprehensive model for educational environments. This methodology integrates cognitive restructuring, emotional regulation, and moral habituation within Islamic spiritual beliefs, while upholding distinct ethical boundaries between educators and clinical therapists. The study suggests that Islamic psychotherapy can be pedagogically adapted to enhance students' psychological and spiritual growth without converting educational institutions into clinical environments. The proposed framework contributes to Islamic psychology and religious education by offering a culturally grounded and ethically appropriate approach to promoting student well-being.

ABSTRACT This article explores how superdiversity is navigated in non-formal religious education in minority religious settings in Norway, focusing on Catholic and Muslim contexts, both shaped by immigration. First, drawing on survey data on Muslims and existing data on Catholics in Norway, we delineate and explore what superdiversity among Catholics and Muslims in this context entails. We then turn to our qualitative data based on fieldwork in eight Catholic and Muslim religious education settings. We find that linguistic, cultural, national and generational superdiversity is navigated in often pragmatic ways, while teaching methods and languages used are mobilised to address participants’ needs, within limited available resources. Thus, everyday pragmatism – anchored in shared faith and collective purpose – can enable participants to navigate difference without erasing it and may foster cohesion through practice rather than prescription. The insights from Catholic and Muslim experiences discussed in this article, we suggest, can contribute to contemporary debates in religious education research, highlighting how cooperation, flexibility, and shared meaning can sustain community and learning in superdiverse societies.

Research objectives: 1) To determine the development of Islamic Religious Education teaching materials in improving understanding of Al-Islam in SDIK Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City. 2) To determine the level of understanding of Al-Islam in SDIK Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City. This research uses a qualitative method. The data needed in this study are in the form of observation, interviews, and documentation. All data collected are analyzed in the form of data reduction, data presentation, and drawing conclusions. The results of this study indicate that 1) the development of Islamic religious education teaching materials in improving the understanding of Al Islam in students of SD Islam Karakter Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City is carried out by referring to the 2013 curriculum that has been set by the Ministry of Education which includes textbooks, online materials and scientific articles then educators also try to develop teaching materials by educators attending workshops to update teaching methods which include designing lesson plans, developing content and compiling questions and making interesting presentations. 2) the level of understanding of Al Islam in students of SD Islam Karakter Akhlakul Karimah Sudiang, Biringkanaya District, Makassar City through the development of teaching materials and evaluations such as daily tests, assignments and direct observation and questions and answers, the level of student understanding in general is good with most students being able to master the basic material of education about Al Islam but there are some students who still need further guidance in the concept of Al Islam education.

Spiritual formation has become a central concern in Christian higher education, particularly in responding to the moral, existential, and psychosocial challenges faced by university students in the Global South. Situated within the Indonesian context, this study examines how spiritual formation is negotiated amid academic pressures, institutional expectations, and socio-cultural realities shaping Christian higher education. Employing a qualitative phenomenological approach, data were collected through in-depth interviews and reflective narratives involving students and lecturers at Calvary Baptist Theological College, Jakarta, Indonesia. The findings reveal that spiritual formation emerges through three interrelated dimensions: (1) transformative learning experiences, (2) relational and pastoral engagement, and (3) the integration of faith, identity, and academic life. Within this context, Christian education is not merely perceived as cognitive religious instruction but as a formative and dialogical space where students actively construct meaning, spirituality, and vocation while navigating academic demands and communal religious expectations. This study contributes to the discourse on Christian religious education by offering an experiential framework for spiritual formation that reflects the distinctive dynamics of Indonesian Christian higher education and provides insights for curriculum development and pedagogical practices in Global South contexts

This study aims to analyze the use of Wordwall-based learning media in improving student learning outcomes in Islamic Religious Education (PAI). The study used a qualitative approach with a literature study method through the search and analysis of various relevant scientific journals from Google Scholar, SINTA, and nationally reputable journals. The study focused on the implementation of Wordwall in PAI learning, its influence on student motivation and engagement, and its impact on improving learning outcomes. The analysis results show that the use of Wordwall can create more interactive, participatory, and student-centered learning. The available educational game features encourage increased learning interest, activeness, and intrinsic motivation of students. Several studies reviewed also show a significant difference between pretest and posttest scores after the implementation of Wordwall, indicating an increase in learning outcomes. In addition to impacting cognitive aspects, this media also supports character strengthening and internalization of Islamic values ​​contextually. Thus, Wordwall can be categorized as an effective and relevant digital learning media in supporting the improvement of the quality of PAI learning in the technological era.

