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

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

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

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

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

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

<span>International community service (ICS) is increasingly recognized as an effective approach for strengthening students’ global and intercultural competence. This study examined the impact of an ICS program conducted between State Islamic University of Kiai Ageng Muhammad Besari Ponorogo and Madrasah Utsmaniyah ABIM Penang, Malaysia, on students’ intercultural communication competence (ICC) and soft skills. Employing a mixed-methods convergent design, the study involved 12 participating students, faculty supervisors, ABIM coordinators, and local community leaders. Quantitative data were obtained through pre–post assessments using validated ICC and soft-skill scales, while qualitative data were collected through interviews, participant observation, and reflective journals. The findings indicate significant improvement across all ICC dimensions, including cultural awareness, sensitivity, communication skills, and reflective competence. Students also demonstrated notable enhancement in soft skills such as leadership, teamwork, adaptability, and empathy, supported by qualitative evidence of increased confidence, communicative flexibility, and ethical awareness during community engagement. Perspectives from supervisors and community stakeholders further corroborated the program’s effectiveness. Overall, the study highlights the value of culturally proximate international service-learning in fostering global competence within Islamic higher education and offers implications for developing sustainable cross-border community service initiatives in the ASEAN context.</span>

In Indonesia, philosophy is often stigmatized as impractical, confusing, or threatening to faith, despite limited evidence reflecting students’ lived experiences. This study explores how Theology and Islamic Philosophy students experience learning philosophy within Islamic higher education. A narrative inquiry design was employed with eight purposively selected final-year students (n = 8) from four State Islamic Universities in Central Java. Participants were drawn from Theology and Islamic Philosophy departments. Data were collected narrative frames and semi-structured interviews, and analyzed using thematic narrative analysis. Trustworthiness was ensured through member checking, peer debriefing, audit trails, and reflexive journaling. Participants initially perceived philosophy as intellectually demanding and potentially threatening to faith, leading to academic and spiritual anxiety. Through active, reflective, and dialogical engagement, they gradually negotiated these tensions and reinterpreted philosophy as a meaningful resource for understanding faith and life. This transformation fostered enhanced critical reasoning, inclusivity, and reflective problem-solving practices.The findings suggest that students’ negative preconceptions can be reshaped through pedagogical approaches that emphasize reflection and dialogue. Incorporating guided discussions and narrative writing into philosophy instruction may support deeper engagement and reduce perceived conflicts with faith. Such strategies contribute to more constructive and meaningful learning experiences in Islamic higher education.

Interfaith harmony is a key pillar in maintaining social stability in Indonesia's diverse society. The village of Pegagan Julu IX, Batangari, Jumagrat Hamlet, Sumbul Subdistrict, Dairi Regency, is a concrete example of local-based harmony practices, but the challenge of a lack of tolerance education among the younger generation is still evident. This study aims to describe the experiences of students majoring in Islamic Theology and Philosophy (AFI A) Stambuk 23 at the State Islamic University of North Sumatra in building harmony and identifying forms of harmony, challenges, and contributions of students during community service. Qualitative research methods with data collection techniques of observation and group discussions were conducted from July 7 to 18, 2025. It can be concluded that religious harmony in the village is achieved through interfaith cooperation in social activities, reinforced by the local wisdom of Batak Pakpak Sangkep Nggelh as the primary binding force. This proves that religious differences can be a strength for sustainable unity.

Background: In the landscape of Indonesian Islamic Higher Education, the museums at UIN Ar-Raniry Banda Aceh and UIN Maulana Malik Ibrahim Malang serve as pioneering institutional models. These repositories function as "learning laboratories," utilizing Object-Based Learning (OBL) to bridge the gap between historical artifacts and contemporary academic discourse. Purpose: This study investigates the perceptions of museum managers and academics regarding the dual role of university museums: as internal pedagogical supports for campus life and as external instruments for community engagement and cultural diplomacy. Methods: Adopting a qualitative comparative approach, data were gathered through in-depth interviews and direct field observations at both university sites. The analysis focused on the integration of museum resources into the "Tri Dharma" (Teaching, Research, and Community Service) framework of Indonesian higher education. Findings: The study shows that these museums are very important for the intellectual lives of students and faculty and are also very important for reaching out to the community. However, despite their success in fostering cultural engagement, their potential is often hampered by a lack of formal institutional recognition and integrated management protocols. Originality/Value: This research underscores the necessity for a robust legal and policy framework, facilitated by university leadership and the Ministry of Education, to formalize the status of university museums. Strengthening these institutional foundations is essential for the sustainable development of museum-based pedagogy within Indonesia’s State Islamic Universities.

