The purpose of this study is to examine the role of Islamic religious education teachers in addressing the moral crisis faced by junior high school students in Indonesia. This type of research employs a qualitative approach with a case study design. The results of this problem are the role of Islamic religious education teachers in addressing students' moral crisis by being good role models, spreading Islamic values ​​through interesting ways such as storytelling and setting an example, and providing ongoing moral direction and guidance. This task includes building positive character through daily interactions, helping students overcome their moral problems, and ensuring that Islamic religious education lessons are directly related to their lives. The factors that cause the moral crisis at the junior high school level include the impact of the family (minimal character education, poor parenting, and family economic conditions), the social environment (peer influence, wrong associations, and community conditions that do not support education), and technology (the negative impact of gadgets and social media). In addition, internal aspects such as a lack of understanding of moral and ethical values ​​and a lack of positive role models from teachers and parents also contribute. The moral crisis among adolescents is one of the main challenges faced by modern society today. Amidst technological advances, the influence of globalization, and changes in social values, adolescent morality is increasingly exposed to negative external influences. Rapid lifestyle changes, particularly due to widespread access to social media and global culture, have given rise to various moral issues.

The low level of scientific literacy among elementary school students in Indonesia underscores the need for learning innovations that integrate scientific knowledge with religious contexts relevant to students’ lives. In Islamic Religious Education (IRE) lessons, verses about nature have great potential to develop scientific thinking skills, but this potential has not been fully utilized. This study aims to examine how the scientific interpretation approach can strengthen elementary school students' scientific literacy by systematically linking Qur’anic verses to natural phenomena. The study used a qualitative case study design across four elementary schools in Pulang Pisau Regency. Data were collected through learning observations, in-depth interviews with teachers and students, and the analysis of documents, including lesson plans and learning outcomes. The analysis was conducted using the interactive model of Miles, Huberman, and Saldaña with triangulation of sources and techniques to ensure data validity. The results of the study indicate that the scientific interpretation approach improves students’ ability to ask scientific questions, explain evidence-based phenomena, and connect verses about nature with the scientific processes they observe. Exploratory activities recorded the highest average engagement rate of 71%, while the ability to connect verses with phenomena reached 55.5%. In addition to improving cognitive skills, this approach also strengthens students’ scientific and religious attitudes, such as accuracy, curiosity, and awareness that natural phenomena are signs of God’s power. This study concludes that scientific interpretation is a potential approach to improve scientific literacy while building students’ scientific spirituality. However, the success of its implementation still depends on teacher competence and the availability of adequate experimental media. These findings have important implications for curriculum development and for teacher training in Islamic education.

Purpose: This community service aimed to address the low proficiency in Qur'anic reading among students at NU Palangka Raya Middle School, particularly their inability to recognize and pronounce hijaiyah letters correctly. The study focused on improving Al-Qur'an literacy by facilitating effective learning of the hijaiyah alphabet using the Tilawati method, which is essential for proper tajwid application. Method: A Participatory Action Research (PAR) approach was employed, involving five stages: problem identification, joint planning, implementation, evaluation, and follow-up. The intervention targeted Class IX students during PAI (Islamic Religious Education) lessons and utilized the Tilawati method with the "rost" tone to teach hijaiyah letters through rhythmic and engaging recitation techniques. Practical Applications: The program significantly increased student enthusiasm and participation, leading to improved recognition and pronunciation of hijaiyah letters. Teachers observed enhanced engagement and retention, indicating that the Tilawati method can be effectively integrated into regular classroom instruction to make Qur'anic learning more enjoyable and accessible. Conclusion: The implementation of the Tilawati method through a collaborative PAR framework successfully improved students’ foundational Qur'anic reading skills. This approach not only strengthened religious education but also provided a replicable model for enhancing Al-Qur'an literacy in similar educational contexts.

Critical and reflective thinking skills are essential competencies for students to face the challenges of globalization and the development of information technology. Data collection techniques were conducted through interviews and documentation, and analysis using the stages of data reduction, data presentation, and conclusion drawing, with triangulation of sources and techniques to test data validity.The results of the study indicate that the implementation of critical thinking methods in Islamic Religious Education (PAI) learning still faces various obstacles, such as the dominance of conventional methods and a lack of teacher training. However, in educational units that have implemented critical thinking-based learning models such as Problem-Based Learning, Think-Talk-Write, and Project-Based Learning, significant improvements were found in student active participation and analytical skills. Furthermore, these methods also have a positive impact on strengthening students' reflective abilities, particularly in the appreciation of religious values ​​and moral awareness. These findings confirm that integrating critical thinking methods into Islamic Religious Education (PAI) learning can be an effective strategy for developing students who are religious, critical, and contextual in their understanding of Islamic teachings.

