Although studies on character education and the formation of students’ social attitudes have been widely discussed in previous research, studies that specifically examine the effect of Sejarah Kebudayaan Islam learning on students’ tolerance attitudes within the madrasah environment remain relatively limited. This study aims to analyze the effect of Sejarah Kebudayaan Islam learning on the tolerance attitudes of tenth-grade students at MAN 3 Solok. This study employed a mixed-methods approach with a quantitative survey design enriched by qualitative data, involving 31 students as respondents selected through the total sampling technique. Data were collected using questionnaires, interviews, and documentation, and were then analyzed using simple linear regression for the quantitative data and descriptive analysis for the qualitative data. The results showed that Sejarah Kebudayaan Islam learning had a significant effect on students’ tolerance attitudes, with a significance value of 0.049 (p < 0.05). Descriptively, most students were in the high tolerance category at 54.84%, while 32.26% were in the moderate category and 12.90% were in the very high category. These findings affirm that Sejarah Kebudayaan Islam learning plays a role in shaping students’ tolerance attitudes within the madrasah environment and strengthens the understanding of the function of history learning as a means of internalizing the values of tolerance. The implications of this study indicate the importance of optimizing Sejarah Kebudayaan Islam learning as part of strengthening character education in madrasahs.

Public speaking is one of the most essential communication skills in both social and religious life (Lucas, 2019). Within the context of the boarding school environment, this skill functions not only as a means of conveying ideas, but also as a medium for developing self-confidence, leadership, and the ability to communicate Islamic values effectively (Harvy Ghaufar & Foreza, 2020; Muttaqin et al., 2025). In practice, not all students share the same perceptions of public speaking activities, since perception is influenced by cognitive, emotional, and social factors (OpenStax, 2020; Röhner & Schütz, 2023). This study aims to examine the implementation of public speaking activities at Salman Assalam Islamic boarding school Cirebon, to identify the obstacles encountered during their implementation, and to analyze students’ perceptions of these activities as part of the process of developing communication skills in the boarding school educational setting. This research employs a descriptive qualitative approach (Creswell, 2014), as its primary objective is to gain an in-depth understanding of students’ perceptions of public speaking activities at Salman Assalam Islamic boarding school Cirebon. The research data were collected through in-depth interviews and direct observation of students involved in public speaking activities. Data analysis was conducted through three main stages: data reduction, data display, and conclusion drawing and verification (Miles & Huberman, 1994). Overall, the findings indicate that public speaking activities at Salman Assalam Islamic boarding school Cirebon serve not only as training for speaking in public, but also as a platform for shaping students’ communicative character through the sensory, cognitive, emotional, and social experiences they undergo (OpenStax, 2020). These four dimensions of perception are interconnected and form a comprehensive understanding of how students evaluate, experience, and respond to the process of communication learning in the boarding school. The success of public speaking activities is strongly influenced by the support of instructors, a conducive learning environment, and students’ reflective experiences at each stage of implementation (Aziz et al., 2020; Röhner & Schütz, 2023). In general, public speaking activities play a significant role in fostering self-confidence, communication skills, and students’ character in accordance with the educational values upheld by Salman Assalam Islamic Boarding School Cirebon.

Abstract Research indicates that beliefs about knowledge and knowing, or personal epistemology, are crucial in shaping students' academic self-perception and motivation. This study aims to reveal differences in students' physics-related sense of belonging (SoB), personal epistemologies, and physics achievement across grade levels (9th-11th) and gender, with a specific focus on variations among school types. The study sample was drawn by convenience sampling, including students from an Anatolian high school and a science-oriented high school in a district of Istanbul. The study participants included 529 high school students. The Physics-Related Personal Epistemology Questionnaire and the Students’ Sense of Physics Belonging Survey were administered in the study. MANOVA results demonstrated significant effects of grade level, gender, and school type on key outcome variables, with notable differences in justification and changeability of knowledge across grades. This study revealed notable gender differences in personal epistemology, highlighting the complex interplay between gender, school type, and epistemic development. Gender emerged as a significant factor, with male students reporting a higher sense of belonging in physics (SoBP), particularly in competitive settings such as science high schools. In contrast, female students exhibited greater sophistication in the dimensions of knowledge structure, source, and justification. Grade-level differences underscored the developmental trajectories of personal epistemology, with notable advancements in the 11th grade and transitional fluctuations in the 10th grade, reflecting the dynamic interplay of cognitive, contextual, and curricular influences. These findings highlight the need for targeted interventions to address gender disparities, support transitions across grade levels, and foster an inclusive learning culture that nurtures all students' epistemic and academic potential.