Christian Religious Education (CRE) carries a formational mandate that extends beyond the transmission of theological knowledge toward the holistic formation of faith, character, and lived Christian identity. However, in many formal educational contexts, CRE remains dominated by cognitive and instructional approaches, while students’ spiritual experiences are insufficiently integrated into the curriculum. This study explores how the integration of spirituality and cognition is experienced and understood by Christian Education students within the CRE curriculum. Employing a qualitative descriptive approach, data were collected through open-ended questionnaires completed by 20 students and semi-structured interviews with seven purposively selected students at a Baptist theological seminary in Jakarta, Indonesia. The data were analyzed using thematic analysis. The findings indicate that spirituality–cognition integration is experienced as a formational learning process that connects theological knowledge with personal reflection, spiritual growth, and everyday Christian practice. By foregrounding students’ lived experiences, this study offers an empirically grounded contribution to discussions on holistic Christian education, particularly within Global South contexts

В статье рассматривается значение проблем образования и воспитания в контексте тюркского мировоззрения как ключевого фактора формирования национального духа казахской молодежи. Автор подчеркивает, что, несмотря на признание образования и воспитания фундаментальными основами развития общества, их эффективность раскрывается лишь в сочетании с нравственными и духовными ценностями, составляющими ядро тюркской философии. В ходе исследования проводится анализ духовного наследия выдающихся мыслителей — Аль-Фараби, Ахмета Яссауи, Шакарима, Абая и других представителей тюркской интеллектуальной традиции. Особое внимание уделяется их взглядам на гармонию знания и нравственности, духовное совершенствование личности, воспитание ответственности и стремления к общественному благу. Проблема сохранения национального сознания и культурной целостности в условиях глобализации рассматривается через призму идей тюркской философии, где устойчивость духовных основ общества определяется преемственностью ценностей. Доказано, что учение Яссауи о добродетели, духовной зрелости и социальной ответственности может служить методологической опорой в воспитании современной молодежи. В статье также раскрывается роль национальных ценностей, родного языка и духовно-нравственного воспитания в системе образования. На основе анализа делается вывод о том, что духовно-нравственное воспитание, основанное на тюркском мировоззрении, является важнейшим механизмом укрепления национального иммунитета, сохранения идентичности и формирования устойчивого национального духа.

This study aims to critically examine the implementation of Higher Order Thinking Skills (HOTS)-oriented assessment in the first-semester final examination of Islamic Religious Education (IRE) at SD IT Anak Shaleh, with particular attention to the coherence between instructional planning, classroom enactment, and evaluative practices in fostering students’ higher-order cognitive capacities. Employing a qualitative descriptive design with a content analysis approach, the research collected data through non-participant observation, semi-structured interviews, and systematic document analysis of assessment instruments, syllabi, learning outcomes, and institutional archives. This study analysed data through iterative stages of reduction, categorical display, and inferential interpretation and ensured credibility through methodological and source triangulation, peer debriefing, and audit trail validation. The findings reveal that HOTS-based items predominantly target the L4–L6 cognitive levels of Bloom's Revised Taxonomy and align with the Merdeka Curriculum framework. The integration of the REACT pedagogical model (relating, experiencing, applying, communicating, and transferring) effectively enhanced contextual reasoning, analytical judgment, evaluative reflection, and creative synthesis across core IRE domains, including aqidah, fiqh, and Qur’an-Hadith. Quantitative score trends indicate a substantive improvement in student performance, increasing from an initial range of 50%–65% to 70%–82%, representing gains of 17%–22%, thereby substantiating the efficacy of HOTS-oriented assessment in activating advanced cognitive processes. Despite these contributions, the study faces limitations due to its single-site scope and reliance on qualitative interpretation, which may constrain generalisation. The originality of this research lies in its integrative analysis of learning objectives, instructional processes, and summative assessment within a unified HOTS framework at the primary level, positioning teachers as deliberate designers of cognitive architecture rather than mere evaluators.