Student interest in Islamic Religious Education (PAI) at the elementary school level tends to decline, especially when the learning process is delivered monotonously and lacks context. At MI Ummul Quro, it was found that some students showed a lack of interest in Islamic Religious Education (PAI) lessons, despite the teacher's limited use of storytelling methods. The focus of this study is the use of storytelling methods to increase students' interest in learning PAI at MI Ummul Quro. This study aims to describe the use of storytelling methods in increasing interest in learning PAI in students at MI Ummul Quro, including aspects such as interest, participation, understanding, internal motivation, and the ability to apply religious values in everyday life. The method used was descriptive qualitative research with a case study approach. Data collection techniques included observation, interviews, and documentation, while data analysis utilized the interactive model of Miles and Huberman. The results showed that the use of Islamic storytelling methods delivered in an engaging and interactive manner significantly increased students' interest in learning. Students became more enthusiastic, more active in learning activities, better understood the material, and demonstrated increased internal motivation and religious behavior.

This study aimed to analyze and identify obstacles to the development of students' Islamic creativity at SMP Negeri 2 Reteh in Islamic Religious Education lessons using project-based learning. This study used a qualitative approach with descriptive phenomenology. Data collection techniques included observation, interviews, and documentation. The results showed that the implementation of project-based learning had a positive impact on the development of students' Islamic creativity, particularly in aspects of responsibility, honesty, self-confidence, and active participation in the learning process. Students were able to discuss, convey ideas, and complete projects effectively. Challenges faced by teachers included time management, lack of supporting facilities, and differences in student ability levels. Thus, project-based learning has proven to be an effective learning alternative for developing students' Islamic creativity in secondary schools.

This research aims to identify and analyze various approaches used by Islamic Religious Education teachers in improving Qur'an reading skills among 6th-grade students at SDN 1 Tempursari in the 2024/2025 academic year. The study employs a descriptive qualitative methodology, collecting data through participatory observation, in-depth interviews, and document analysis. Research participants include Islamic Religious Education teachers, school principals, and 6th-grade students. The research findings reveal that strategies implemented by Islamic Religious Education teachers include: (1) application of the Iqro' method adapted to each student's proficiency level; (2) utilization of audio-visual learning media and digital applications for Qur'an learning; (3) organization of peer tutoring study groups; (4) implementation of regular Qur'an recitation activities for 15 minutes before Islamic Religious Education lessons begin; and (5) establishment of collaboration with parents and local Qur'anic Education Centers (TPQ) in the school environment. Several factors supporting the success of these strategies include supportive school policies, availability of adequate facilities and infrastructure, and active parental involvement. Meanwhile, factors hindering strategy implementation include limited time allocated for Islamic Religious Education learning, diversity in students' basic abilities, and minimal habituation of Qur'an reading in the family environment. Based on the research results, several recommendations are proposed including increasing time allocation for Qur'an learning, developing religious extracurricular programs, and optimizing parents' role in accompanying children learning to read the Qur'an at home.

Many students still feel uncomfortable when taking Islamic Religious Education (PAI) lessons, especially when asked to express their opinions or speak in front of the class. This condition makes it difficult for teachers to create an active, interesting, and fun learning atmosphere. This study aims to: (1) describe and analyze the teacher's strategy in improving students' self-confidence, and (2) describe and analyze the factors that influence students' self-confidence. This research uses a descriptive qualitative approach, by collecting data from teachers and students in grades X and XI through observation, interviews, and documentation. The results showed that methods such as group work, ice breaking, presentation tasks and support in the form of praise and motivation from teachers have a positive impact on building students' self-confidence. External factors such as encouragement from family, peers, and involvement in P5 activities are also significant supporters. In conclusion, students' self-confidence in PAI learning can be improved by combining interactive learning strategies and a positive learning environment that plays a significant role in developing students' self-confidence in PAI lessons. Keywords: Self-Confidence; Teacher Strategy; PAI Learning.