ABSTRACT The science, technology, engineering, and mathematics (STEM) fields are seen as driving economic expansion and innovation. Nevertheless, students of colour and students from low socio-economic status families remain underrepresented in both STEM education and careers. In the present study, we utilised the High School Longitudinal Study of 2008 to examine the relationship between Algebra I and students’ subsequent interest and likelihood of pursuing a STEM major in postsecondary years. Our findings indicate that students who had taken Algebra I by the eighth grade show a higher tendency to have an intention and to declare a STEM major in college. However, the advantageous relationships tend to weaken among Hispanic students. Additionally, such positive associations between early algebra taking and the STEM outcomes are greater among students with higher socio-economic backgrounds. These results underscore the significance of taking Algebra I in the early years in shaping students’ STEM pathways.

ABSTRACT Study abroad programmes are positioned as gateways to intercultural competence and global citizenship, yet they remain inaccessible to many students due to financial constraints, health conditions, and family obligations. The COVID-19 pandemic accelerated the emergence of virtual exchange as an alternative, widely discussed for its potential to broaden access to international education. This study examines the adoption and perceived value of Virtual Exchange (VE) through a sequential mixed-methods design, combining qualitative interviews with a follow-up survey at one university in Austria. Drawing on Bourdieu’s theory of capital, we analyse how financial, cultural, health, and social capital shape students’ exchange experiences and decisions. Our findings show that during the pandemic students used VE and the associated geographic flexibility for self-actualisation, yet currently they strongly prefer physical study abroad, with cost and compatibility with personal obligations as the only drivers of interest in virtual exchange. While VE offers promise as an equity tool, it is not reaching the students most in need. We argue that realising this potential requires intentional design and outreach to disadvantaged groups. The study contributes to debates on mobility justice by highlighting the capital-driven stratification of international education and reframing virtual exchange as a tool for inclusion.

Purpose This study examines how budi pekerti (character) values are discursively constructed in Indonesian secondary school textbooks through linguistic and visual representations. Grounded in critical discourse theory, critical perspectives on character education, social semiotics and Social Domain Theory, the study conceptualizes character education as a socially situated and ideologically mediated process rather than a neutral transmission of moral values. Design/methodology/approach Adopting a qualitative research design, the study employs critical discourse analysis (CDA) based on Fairclough’s three-dimensional model, combined with multimodal analysis. Data were drawn from the Pendidikan Agama Islam dan Budi Pekerti Grade X textbook and complemented by semi-structured interviews with twelve university lecturers from teacher education programs. The analysis integrates textual, visual and contextual dimensions to examine how moral meanings are produced, legitimized and interpreted within educational discourse. Findings The findings reveal that moral values such as cooperation, humility, responsibility and religiosity are constructed through coordinated multimodal strategies in which textual narratives and visual imagery reinforce normative moral identities. Interpreted through social domain theory, the textbooks frequently blur distinctions between moral, social-conventional and personal domains, positioning culturally and religiously specific norms as universal moral obligations. From a critical character education perspective, these discourses privilege harmony, discipline and faith-based responsibility while marginalizing alternative moral perspectives. Originality/value This study contributes original insights by integrating CDA, social semiotics and social domain theory to advance critical understandings of character education in textbook research. Empirically, it provides a nuanced account of how Indonesian textbooks function as ideological and pedagogical instruments shaping students’ moral subjectivities and civic identities. Methodologically, it demonstrates the value of multimodal discourse analysis for uncovering the subtle mechanisms through which moral values are normalized and reproduced in formal education.

