Universitas Islam Attahiriyah

High school learning is generally divided into isolated subjects, with biology deemed rote learning and math as formulas with no practical value. In the data-driven digital age, high school students find it difficult to connect statistical or algebraic concepts to biological events like the spread of viruses and changes in ecosystems. Lack of connection between these fields reduces computational thinking and scientific literacy. This study examines whether the "Bio-Math Synergy" learning model improves high school students' transdisciplinary comprehension. The study used computerized techniques to incorporate ecology, genetics, function modeling, and basic statistics. This quasi-experimental study used pretest-posttest control groups. Eleventh graders from two Wajo Regency high schools studied. The experimental class utilized the "Bio-Math Synergy" model to analyze biology lab data through an interactive simulation platform and spreadsheets, while the control class employed traditional learning methods. The findings indicated the experimental class had much higher numeracy literacy results than the control class. Students learn that biology requires mathematics by modeling bacterial development and Mendel's rules digitally. Because STEM education felt more relevant to contemporary technology, an interest poll showed a 40% rise in student excitement for STEM jobs. This article provides a practical module for high school teachers to apply biology-math project-based learning (PjBL). This study supports digital-era education approaches that encourage critical thinking and cross-disciplinary problem-solving for Generation Z.

This study examines the values of moderation in Pappaseng Ogi (Bugis traditional wisdom) and their correlation with Quranic teachings in the context of fostering harmonious societal living. Employing content analysis methodology, this research aims to explore the role of Pappaseng Ogi as a medium for disseminating humanistic values and civilizational principles. The findings reveal a significant congruence between the moderation values inherent in Pappaseng Ogi and the principles of moderation espoused in the Quran. The study successfully identifies five key values of Pappaseng Ogi: assiwollong-pollongeng, assisompungeng, assipakalebbireng, assiamase-maseng, and assifakario-riongeng, which potentially constitute a culture-based model of moderation. These findings demonstrate how indigenous wisdom can be integrated with universal teachings to cultivate moderation and social harmony. This research contributes to the development of a culturally-rooted understanding of religious moderation, with potential practical applications in building social cohesion, promoting tolerance, and managing conflicts. While primarily focused on Bugis society, the findings suggest potential adaptability to other cultural contexts, thus offering broader implications for the study of religious moderation in diverse societies

Modern educational environments often face students' moral laziness, manifested as ethical passivity, reluctance to make difficult moral decisions, and a tendency to simply imitate norms without internalizing authentic values. Overly normative character education fails to foster a sense of personal responsibility and moral authenticity. Therefore, this study aims to reformulate the concept of authentic education based on the principles of existentialist philosophy (Sartre, Kierkegaard, and Camus) to challenge moral laziness and encourage students to become active and responsible moral agents. The method used is a qualitative philosophical study with interpretive content analysis. Core concepts of existentialism, such as freedom, responsibility, authenticity, and existential anxiety, are transformed into an applicable pedagogical framework. The findings indicate that the resulting Authentic Education emphasizes a pedagogy of awareness, in which students are encouraged to recognize their radical freedom of choice and the consequences of absolute responsibility for those choices. The learning process must create boundary situations (such as real ethical dilemmas) that force students to confront anxiety and choose their own values rather than accept predetermined ones. This article makes a theoretical contribution by offering an existentialist alternative to rule-based moral education, as well as a practical contribution in the form of a basis for designing a curriculum that focuses on developing moral authenticity and personal commitment, preparing students to act ethically in the real world.