The development of communication technology in the era of the Industrial Revolution 4.0 has an impact on various aspects of life, including education. This demands that educators create an active, innovative, creative, effective, and enjoyable teaching and learning process. However, in Islamic Religious Education (PAI) lessons, it is often still monotonous and less engaging, which makes students feel bored. On the other hand, the rapid development of communication technology, especially the use of Android devices, presents a great opportunity to create innovations in learning. To address this, PAI teachers at SMK Ma’arif Metro Lampung have innovated by utilizing Android-based mobile learning as a learning medium. This step was taken because the majority of students are already accustomed to using Android devices in their daily lives. This study aims to assess the extent of the utilization of Android-based mobile learning as a learning medium for PAI at SMK Ma’arif Metro Lampung. The research uses a qualitative method, with data collection conducted through observations and direct interviews. Data sources include school archives, the school's website, as well as interviews with the school principal, PAI teachers, and students. The results show that the implementation of Android-based mobile learning as a medium for PAI lessons at SMK Ma’arif Metro Lampung is going well. Although there are some obstacles, such as signal issues and classroom management, the use of mobile learning has proven to be effective and has increased students' interest in PAI learning.

This research intends to illustrate how the implementation of Educaplay: Froggy Jumps media is used to foster students' desire to learn in PAI subjects in grade VII C SMP Negeri 2 Sukodadi. The background of this research stems from the low interest of students in learning PAI lessons which tend to be monotonous due to conventional learning methods. Froggy Jumps was chosen because it is digital-based and has interactive features that appeal to students. This research uses a descriptive qualitative approach. Data collection techniques include observation, interviews, documentation. Data analysis is carried out through the process of data reduction, data presentation, and inductive conclusion drawn. Research results show that Froggy Jumps can increase students' interest in learning. Students appear more focused, active, and enthusiastic during learning. Features such as attractive visual displays, sound effects, scores, leaderboards, and deadlines provide more impressive, challenging, and less boring learning conditions. The responses of students and teachers show that Froggy Jumps is able to increase student attention, interest, and active engagement. Therefore, Educaplay: Froggy Jumps is effectively used as a learning medium to increase students' interest in learning, especially in Islamic Religious Education lessons. Keywords: Educaplay: Froggy Jumps, learning media, learning interest, PAI

<p>Education plays an important role in the progress of a country because the improvement of human resources depends on education. Communication in science is very important because others will not know what to do or plan without it. The Inside Outside Circle (IOC) model enters the learning process and helps students become more active in class. The role of teachers is very important in achieving learning objectives. The Inside Outside Circle type of cooperative learning that uses small and large circle patterns emphasizes cooperation, discipline, independence, and critical thinking of students. This is one strategy that can be used to achieve these goals. and encourage them to actively participate in the learning process. This study is about the application of the inside outside circle learning model to improve students' critical thinking behavior in Islamic Religious Education subjects, and the subjects of this study are Islamic Religious Education teachers and all students at SMA Muhammadiyah 10 Surabaya. This study uses a qualitative method with an Ethnographic approach. This is a classroom action research with three cycles of two meetings each.And for the data collection technique I use observation, interviews, and documentation. Observation is done by observing the learning that takes place. Compared to previous studies, this study measures students' critical thinking skills and their learning outcomes by using the Inside Outside Circle learning model in Islamic religious education lessons at SMA Muhammadiyah 10 Surabaya. The Inside Outside Circle model is a learning model that utilizes real problems as a basis for students to learn and allows them to improve their ability to construct their own knowledge.</p>

Background: This study was motivated by issues in Islamic Religious Education (PAI) lessons at SDN 045/V Teluk Nilau, particularly about "Welcoming Puberty." Objective: This study aims to improve the learning outcomes of fourth-grade students by applying the Problem-Based Learning (PBL) model to the topic of "Welcoming Puberty." Method: The method used in this study was a quantitative approach with data collection through observation and testing. The respondents in this study were 12 fourth-grade students at SDN 045/V Teluk Nilau. Result: The application of the PBL model can increase students' interest in learning, understanding of concepts, and motivation, which has an impact on improving their learning outcomes. Based on the test results, students significantly improved their understanding of the material taught. Conclusion: The PBL model effectively improves students' learning outcomes on the material "Welcoming Puberty" and positively impacts students' interest and motivation to learn. Contribution: This study contributes insights for teachers to apply more interactive and relevant learning models, which can improve the quality of Islamic Education learning in elementary schools and open opportunities for further research in developing more varied and effective learning methods.