This study aims to analyze the management of Christian spiritual programs to improve students’ religious character at SMKS Multistudi High School, Batam. The research used a mixed methods approach with a sequential explanatory design. Quantitative data were obtained through questionnaires completed by 41 students, while qualitative data were collected through interviews with the principal, the vice principal for student affairs, the Christian Religious Education teacher, and the Rohkris advisor, as well as activity documentation. Quantitative analysis used descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The research results showed that students’ religious character was in the good to very good category, indicated by increased discipline, responsibility, politeness, and social concern. The findings indicate that the improvement in religious character was influenced by program management, including structured planning, clear task distribution, habit-based implementation, and continuous evaluation. Programs integrated with Christian Religious Education strengthened the internalization of values in school life. Thus, the quality of spiritual program management became the main factor in the success of shaping students’ religious character, not simply the existence of religious activities

This study examines the importance of integrating Qur’anic values into the design of modern learning based on Student-Centered Learning (SCL) for the reinforcement of students' character development. SCL, which places students at the center of the learning process, provides students with the opportunity to be more active in determining their learning direction. Qur’anic values that teach honesty, patience, empathy, and compassion can serve as a moral foundation in shaping students' character and noble conduct. This article highlights how the application of these values in learning can strengthen character formation, enrich learning experiences, and support holistic personal development. With this approach, it is expected that students will not only develop academically but also in social and moral aspects. Despite challenges in its implementation, collaboration between teachers, students, parents, and the community will strengthen the success of this integration in sustainable character education.

Islamic education in Indonesia plays a crucial role in shaping the character of the younger generation, particularly at the elementary school level. As technological developments and globalization influence students' mindsets and behavior, it is crucial to explore innovative ways to instill religious values ​​that can foster noble character. This study aims to analyze the development of a religious program at Az-Zikri Islamic Elementary School in Bone Regency, with the goal of shaping students' character through worship and social ethics. This study employed a descriptive, qualitative case study approach. Data collection techniques included in-depth interviews and documentation of religious activities at the school. Data analysis employed the Miles and Huberman model, which encompasses data reduction, data presentation, and conclusion drawing. Key findings indicate that programs such as congregational prayer, memorization (tahfidz), morning dhikr (recitation of the Quran), and Islamic literacy activities successfully improved students' discipline, independence, and social awareness. Furthermore, these religious activities also contributed to the development of more empathetic, respectful, and inclusive social attitudes. The results of this study provide a significant contribution to religious education, demonstrating that structured worship practices can enhance students' religious and social character.

ABSTRACT Social work students in different countries often exhibit low intention to pursue careers with older adults, raising questions about the potential role of social work education in shaping this intention. This cross-sectional study examined a theoretical model exploring how knowledge about older adults, acquired through coursework and direct contact during fieldwork, relates to students’ self-evaluation of knowledge. It also examined how self-evaluation of knowledge is associated with the three constructs of the Theory of Planned Behavior (TPB): attitudes toward working with older adults, subjective norms, and perceived behavioral control, and how these variables relate to students’ intention to work with older adults. The sample included 261 BSW students in Israel. Structural equation modeling showed that exposure through coursework and fieldwork was positively related to students’ self-evaluation of knowledge, which mediated the relationships between this exposure and students’ subjective norms and perceived behavioral control, which were directly linked to students’ intention. The model explained 67% of the variance in intentions. These findings underscore the importance of exposure to knowledge and direct contact in shaping students’ intentions through self-evaluation of knowledge and TPB constructs.

Under the "Healthy China 2030" strategy, health literacy is a pivotal indicator of national development and a benchmark for evaluating school health education. In the digital age, the vast amount of health information necessitates critical health literacy, which requires individuals to analyze, evaluate, and effectively apply this information. As primary facilitators of school health education, physical education teachers play a crucial role in shaping students' health behaviors and advancing curriculum reform. This study investigates the model of critical health literacy among physical education teachers, aiming to develop an assessment tool that supports their professional growth and contributes to a high-quality school health education system. Qualitative data were collected through semi-structured interviews. Purposive sampling was employed to select 40 physical education teachers and researchers from diverse regions across the country. The data were analyzed using NVivo 14.0 software in conjunction with the grounded theory technique. The Critical Health Literacy Model for Physical Education Teachers comprises three dimensions: mastering health information, implementing health decisions, and fostering health awareness. Mastering health information encompasses two dimensions: the acquisition of health information and the evaluation of health information. Implementing health decisions involves three aspects: recognizing health needs, developing health programs, and optimizing teaching strategies. Fostering health awareness includes modeling healthy behaviors, guiding health practices, and promoting health cooperation. This study's model provides a theoretical foundation for improving physical education teachers' decision-making skills in complex health contexts. By incorporating this model into teachers' continuing education, the optimization of the school health education system is facilitated, ultimately supporting the national strategy to enhance public health literacy.