College students are the agent of change who are expected to boost the country’s economy, but the consumerist and wasteful lifestyle among college students remains a real problem. This study aims to analyze the influence of financial attitude, financial literacy, and locus of control on financial management behavior with financial self-efficacy as a mediating variable among students in Purwokerto. The population in this study consisted of 9,037 active students majoring in economics and business from three universities, namely Muhammadiyah University Purwokerto, Jenderal Soedirman University, and Prof. KH. Saifuddin Zuhri State Islamic University Purwokerto. The sampling technique used the Slovin formula, which produced 170 respondents. The research approach used was quantitative with data processing techniques using SmartPLS version 3.0 through three stages, namely outer model, inner model, and bootstrapping. The results showed that financial attitude, financial literacy, and locus of control had a positive and significant effect on financial self-efficacy and financial management behavior. In addition, financial self-efficacy was also proven to positively and significantly mediate the relationship between financial attitude, financial literacy, and locus of control with financial management behavior. These findings confirm that self-confidence in financial abilities plays an important role in strengthening the relationship between attitude, literacy, and self-control in students' financial management behavior. This study implies that improving financial self-efficacy and financial literacy education should be a primary focus in shaping wise and responsible financial behavior among the younger generation

Economic empowerment of rural communities through the strengthening of Micro, Small, and Medium Enterprises (MSMEs) is a crucial pillar in achieving national economic independence. One of the fundamental obstacles faced by MSMEs in rural areas is financial exclusion due to low digital literacy and dependence on conventional cash transaction systems. The Community Service Program (KKN) of students from the State Islamic University of North Sumatra (UIN SU) in Pematang Tengah Village was designed to bridge this gap by optimizing the Indonesian Standard Quick Response Code (QRIS). Through an intensive participatory mentoring approach, students acted as agents of digital transformation who educated, trained, and facilitated 10 local MSME actors in adopting non-cash payment technology. The results of the program show a significant shift from digital skepticism to digital trust. The implementation of QRIS has been proven to increase operational efficiency, financial management accuracy, and strengthen the image of business modernity in the eyes of consumers. This article emphasizes that the role of students is not merely as information deliverers, but as catalysts of social capital that is crucial for the sustainability of digitalization at the village level.

The low level of financial literacy among elementary school-aged children remains a problem, particularly in rural areas. Children generally are unable to manage their pocket money effectively and do not understand the difference between needs and wants. This situation highlights the need for early financial literacy education through community service activities. This community service activity aims to increase the understanding and awareness of elementary school students in Nagaraja Village regarding simple money management, including understanding the function of money, the difference between needs and wants, and instilling savings habits from an early age. The program was conducted by KKN students from the State Islamic University of North Sumatra (UINSU) in Nagaraja Village, Sipispis District, Serdang Bedagai Regency, North Sumatra, using a participatory approach through simple material delivery, educational games, money management simulations, and savings practices using piggy banks. The target group for this activity was fifth-grade elementary school students. He results of the activity showed that students experienced an increased understanding of the basic concepts of financial literacy. Students were able to re-explain the meaning of saving, provide examples of needs and wants, and demonstrate interest in setting aside their pocket money. The students' enthusiasm during the activity demonstrated that interactive and contextual learning methods are effective in financial literacy education for elementary school-aged children.