This research focuses on the development of the REACT learning model and implementation in Islamic Religious Education (PAI) lessons in Madrasahs, specifically observing the impact and effectiveness of implementing this model in classes XI-A and XI-B at MAN 2 Medan Model in the context of Merdeka Curriculum with a mixed method approach. Qualitative data were obtained through observations, interviews, and documentation, while quantitative data were obtained by analyzing the phenomenon of PAI education from recording learning outcomes and teacher-student perceptions. The results show that the REACT model is able to increase students' active involvement, contextual understanding, and religious values in real life. Quantitatively, there was an increase in the average student score from 72.1 to 84.7 after the application of the model, with the t-test results showing significance at p < 0.05. In addition, 80% of students agreed that learning became more interesting and easy to understand, as well as effectively applied in supporting PAI learning.

This study examines the values of belief in God as the foundation of spiritual ethics in Serat Kitab Kalam Qodrat (SKKQ), a classical Javanese literary work rich in Sufi teachings. Employing a hermeneutic approach, the research explores the symbolic and theological meanings of key concepts such as tauhid (divine unity), qodrat (divine power), iradat (divine will), iman (faith), ma‘rifat (gnosis), prayer, and remembrance (dhikr). The data is based on the transliterated version by Sulistianingsih (2016). The findings reveal that SKKQ presents tauhid not only as a theological doctrine but also as an ethical guide, promoting surrender (sumeleh) to divine will and encouraging socially grounded spiritual behavior. The Qur’an is also portrayed as a symbol of divine knowledge, emphasizing the text’s role as a medium for transcendence and inner transformation. Thus, SKKQ offers relevant insights into religious moral education and spiritual reflection amid the ethical crisis of modern society.

The objectives of this study are: (1) To examine in depth the spiritual attitude of grade XII students at Tugumulyo State High School. (2) To study the efforts of Islamic religious education teachers in shaping the spiritual attitude of grade XII students at Tugumulyo State High School. This research is qualitative with a descriptive analysis approach, so the researcher will go directly to the field (field research) to dig up as much information as possible needed in this research. The data collection techniques used by the researcher are observation, interviews, and documentation. The results of this study conclude that (1) the spiritual attitude of grade XII students at Tugumulyo State High School, including the following: Getting used to and carrying out prayers in congregation and on time, getting used to reciting the Qur'an or reciting, always saying thayyibah sentences, getting used to praying before and after doing activities, and politeness in attitude. (2) The efforts of Islamic Religious Education Teachers in shaping the spiritual attitude of grade XII students at Tugumulyo State High School, including the following: Teachers use methods to form spiritual attitudes, carry out and habit of behaving following the demands of karimah exemplified by the Prophet, get used to dhuha prayers and congregational dzuhur prayers to improve worship discipline, hold study or recitation activities for additional knowledge about Islamic teachings, development of religious behaviour through Islamic religious education lessons, and providing punishment according to students' violations.

This research aims to analyze the impact of teachers' pedagogical competence in building students' social interaction in Islamic Religious Education (PAI) subjects at SMAN 4 Palangka Raya. The pedagogical competence examined includes seven indicators: mastery of student characteristics, mastery of learning theory, curriculum development, implementation of educational learning, student potential development, communication, as well as learning assessment and evaluation. This research uses a qualitative narrative approach with one PAI teacher and 12 grade XI students as informants. Data collection techniques were conducted through in-depth interviews, observation, and documentation, which were then analyzed descriptively through data reduction, data presentation, and conclusion drawing processes. The research results show that teachers have attempted to apply pedagogical competence in the learning process, but its implementation is still limited to lecture methods, less varied use of learning media, and communication that is not yet fully two-way. This impacts the low active participation of students and limited development of healthy social interactions in the classroom. These findings confirm the importance of strengthening teachers' pedagogical competence through reflective training and the use of more inclusive learning strategies. This research contributes to the development of PAI learning approaches that not only focus on cognitive achievement but also encourage character building and students' social skills, which are essential in addressing educational challenges in the 21st century era.

Interest is a desire that motivates students to participate in learning. Interest is very influential on the goals of students in the future. With interest, students will build various desires to achieve these desires in the future. At the same time, Islamic religious education learning is learning that learns about everyday life by referring to the Koran and hadith. The Islamic Religious Education learning is developing in Madrasah Ibtidaiyyah, Madrasah Tsanawiyyah, and Madrasah Aliyah. There are even many schools that prioritise Islamic religious education learning compared to general knowledge, from several schools surveyed, where Islamic religious education learning teachers use the lecture method. Some teachers have used the audio-visual method. This study aims to determine the interest of Madrasah Tsanawiyyah students in Islamic Religious Education learning, especially in the current era.