<p>Students' psychological well-being is an important aspect that determines their academic and social success. On the other hand, the Internet has become an essential medium for helping students achieve well-being in the campus environment. However, excessive Internet use actually has adverse effects on students' mental health. This study aims to understand the role of compulsive Internet use, attitudes and the availability of university health services in shaping psychological well-being. This study uses a cross-sectional approach method with a total of 1055 (491 male, 636 female, MD = 20,3, SD = 1,4, r = 17–28) students participating in this study. Respondents filled out a scale to obtain data on psychological well-being, compulsive Internet use, mental help-seeking attitude, and several sociodemographic and campus related variables, which were to be analyzed using a classification tree. This study found that consecutively, compulsive Internet use plays important roles in shaping students' psychological well-being. The role of attitude toward mental health service is discussed further.</p>

Pesantren is a traditional Islamic educational institution currently facing significant pressure from globalization and modernization, which disrupt conventional values. This study aims to analyze the strategies employed by pesantren in preserving Islamic educational traditions while examining the process of shaping students' (santri) social identity amidst dynamic social changes. This research utilized a descriptive qualitative approach within Creswell’s framework. Data were collected through in-depth interviews with leaders (Kyai) and teachers, participatory observation within the pesantren environment, and documentation of curriculum transitions. The results reveal that pesantren implement a hybrid strategy by maintaining kitab kuning (classical texts) learning and the sorogan and bandongan systems as the primary spiritual foundation. Adaptation to social change is achieved through the integration of the national curriculum, digital skills training, and strengthening santri entrepreneurship. The Kyai plays a central role as a charismatic authority figure who balances authentic traditional values with the necessity of modern innovation. The social identity of santri is formed through the internalization of sincerity, simplicity, and independence, practiced collectively in daily life. The study concludes that pesantren demonstrate high resilience in maintaining their Islamic identity despite structural adjustments. The implications of this research highlight the importance of value-based education models as a reference for developing other Islamic educational institutions in facing global challenges without losing their cultural and spiritual roots.

Mental health plays a crucial role in shaping students' academic performance and practical outcomes, yet traditional analytical methods often fall short in capturing the complex, multifactorial nature of psychological well-being. In recent years, the latest techniques are increasingly exploring eXplainable AI (XAI) to enhance model transparency and interpretability in mental health research. In this study, we introduce a transformer-based model, Tabular BERT (TaBERT), designed to comprehensively integrate and analyze contextual, psychological, personal, and social features for mental health prediction. By integrating deep contextual embeddings, bidirectional attention, and a novel memorization mechanism, TaBERT excels in capturing intricate feature interactions that conventional machine learning and ensemble learning methods may overlook. Comparative experiments confirm the superiority of the proposed model with highest accuracy of 96%. Empirical analyses were further strengthened through advanced feature ranking techniques, including information gain, gain ratio, and entropy, revealing that mental health-related features provide the most significant information value of 0.129 for prediction. To enhance interpretability and trust, we applied explainable AI techniques, including Local Interpretable Model-agnostic Explanations (LIME) and SHapley Additive exPlanations (SHAP) offering detailed global and local explanations of feature contributions. Finally, comprehensive statistical tests based on p-values provided additional support for the robustness and significance of the findings.