The learning process involves two main elements, teachers and students, who interrelate and influence each other. Harmonization in their relationship is not only a prerequisite for creating a conducive learning atmosphere but also a foundation for character formation and academic achievement. Therefore, the purpose of this study is to describe how teacher-student harmony creates a conducive learning climate. The type of research used in this study is a literature study. Data collection for literature studies involves searching, reading, and recording information from various written sources such as books, journals, articles, and reports to uncover theoretical foundations, develop a framework for thinking, and acquire knowledge relevant to the research problem. The stages of the research process include determining keywords, searching for literature using search engines or catalogs, selecting relevant sources, and analyzing and organizing the data to draw conclusions that address the problem formulation. The results of the study indicate that harmonization describes a condition of a harmonious, balanced, and mutually supportive relationship. For teachers and students, harmonization means establishing beneficial communication, mutual respect, and a shared understanding in carrying out the learning process. Harmonious relationships create a conducive, empathetic learning climate that optimally develops students' potential. A conducive learning climate is a learning environment, both physical and psychological, that supports effective learning. This environment encompasses social interactions between teachers and students, classroom management, classroom cleanliness and comfort, and students' feelings of safety and respect.

Massive environmental degradation, climate change, and other ecological crises demand responses that are not only technocratic but also transformative in terms of values and worldview. Islamic education with an ecotheology paradigm can be an instrument of social transformation towards a more sustainable and ecologically just civilization. Therefore, this study aims to underscore the growing urgency of incorporating ecotheology into Islamic education in the Anthropocene era. With a qualitative approach and literature review, this work reveals that ecotheology in Islamic education requires a holistic and integrated approach, from the philosophical to the practical level. The curriculum, learning methods, and the role of educators must be aligned to create a transformative learning experience. The existing challenges can be overcome through a comprehensive strategy and strong commitment from all stakeholders. Islamic education that integrates ecotheology will be able to produce a generation of Muslims who are not only individually pious but also have high ecological awareness and responsibility. They will become agents of change who can contribute to building a sustainable and ecologically just civilization.

This paper will trace the context of the parable in the Qur'an (amtsal al-Qur'an) by highlighting the criteria clearly of the amtsal described in the Qur'an. In addition, comparing the qur'anic amtsal between the kaminah amtsal and the mursalah amtsal which is not explicitly explained regarding its criteria as the qur'an amtsal but by scholars has a contestation that amtsal mursalah falls into the category of amtsal. Some scholars say it does not fall into the realm of amtsal. However, other scholars are not an obstacle when one wants to make the Qur'an an amtsal. Because the Quran essentially wants to be read, studied, recited until its mentadabburi. This paper uses library research with Mahmud Syahata's theory that the Qur'an shows its miracles through language style (asalib) which explains with a variety of meanings and wisdom for humans, both sensory and non-sensable, visible or not, contemporary problems to ukhrawi problems as a way to get mau'idzah hasanah. The author's provisional finding that the variety of amtsals of the Qur'an is essentially something that opens the horizons of human thought not to leave the Qur'an and continue to study it as a way to see the current context that cannot be separated from the image that Allah narrates in the Qur'an.

Quality education is a global challenge, especially for Generation Alpha, which faces difficulties in social and cognitive skills due to a lack of direct interaction. To address this problem, this study proposes modeling learning methods based on Vygotsky’s theory that emphasizes structured social interaction and the use of technology as learning aids. This method involves an in-depth analysis of more than 20 relevant Scopus-indexed journals, with a qualitative approach that emphasizes document analysis techniques and thematic analysis to identify emerging themes and patterns. The novelty value of this research lies in the application of Vygotsky’s theory in the context of modern education, which has not been explored much, as well as the emphasis on collaboration and group discussion as an effective learning method. The results show that the application of Vygotsky’s principles, such as social interaction and emotional experience, can improve the social and cognitive skills of Generation Alpha, as well as support better academic achievement. As such, this research makes a significant contribution to educational literature and offers practical recommendations for educators and policymakers to create more effective and meaningful learning environments.

This community service research aims to empower santri at the As'adiyah Islamic Boarding School Lapai Branch through an integrative approach that synergizes Indonesian language literacy, Islamic economic law, character education, and entrepreneurship. The implementation method uses a participatory approach with stages of preparation, needs identification, collaborative planning, scientific aspect integration, and student bazaar implementation. Results show significant improvements in santri capabilities, with 18 out of 25 business groups achieving sales targets. Program impacts include institutional transformation of the pesantren, improved literacy, understanding of Islamic economics, and Islamic character formation. The research conclusion affirms the effectiveness of a holistic approach in empowering santri and the potential of pesantren as an adaptive educational institution.

