Pancasila serves as the ideological and ethical foundation for leadership, aiming to shape leaders with integrity and morality grounded in divine, humanitarian, unity, civic, and social justice values harmonizing with Islamic leadership principles. This study uses a qualitative and normative (doctrinal) method, focusing on the philosophical and conceptual foundations of Pancasila. Data were collected through bibliographic research, analyzing books, journals, and previous studies to build a strong theoretical framework. The findings reveal that the de-ideologization of Pancasila’s leadership ethics stems from weak political systems, ineffective oversight, and the failure of character education based on Pancasila values. These issues undermine public trust and threaten national stability. Pancasila thus functions as both a moral fortress against ideological distortion and a benchmark distinguishing leaders guided by Pancasila values from those driven by power. Practically, this research provides insights and guidance for ethical leadership practice. Theoretically, it contributes to leadership studies, particularly regarding the integration of Pancasila’s ethical and ideological dimensions in fostering just, moral, and responsible leadership.

The distribution of inheritance according to the Badamai custom is a form of customary inheritance law practised by the Muslim Banjar community in South Kalimantan. This custom results in an equal distribution pattern between male and female heirs. This study aims to analyze the value of justice within this equal distribution system using John Rawls’ Theory of Justice. Conducted as a field study with a sociological approach in South Kalimantan, the research draws on interviews with members of the Indigenous Muslim Banjar Community, community leaders, and supporting literature, including four journal articles. Viewed through Rawls’ theory, the Badamai inheritance system is considered fair because it aligns with two key principles. The first is the principle of equal liberty, which ensures that both men and women have the same fundamental right to inherit property. The second is the difference principle, which seeks to minimize inequality. By implementing equal distribution, the Badamai custom removes disparities in inheritance allocation, ensuring equal opportunities for all heirs. This study contributes to the development of Customary Inheritance Law and encourages local governments to support the establishment of the Badamai institution to help resolve inheritance-related disputes.

This study examines the intricate relationship between Shariah education and the formation of national identity within Nigerian universities. As a country marked by religious, ethnic, and cultural diversity, Nigeria faces ongoing challenges in forging a cohesive national identity. The inclusion of Shariah-related courses in university curricula, particularly in institutions located in the predominantly Muslim northern region, raises critical questions about the role of religious legal education in a secular and pluralistic state. Using a multidisciplinary methodology that combines legal analysis, educational policy review, and qualitative interviews with students and faculty, this research investigates how Shariah education influences perceptions of citizenship, national belonging, and social cohesion. Findings suggest that while Shariah instruction can serve as a means of cultural affirmation and moral guidance, it also has the potential to either bridge or deepen national divides depending on how it is framed and integrated within broader academic and civic discourses. The paper concludes with recommendations for a more inclusive educational framework that respects religious diversity while reinforcing a shared national identity.

In the era of digital transformation, artificial intelligence (AI) has become important innovation in the world of education, including in the evaluation of learning Islamic Religious Education. This research aims to examine the optimization the application of AI in Islamic Religious Education evaluation, the challenges faced, and the future potential the future. With a qualitative approach based on literature review, this research analyzing literature related to the application of AI in the context of Islamic education. Results The study shows that AI is capable of enhancing the effectiveness of evaluating cognitive aspects. Cognitive through digital quizzes and real-time data analysis systems, as well as starting reaching affective and psychomotor aspects with technology such as chatbots, facial recognition, and virtual reality. However, a number of challenges also arise, among others, the limitations of AI in capturing the spiritual dimension, the potential for algorithmic bias algorithmic, ethical and data privacy issues, as well as teacher readiness and infrastructure. In the future, AI has great potential to become a comprehensive and personal, if the application of AI in learning and evaluation can be supervised in an ethical and still making teachers the central figure in the formation of values and character. This research recommends a synergy between technology developers, educators, and Sharia experts in developing a human-centered AI-based evaluation system and in accordance with Islamic values.

Reformasi pendidikan Islam dilakukan dengan mewacanakan tafsir tarbawi. Namun, tafsir tarbawi selama ini memiliki problem ontologis ditulis oleh kesarjanaan pendidikan, problem metodologis dengan model tafsir tematik ringkas serta problem aksiologi berupa hasil penafsiran yang cenderung konseptual, tidak memberikan jawaban aktual atas problematika pendidikan. Selain itu, tafsir maqasidiy dari maqasid asy-syariah memiliki problem fundamental diambil dari gagasan usuliyun serta keterbatasan penafsiran hanya digunakan pada ayat hukum. Perlu melakukan pengembangan penafsiran ke arah tafsir tarbawi progresif dengan mewacanakan tafsir maqasidiy dari maqasid Al-Qur’an. Artikel ini mengajukan pertanyaan: bagaimana pengembangan tafsir maqasidiy dari maqasid Al-Qur’an? Bagaimana tafsir tarbawi progresif atas Surah Al-‘Alaq (96): 1-5? Bagaimana signifikansi penafsiran? Artikel ini menyimpulkan bahwa tafsir maqasidiy dari maqasid Al-Qur’an menjadi pengembangan metodologi tafsir yang dibangun dari delapan dasar filosofis diturunkan Al-Qur’an: meluruskan akidah, memperbaiki akhlak, menjelaskan hukum, memberi teladan, menginspirasi dan mengawal pendidikan, memberikan pelajaran yang baik, menata sosial dan membuktikan mukjizat. Maqasid Al-Qur’an menjadi landasan filosofis mufasir dalam mengembangkan makna dalam konteks aktual. Tafsir tarbawi progresif atas Surah Al-‘Alaq (96): 1-5 antara lain: kesatuan kesadaran intelektual dan kesadaran transendental, menginspirasikan kesadaran asal dan keberkahan, menjadi landasan optimis, mengajarkan kesadaran literasi, dan mengajarkan kerendahan diri. Signifikansi tafsirnya meneguhkan Islam sebagai agama yang menginspirasi pendidikan sebagai rahmat bagi manusia dan kehidupan.