ABSTRACT Background Traditional sports-based forms of Physical Education (PE) have been widely criticised for marginalising many students through limited opportunities for personalised learning and a dominant emphasis on competition and performance. Early experiences of physical activity (PA) through PE are critical for fostering positive attitudes towards lifelong participation, positioning PE teachers as key agents in engaging and inspiring students. However, teachers’ pedagogical autonomy is increasingly constrained by neoliberal education policies that prioritise standardisation, accountability, and measurable outcomes, with curriculum decisions often shaped by political rather than pedagogical priorities. Although research exploring students’ perceptions of secondary school PE consistently highlights the central role of the teacher in shaping positive experiences, the bodies of literature on student-centred learning and need-supportive teaching have largely developed in isolation. As a result, limited attention has been paid to how teachers’ own experiences, beliefs, and values influence their pedagogical practices within contemporary school contexts. Purpose This study explored how teachers’ experiences, beliefs, and values shape their pedagogical practices, identifying factors that support or constrain changes in pedagogical beliefs and practice. Method Guided by a social constructionist framework, the study involved semi-structured interviews with 12 secondary school PE teachers (six male, six female; aged 24–49 years, SD = 8.63) from Yorkshire, England. Data were analysed using thematic analysis, generating four higher-order themes and eight lower-order sub themes. Results Teachers identified the culture of PE within their school as fundamental to shaping both students’ experiences of PE and teachers’ capacity to enact their pedagogical values. Four interrelated elements were perceived to influence PE culture: the perceived value of PE within the wider school community, curriculum structure and flexibility, relationships among colleagues and between teachers and students, and teachers' perceived professional role. Together, these elements shaped teachers’ sense of autonomy, willingness to innovate, and ability to prioritise student-centred, health-focused pedagogical approaches. Impact statement This study contributes to the field of PE by clarifying how school-level cultures and systemic constraints shape teachers’ pedagogical beliefs, practices, and professional identities. It extends existing literature by integrating perspectives on student-centred learning and need-supportive teaching through teachers' lived experiences. For practice, the findings highlight how curriculum rigidity, low subject status, and performance-driven priorities limit meaningful pedagogical change. Pedagogically, the study offers evidence to support relationship-focused, flexible approaches to PE and provides actionable insights for school leaders and teacher educators seeking to create more inclusive and engaging PE environments.

This study examines gender differences in language use among EFL students from a sociolinguistic perspective. The research aims to explore how male and female students differ in their interaction patterns, politeness strategies, levels of formality, and the influence of social and cultural norms in English classroom communication. A descriptive quantitative research design was employed, using a questionnaire as the primary instrument to collect data from third-semester students of the English Language and English Education Study Programs. The data were analyzed by categorizing responses based on gender and conducting a comparative analysis to identify patterns of language use and sociolinguistic variation. The findings reveal that both male and female students actively participate in English classroom interactions; however, notable differences emerge in their communication styles. Male students tend to demonstrate higher confidence, more direct speech, and greater dominance in classroom discussions. In contrast, female students generally employ more indirect language, higher levels of politeness, and greater use of mitigating expressions to maintain social harmony. The results also indicate that students adjust their language use according to interlocutors and social context, particularly when interacting with lecturers versus peers. Furthermore, cultural values and social norms play a significant role in shaping students’ language choices and interaction strategies, sometimes exerting a stronger influence than gender alone. Overall, the study concludes that language use among EFL students is not solely determined by linguistic competence but is shaped by a complex interaction of gender, sociocultural norms, and contextual factors. These findings highlight the importance of integrating sociolinguistic awareness into EFL instruction to foster more inclusive and effective classroom communication.

The rapid adoption of Generative Artificial Intelligence (GAI) in higher education has introduced new ethical challenges, particularly concerning students' academic misconduct. While prior research has linked personality traits to unethical behavior, little is known about how different combinations of personality traits shape students' misuse of GAI. This study integrates the HEXACO model and the Dark Triad framework to examine the configurational effects of personality on GAI-related academic misconduct. A total of 864 university students completed questionnaires. Using fuzzy-set Qualitative Comparative Analysis, we identified multiple configurations leading to both high and low levels of GAI misconduct. No single trait is sufficient to explain GAI-related academic misconduct. Rather, high misconduct consistently emerged from configurations characterized by low Honesty-Humility and Conscientiousness combined with high Machiavellianism or Psychopathy. In contrast, low misconduct was associated with configurations combining high Honesty-Humility, Conscientiousness, and Agreeableness with low levels of Dark Triad traits. This study demonstrates that personality traits interact synergistically rather than independently to shape individuals' ethical or unethical engagement with AI technologies. Moral restraint is sustained by both the presence of virtues and the absence of exploitative tendencies. The findings support the idea that moral integrity and self-regulation constitute foundational safeguards against unethical use of technology. These findings align with self-regulatory theories of academic dishonesty, reinforcing that individuals high in honesty and conscientiousness are less likely to rationalize or justify academic misconduct even when new technological affordances make it easier. The study therefore advances theoretical understanding by integrating personality frameworks within a configurational paradigm and offers practical insights for developing personality-informed ethics education.