Learning is a complex process that involves a person physically and mentally throughout his life. The learning process occurs because of the interaction between a person and his environment. Therefore, learning can occur anytime and anywhere. One sign that a person is said to have experienced a learning process is a change in behavior in that person which includes changes in the level of knowledge, skills, and attitudes. The interactions that occur during the learning process are influenced by the environment, which includes students, teachers, librarians, principals, learning materials (books, modules, magazines, video or audio recordings, etc.) and various learning resources and facilities (overhead projectors, radio, television, computers, libraries, etc.). In the teaching and learning process, the presence of media has a fairly important meaning. Because in these activities, the ambiguity of the material presented can be helped by presenting media as an intermediary. Although the initial goal of learning is good, if it is not supported by the right media, this good goal is very difficult to achieve properly. A media in learning will affect whether information is complete and on target or not, and affect the final results of the learning process. However, even so, there are still many educational institutions that are less concerned with the existence of media. It is proven that there are many cases of educators who do not use media in accordance with the material being taught, so that in learning Islamic religious education, students have many difficulties in absorbing and understanding the lessons delivered, Educators have difficulty delivering lesson materials, many students feel bored with Islamic religious education lessons. This can be identified as a problem of lack of understanding of educators in the application of media in the learning process.

<p><em>The purpose of this study was to examine the implementation and realization of contextual learning strategies at PKPPS Subulussalam Ploso Surabaya and their influence on the quality of students' level of understanding in Islamic Religious Education (PAI) subjects. This study used a qualitative descriptive approach method by means of observation, direct interviews with educational experts and students, and documentation of research results. The results of the study indicate that, implicitly, the PAI learning process at PKPPS Subulussalam has implemented the principles of contextual learning. This strategy involves direct experience and role models by teachers, who are able to link teaching materials to real-life situations. This can improve students' understanding, especially in the internalization of Islamic values. The pesantren-based learning process that emphasizes real practice and role models also plays an important role in the success of this strategy. The research findings confirm that contextual learning has great potential to improve the effectiveness of Islamic religious education, especially in a multicultural environment. By combining learning materials with experience, learning becomes more relevant and meaningful. Therefore, this strategy can be used as an alternative learning model that supports improving the quality of understanding of Islamic values in the modern era.</em></p>

The subject of the opinion is a draft regulation of the Minister of Education providing for a reduction, from September 2025, of the number of religion lessons to one per week and imposing on school principals the obligation to place religion lessons before compulsory educational activities on a given day or after the end of these classes. In addition, the draft clarifies that the rules regarding the organization of religious education and ethics in an inter-unit or inter-class group will be applied in the case of organizing religious education or ethics in an inter-school group or at an extra-school catechetical point. These are proposals for further changes unfavourable for students attending religion and ethics classes - after the Ministry of National Education excluded the possibility of including grades in these subjects in the average and after regulations facilitating the creation of inter-class groups in which students of different years would learn religion or ethics in one class. The Ordo Iuris Institute has sent comments to the Ministry of National Education on the draft regulation of the Minister of Education amending the regulation on the conditions and method of organizing religious education in public kindergartens and schools in the version of September 30, 2024 (number in the list of legislative works of the Minister of Education - 38). The comments pointed out, among other things, that limiting the competences and freedom of the local school community in determining the weekly schedule of classes is inconsistent with the principle of subsidiarity resulting from the preamble to the Constitution of the Republic of Poland. The introduction in the form of a regulation of a restriction on the organization of religious education and ethics lessons, as referring to the constitutional right to education and the right to teach religion as a subject in school, is inconsistent with the requirements that the Constitution of the Republic of Poland places on law limiting human rights and freedoms. The obligation to organize religious education and ethics lessons before or after the end of compulsory educational activities on a given day raises justified doubts in terms of compliance with Article 12 paragraph 1 of the Concordat. Making it difficult to attend religious and ethics classes leads to a violation of the constitutional right to education, and in the case of religious classes – also the freedom of religion, manifested, among other things, in the freedom to teach it as a school subject. Such a situation also violates the right of parents to raise their children according to their own beliefs, including the sphere of moral and religious education and upbringing, and also leads to actual discrimination of students wishing to attend religious or ethics classes.