Promoting character and affecting local culture can also be through ethnoscience approach. This study aims to develop a Capillarity e-module based ethnoscience and determine the effectiveness of the module to increase students' scientific literacy. The method of this study is Research and Development, it utilized 3D+1I model (Define, Design, Develop and Implementation) that used to produce certain products and test the effectiveness of these products. Subject of this research 15 pre-service Science Education teachers at Universitas Islam Lamongan who were studying Fluids and Thermodynamics courses. The results showed that the development of Capillarity e-module based ethnoscience with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting correspondingly for 95.3%, 86.1% and 82.3% and a very feasible criteria. The effect of the implementation of Capillarity e-module based ethnoscience can promote pre-service science education teachers’ science literacy classical amounted to 93.75% Based on the results of this research concluded that the Capillarity e-module based ethnoscience effectively to increase pre-service science education teachers’ science literacy.

As doenças retinianas hereditárias constituem um grupo heterogêneo de distúrbios genéticos que levam à perda progressiva da visão, frequentemente resultando em cegueira. Diante da complexidade e da gravidade dessas doenças, a pesquisa biomédica tem se dedicado intensamente ao desenvolvimento de novas terapias, com destaque para as terapias gênicas e celulares. Essas abordagens terapêuticas inovadoras visam corrigir os defeitos genéticos subjacentes às doenças retinianas, oferecendo a possibilidade de restaurar ou preservar a visão de pacientes com essas condições. Objetivo: sintetizar as evidências científicas disponíveis sobre a aplicação de terapias gênicas e celulares no tratamento de doenças retinianas. Metodologia: Foi realizada uma revisão sistemática da literatura, seguindo as recomendações do checklist PRISMA, com o objetivo de identificar estudos que investigaram a aplicação de terapias gênicas e celulares em doenças retinianas. Foram consultadas as bases de dados PubMed, Scielo e Web of Science, utilizando os seguintes descritores: "gene therapy", "cell therapy", "retinal diseases", "inherited retinal diseases" e "ocular gene therapy". A busca foi restrita a artigos publicados nos últimos 10 anos. Os estudos foram selecionados com base nos seguintes critérios de inclusão: estudos clínicos em humanos, em animais ou in vitro, que investigaram a aplicação de terapias gênicas ou celulares em doenças retinianas hereditárias. Foram excluídos estudos de revisão, relatos de caso e estudos que não atenderam aos critérios de inclusão. Resultados: A revisão da literatura identificou 15 estudos. Os resultados desses estudos demonstraram que essas abordagens terapêuticas apresentam grande potencial para o tratamento de doenças retinianas hereditárias, com a possibilidade de restaurar ou preservar a visão de pacientes com essas condições. Os principais tópicos abordados nos estudos incluíram a identificação de novos genes e mutações associadas a doenças retinianas, o desenvolvimento de vetores virais eficientes para a entrega de genes terapêuticos, a engenharia de células retinianas para terapia celular e a avaliação da segurança e eficácia dessas terapias em modelos animais e em estudos clínicos em humanos. Conclusão: As terapias gênicas e celulares representam um avanço significativo no tratamento de doenças retinianas hereditárias. Embora ainda existam desafios a serem superados, como a identificação de novos alvos terapêuticos, o desenvolvimento de vetores seguros e eficientes e a avaliação a longo prazo da segurança e eficácia dessas terapias, os resultados obtidos até o momento são promissores. A contínua pesquisa nessa área é fundamental para o desenvolvimento de novas terapias mais eficazes e personalizadas para o tratamento de pacientes com doenças retinianas, oferecendo a esperança de restaurar a visão e melhorar significativamente a qualidade de vida desses indivíduos.