Clinical education is a cornerstone of medical training and plays a critical role in shaping students' professional competencies and readiness for practice. In 2014, Iran implemented the Health Transformation Plan (HTP) to improve healthcare service delivery, a reform that also substantially affected teaching hospitals and clinical education. This study aimed to explore faculty members' and educational leaders' perceptions of the impact of the HTP on undergraduate clinical education. This qualitative study was conducted using a grounded theory approach. Twenty-one participants were purposively selected from teaching hospitals affiliated with Ardabil University of Medical Sciences. Participants included clinical faculty members, some of whom also held educational or managerial roles; however, all participants were actively involved in clinical practice and undergraduate clinical teaching. Data were collected through in-depth, semi-structured interviews and analyzed concurrently using open, axial, and selective coding based on constant comparative analysis until theoretical saturation was achieved. Analysis generated a core category describing a perceived process of structural misalignment in which service-oriented priorities became increasingly prominent alongside educational responsibilities. Two interrelated categories were identified. Supportive conditions included expanded clinical exposure, improved infrastructure, and financial incentives that were interpreted as facilitating faculty retention and access to clinical resources. Constraining conditions involved crowded clinical environments, competing service demands, misaligned incentive structures, and the relative marginalization of educational considerations within policy and evaluation frameworks. Participants described how interactions among these conditions shaped teaching practices and learning opportunities over time. The HTP has been perceived to simultaneously create supportive conditions and structural constraints for clinical education. While structural and resource-related improvements were noted, the increasing dominance of service-oriented priorities and misaligned incentives were perceived as challenging the educational mission of teaching hospitals. These findings highlight the importance of integrating educational goals explicitly within health system reforms to sustain high-quality clinical education.

Islamic Religious Education (PAI) plays a strategic role in shaping students' religious attitudes, especially in the context of communities with a strong traditional belief system. This research aims to analyze the role of Islamic Religious Education in shaping students' attitudes toward the Kajang customary beliefs at SMA Negeri 13 Bulukumba. This research uses a qualitative approach with a case study type. The subjects of the research include students from the Kajang indigenous community as well as Islamic Religious Education teachers. Data collection techniques were carried out thru in-depth interviews, participatory observation, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing and verification, with data validity maintained thru source and technique triangulation. The research results show that Islamic Religious Education at SMA Negeri 13 Bulukumba plays an important role in shaping students' religious, tolerant, and moderate attitudes. Islamic Religious Education (PAI) not only serves as a means of transferring religious knowledge but also as a medium for the internalization of moral and spiritual values implemented in the daily lives of students. On the other hand, the Kajang customary beliefs based on the pasang ri Kajang are maintained as a cultural identity and a guideline for the community's way of life. This research found a pattern of coexistence and value dialog between Islamic teachings and traditional beliefs, where students are able to respect customs as local wisdom without neglecting the principles of Islamic teachings. Thus, contextual and culturally sensitive Islamic Religious Education has proven capable of shaping students' characters to be both religious and cultured.

Islamic Religious Education (PAI) plays a strategic role in shaping students' religious attitudes, especially in the context of communities with a strong traditional belief system. This research aims to analyze the role of Islamic Religious Education in shaping students' attitudes toward the Kajang customary beliefs at SMA Negeri 13 Bulukumba. This research uses a qualitative approach with a case study type. The subjects of the research include students from the Kajang indigenous community as well as Islamic Religious Education teachers. Data collection techniques were carried out thru in-depth interviews, participatory observation, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing and verification, with data validity maintained thru source and technique triangulation. The research results show that Islamic Religious Education at SMA Negeri 13 Bulukumba plays an important role in shaping students' religious, tolerant, and moderate attitudes. Islamic Religious Education (PAI) not only serves as a means of transferring religious knowledge but also as a medium for the internalization of moral and spiritual values implemented in the daily lives of students. On the other hand, the Kajang customary beliefs based on the pasang ri Kajang are maintained as a cultural identity and a guideline for the community's way of life. This research found a pattern of coexistence and value dialog between Islamic teachings and traditional beliefs, where students are able to respect customs as local wisdom without neglecting the principles of Islamic teachings. Thus, contextual and culturally sensitive Islamic Religious Education has proven capable of shaping students' characters to be both religious and cultured.