Tujuan – Tujuan penelitian ini adalah untuk membuat aplikasi absensi berbasis Android yang disesuaikan untuk staf layanan kebersihan di UINSU. Aplikasi ini akan menggantikan sistem absensi manual berbasis kertas dengan sistem digital yang andal, yang akan mengurangi kecurangan, meningkatkan akurasi pencatatan, dan mempermudah pelaporan administratif.Desain/metode/pendekatan – Analisis kebutuhan, desain sistem, implementasi menggunakan Android Studio (Kotlin) dan Google Firebase (Storage, Realtime Database), dan integrasi fitur pemindaian kode QR dan verifikasi lokasi berbasis GPS digunakan dalam metodologi desain dan pengembangan ini. Selama empat minggu, sistem dievaluasi melalui pengujian fungsional dan implementasi percontohan dengan staf kebersihan terpilih. Tujuan pengumpulan metrik kegunaan dan akurasi data absensi adalah untuk mengevaluasi sistem.

The strengthening of academic digitalization policies is a process of improving student services through the utilization of digital technology. Student academic activities encompassing learning, research, and academic administration are facilitated by digital platforms to help ensure the quality of graduates. These fundamental needs can transform services for the better, provided that digital infrastructure, specifically internet networks, servers, applications, and data security, is well-established. Conversely, if these basic services fail to meet quality standards, it will result in a decline in student quality. In this context, strengthening policies to undertake digital transformation in order to fulfill student academic services is a timely and strategic breakthrough. This study aims to critically analyze the strengthening of academic digitalization amidst the era of disruption, specifically at UIN Maulana Malik Ibrahim Malang, in enhancing student quality. This study employs a qualitative approach with a case study method, where data were obtained through in-depth interviews, documentation studies, and participant observation. The primary data sources consist of institutional documents, particularly those concerning the strengthening of academic digitalization policies. The research results indicate that strengthening academic digitalization policies contributes significantly to maximizing service quality through the implementation of 'new ways of working.' This is achieved through digital innovation for academic and administrative efficiency, accountable budget allocation within the RKAKL to expand service access, and the university's mission to integrate science and Islam across all learning policies and administrative services for students. These findings confirm that leadership policy reinforcement through digital technology can address internal challenges while simultaneously enhancing the competitive quality of UIN graduates in the global arena.

This study aims to analyze the factors influencing Generation Z's decision to adopt Islamic fintech and its role in enhancing Islamic financial inclusion. The independent variables examined include trust, financial literacy, perceived usefulness, ease of use, and technological advancement, while Islamic fintech adoption serves as the dependent variable. A quantitative research approach was employed by distributing questionnaires to 100 Generation Z respondents who used Islamic fintech services at the State Islamic University of North Sumatra. The data were analyzed using validity and reliability testing, classical assumption tests, and multiple linear regression through SPSS. The results show that, partially, only financial literacy and perceived usefulness have a positive and significant effect on the adoption of Islamic fintech. Meanwhile, trust, ease of use, and technological advancement do not significantly influence adoption. Simultaneously, all independent variables significantly affect Islamic fintech adoption, contributing 36.9% to the variation in the dependent variable. These findings indicate that Generation Z adopts Islamic fintech primarily due to financial awareness and perceived tangible benefits rather than technological convenience alone. The study offers practical implications for Islamic fintech providers to strengthen financial education initiatives, enhance service value, and increase transparency to further support Islamic financial inclusion.

The development of the digital ecosystem has created broad opportunities for students to engage in online entrepreneurship. However, this high level of interest has not been fully accompanied by adequate readiness to start a business. This study aims to analyze the inhibiting factors of online entrepreneurship among students, particularly perceptions of financial risk and the lack of digital skills. The research employed a quantitative approach with a descriptive-analytical method. Data were collected through an online questionnaire distributed to students of the Faculty of Tarbiyah and Teacher Training at K.H. Abdurrahman Wahid State Islamic University Pekalongan using purposive sampling. The data were analyzed descriptively using mean scores and percentages. The findings indicate that despite students’ high interest in online entrepreneurship, significant barriers remain, including limited capital, anxiety in financial management, and insufficient digital skills, especially in content creation and social media marketing strategies. In addition, non-technical factors such as limited time due to academic demands and fear of failure also hinder students from starting online businesses. This study highlights the importance of higher education institutions in providing practical digital skills training, financial management assistance, and entrepreneurial mindset development to encourage sustainable student engagement in online entrepreneurship.