Higher education demands that students not only master knowledge but also actualize their ideas through scientific works, including journal article publications. However, low literacy interest, lack of writing skills, and limited understanding of the publication process present major student challenges. This study aims to examine and develop innovative strategies to enhance students' scientific writing skills as an alternative to thesis writing to support the achievement of the Tri Dharma of Higher Education, particularly in accredited scientific publications. This research uses a qualitative approach with a phenomenological method, conducted through interviews, observations, and documentation. Data analysis was done through data reduction, data presentation, and conclusion drawing, employing triangulation of techniques and sources. The results show that journal publication plays a strategic role in shaping students' academic culture. However, challenges such as low literacy, lack of mentoring, and low motivation remain significant barriers. Study programs have implemented writing workshops, intensive mentoring, incentive provision, and hands-on writing practice to encourage student productivity. It can be concluded that strategies based on active practice, lecturer-student collaboration, and support through facilities and incentives effectively improve the quality of students' journal publications. The implementation of these strategies not only improves students' writing skills but also strengthens a productive and collaborative academic culture within higher education institutions. Furthermore, this approach accelerates the achievement of the Tri Dharma of Higher Education, particularly in research and scientific publications.

This paper analyzes the interpretations of Qur’an surah al-Ma’idah (5): 51 by three 10th-century exegetes: at-Tabariy, Ibn Abi Hatim, and al-Maturidiy. It argues that at-Tabariy’s commentary, though foundational, represents just one model of exegesis in the medieval period. Ibn Abi Hatim and al-Maturidiy incorporate unique interpretative materials, not found in at-Tabariy’s work. Al-Maturidiy offers three types of interpretation, while Ibn Abi Hatim narrates a story about Caliph ‘Umar’s anger at a companion hiring a Christian secretary. The study also contextualizes these interpretations within the socio-political environment of the 10th-century ‘Abbasid era, where non-Muslims gained influence. This article concludes that the Qur’an commentators’ decision to include and exclude certain interpretative materials in their tafsir works reflects, to some degree, the socio-political environments in which they lived and authored their works. Qur’an commentaries, like any other book, were not written in a vacuum.

This article examines the use of dabt Asia-Anatolia in the Mushaf al-Ummah by comparing it with the Indonesian Standard Mushaf and the Pakistani Mushaf. The adoption of dabt Asia-Anatolia as an alternative regional system—similar to the al-Masyariqah and al-Magaribah—to accommodate both the Indonesian Standard Mushaf and the Pakistani Mushaf proves to be highly impractical. Through comparative and consistency-based methods, it has been demonstrated that the dabt Asia-Anatolia in the Mushaf al-Ummah still contains numerous inconsistent diacritical markings and tends to intermingle with the dabt al-Masyariqah. This contrasts with the Indonesian Standard Mushaf and the Pakistani Mushaf, which have established consistent diacritical systems and have maintained broader readability and independence for decades. Consequently, efforts to unify the Indonesian Standard Mushaf and the Pakistani Mushaf under the Mushaf al-Ummah framework are deemed ineffective. Instead, it is recommended that the Mushaf al-Ummah develop distinct variants, namely the Mushaf al-Indunisiy, Mushaf al-Ummah al-Pakistaniy, and Mushaf al-Ummah at-Turkiy, to accommodate the specific needs of each region independently.

This study examines the role of Islamic finance in advancing the United Nations' Sustainable Development Goals (SDGs), focusing on often-overlooked conflicts among these goals, such as the tension between poverty alleviation (SDG 1), hunger eradication (SDG 2), and environmental sustainability. It emphasizes the need for balanced progress across SDGs, particularly in Muslim societies where welfare aligns with religious principles. The study advocates for a Green Economic Transition (GET) aimed at achieving high human development while respecting Maqasid Shariah and ecological limits. GET, it suggests, should be the core of climate-conscious policies and business strategies. Recognizing shifts in the global financial system to reconcile economic and social development with environmental goals, the study underscores the need for policies aligning these aspects. It also explores the contribution of Islamic economics and finance-including commercial finance (banking, takaful, Sukuk, Shariah-compliant equity markets) and social finance (Zakah, Waqf, charities, Qard)-in fostering sustainable green finance. Noting the gap where these tools are still tied to conventional finance, the study proposes a framework for developing coherent climate policies within Islamic finance and identifies opportunities for Islamic sustainable green finance.

The rapid growth of Artificial Intelligence (AI) has begun to change many elements of education, including Islamic religious education. Traditionally, Mu'allim, Murabbi, and Mudarris have played important roles in teaching, ethics, and spiritual guidance. However, little is known about the impact of AI on the shifting existence of these terminologies. This research delves into the impact of AI on the responsibilities and perspectives of Mu'allim, Murabbi, and Mudarris, especially through the lens of transhumanism and the diffusion of innovation theory. This study uses qualitative methods to examine data, exploring the variations in AI integration in Islamic education across diverse cultural and regional backgrounds while also recognizing the specific best practices and challenges in each setting. The research seeks to close the gap in understanding between contemporary technology and Islamic educational customs by examining the evolving responsibilities of educators in the age of artificial intelligence. The findings raise significant issues regarding the preservation of human-centered values in religious education while also highlighting the potential of AI to improve educational methods. This study bridges the gap between traditional educational philosophies and technology breakthroughs, contributing to the increasing body of literature on AI in education and providing insightful information for Islamic studies researchers.