This study aims to analyze the effect of tuition fee sources, gratitude, and organizational participation on the subjective well-being of students at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. A quantitative correlational design was employed with multistage proportional random sampling, involving 374 students selected from a total population of 5,837. Data were collected using Likert-scale questionnaires developed based on theoretical indicators for each variable, and the data were analyzed using multiple linear regression. The results revealed that simultaneously, tuition fee sources, gratitude, and organizational participation had a significant effect on students' subjective well-being (R² = 0.294; F = 51.310; p < 0.001). Partially, sources of tuition fees affected subjective well-being (β = 0.187; p < 0.001). Gratitude was the strongest predictor (β = 0.500; p < 0.001), and organizational participation also showed a significant but smaller effect (β = 0.086; p = 0.020). Students demonstrated high levels of gratitude, organizational activity, and subjective well-being across all tuition fee source categories, with empirical means exceeding hypothetical means. These findings confirm that enhancing students' subjective well-being requires adequate financial support, strengthening positive psychological attitudes through gratitude, and facilitating meaningful social involvement in organizational activities. The study contributes empirical evidence for developing comprehensive guidance and counseling programs in higher education that integrate financial assistance strategies, gratitude-based psychological interventions, and structured organizational engagement to support student well-being and academic success. Keywords: subjective well-being, gratitude, tuition fee sources, organizational participation, higher education students

This study aimed to analyze: (1) pre-service teachers' perceptions of the urgency of the IEP, (2) their readiness (cognitive, affective, and skills) to design and implement it, and (3) the influence of internal and external factors on this readiness. A quantitative approach using descriptive and correlational survey methods was employed. The research subjects were 38 seventh-semester prospective teachers at universities in East Java, Indonesia. The universities were Jember Islamic University, State Islamic University (UIN Kyai Haji Ahmad Shiddiq), and Nurul Jadid University, which were selected through purposive sampling. Data were collected using a valid and reliable Likert scale questionnaire. The data analysis used was descriptive analysis and multiple linear regression. Descriptive analysis revealed that 64.5% of participants had positive readiness and perceptions. While perception of IEP urgency was high (73.7% positive), external factors like institutional support showed the lowest positive percentage (57.9%). Multiple Linear Regression indicated that internal and external factors together significantly influenced readiness (R²=0.794), with internal factors (β=0.512) being more dominant than external ones (β=0.387). The novelty of this finding underscores that while personal competence development is foundational, systemic support from teacher education institutions is equally critical for successful IEP implementation, highlighting a necessary dual focus in teacher preparation programs.

Imlā’ learning in Arabic language education often encounters challenges related to students’ low writing accuracy and limited classroom engagement. Conventional teaching methods tend to be less interactive, which affects students’ motivation and learning outcomes. This study aims to describe the implementation of the Kahoot-assisted Teams Games Tournament learning model in Arabic Imlā’ learning for first-semester students of the Arabic Language Education Program at State Islamic University Sunan Kalijaga Yogyakarta. This research employed a descriptive qualitative approach conducted during the Field Study Program from October to December 2025. The participants consisted of all first-semester students of Class C selected through total sampling. Data were collected through classroom observations, documentation of learning activities, analysis of students’ written works, and Kahoot quiz results. The findings indicate that the integration of the Teams Games Tournament model with Kahoot created an interactive and collaborative learning environment that increased students’ participation, motivation, and writing accuracy, particularly in applying Arabic orthographic rules (qawāʿid al-imlāʾ) related to hamzah (including hamzah waṣl and hamzah qaṭʿ), alif layyinah (alif mamdūdah and alif maqṣūrah), and the distinction between tāʾ marbūṭah and tāʾ maftūḥah. This study contributes to Arabic language pedagogy by providing practical evidence on the integration of cooperative learning models and digital game-based media in Imlā’ instruction at the university level. Future research is suggested to apply experimental designs, involve broader participant groups, and examine the long-term impact of this learning model on other Arabic language skills.