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This study endeavors to scrutinize student contentment levels regarding pedagogical approaches utilized by educators amidst the backdrop of the Fourth Industrial Revolution, with a particular emphasis on students categorized by their fields of study and institutional affiliations. Data were collated from 123 student participants drawn from diverse universities within the Province of Jambi. This research used a structured online questionnaire to acquire data in employing a quantitative methodology. Data analysis involved the utilization of a Likert scale to gauge the degree of student satisfaction. Assumption testing was used to analyze the Likert scale. In this study, assumption testing using independent sample t-tests, also viewed through the acquisition of proportion values, was used to determine how differences in satisfaction levels were found. Findings reveal noteworthy student satisfaction concerning instructional methodologies, notably in punctuality, subject matter proficiency, instructional delivery, and assessment and evaluation procedures. Moreover, evaluating instructor performance, as perceived by students vis-à-vis their respective majors and institutional statuses, substantially impacts satisfaction levels with pedagogical strategies across various facets of the learning process. The cumulative average significance of overall satisfaction with instructional methodologies among students enrolled in universities within Jambi. Nonetheless, areas necessitating enhancement, such as evaluation and assessment practices, alongside fostering emotional rapport between students and instructors, are underscored as imperative for promoting an optimal learning environment.

This study aimed to develop a ‘religious conservatism’ scale tailored for university students, employing the Rasch Analysis approach in a four-step process. Firstly, a psychometric scale comprising 29 unidimensional items was formulated based on a thorough literature review. Secondly, items generated from literature studies underwent validation, resulting in the retention of 23 items after eliminating irrelevant ones. Thirdly, a psychometric analysis was conducted using the Rasch Model Approach with a sample of 549 randomly selected students from three universities in Sumatra, Indonesia. In all, 15 items met the Rasch Analysis criteria, with unnecessary items removed because of logit value overlap. Fourthly, an empirical comparison of study results based on gender and student categories (first-year, second-year, junior and senior) was performed, revealing insights into the average logit level of student conservatism. As a result, the study identified the highest logit score based on gender criteria and student categories, contributing valuable information on the nuanced aspects of religious conservatism among university students. The development of this scale provides a valuable tool for future research exploring the dynamics of religious conservatism within the university context. Contribution: This research introduces a meticulously validated psychometric scale designed specifically for assessing religious conservatism among Islamic university students. Setting it apart from comparable studies, this scale demonstrates distinct advantages, such as its precise focus on the Islamic context, rigorous psychometric validation process, elimination of irrelevant items and contextual applicability within university settings. By providing researchers and educators with a more accurate tool, the scale facilitates a deeper understanding and targeted approach to addressing religious conservatism among Muslim students in Indonesia.

Urban Muslim communities in Indonesia are growing in different cities. Not only as a forum where social interaction is established among Muslims, but also this urban Muslim community is transformed into a social institution, which is unique, and influencing the social order. There are various forms of urban communities, and one of them appears in the form of a majelis taklim (taklim-assembly): a community, which was established independently, and non-formally by the Muslim community. In its development, the majelis taklim was transformed into a non-formal educational institution that can increase the religious knowledge of the pilgrims, or participants who joined the majelis taklim. In this regard, the problem that arises is whether the existence of the majelis taklim and its Islamic learning process, automatically increase the religiosity of participants or pilgrims. In this case, this study aims to assert religiosity in Indonesian urban communities, through the influence of majelis taklim Islamic learning motivation and satisfaction on religious cognition and attitude. The Stata 16.0 multivariate regression analysis was also used to select 348 participants from 24 provinces. In this process, both the motivation and satisfaction of Islamic learning dynamically contributed to two religiosity dimensions of the urban communities (Majelis Taklim), namely cognitive and attitude. The results showed that religiosity was a complex concept not increased by just one dimension of a set of variables. However, it needs to be systematically improved through multiple variables. Keywords: Gender, Learning motivation, Learning satisfaction, Muslim urban communities; Majelis Taklim, Religiosity, Urban communities

The PPK movement launched by the government is a response to the phenomenon of moral decadence/character crisis that occurs in almost all levels and sectors of life, including in the world of education. The PPK movement aims to instill and strengthen the values of the nation's character in the education unit. This study aims to describe the implementation of the PPK movement in the SMPN Kerinci regency by using qualitative research design and case study approach, namely in SMPN 13, SMPN 15, and SMPN 48. Data were collected through observation, unstructured interviews, and documentation. The data collected was then analyzed with Miles and Huberman techniques with data reduction, display, and conclusion drawing stages. The implementation of PPK has been running quite well. It positively impacts strengthening students' character characterized by increased discipline, honesty, responsibility, creativity, social care, and so on. However, the implementation of the PPK movement still has some constraints as teachers do not understand the essence and urgency of the PKK movement comprehensively and completely. In addition to other factors such as inadequate learning facilities and resources and still lack of support from stakeholders and the community.

The purpose of this study was to explore and describe the vision of education according to the Al-Qur’an and then found its relevance to modern character education theory. This study used qualitative design by using library research and specifically used in the mawdhu'i interpretation approach. The study results have shown that the integration of educational goals was seen in the use of several terms in the Al-Qur’an related to education. Dhikr was integrated with thinking, integration of understanding (cognitive) by acting what is understood (affective and psychomotor), applying syar'i law was integrated with the purpose of its application, and integration of thinking about nature by acknowledging the power of Allah. The verse signs that indicate integration in educational goals indicate that the domains of educational goals could not be separated but as a whole. The implication in the formulation of goals should not separate the cognitive, affective, and psychomotor domains. Thoughts, exercise, and sports might be integrated and synergized.

The Distinctive of Madrasah is an extra-curricular activity that has Islamic distinctive and character, this distinctive designed as a means of forming the noble character of students based on Islamic values ​​in madrasah. In the long term, the Distinctive of Madrasah is expected to contribute to preparing fully human resources as pillars in nation character building. This study aimed to describe the phenomena and experiences of managing the Distinctive of Madrasah activities at MAN I Sungai Penuh, as a forum for establishment students' religious character. In this case, the researcher has used a qualitative research design with a phenomenological approach, who trying to understand and describe the same experience about the management of the Distinctive of Madrasah activities as a means of establishment students' religious character. The data were collected by observation, interview, and documentation. Then, the informants of this study were the teachers and students at Madrasah Aliyah Negeri 1 Sungai Penuh which consisted of 11 people. The data were analyzed by reducing, verifying, displaying, and drawing conclusions. The result of this study was the implementation of the Distinctive of Madrasah activities at MAN I Sungai Penuh, which consists of programmed activities which are scheduled activities, measurable routines, and non-programmed activities in the form of daily routine activities, spontaneous and exemplary. Both activities are carried out in an integrated and synergized manner to strengthen the religious character of students. The continuous and continuous implementation of the Distinctive of Madrasah at MAN I Sungai Penuh has brought positive results with the establishment of students' religious character which is marked by the increased understanding and charity of students' worship and an increased sense of togetherness, brotherhood, and caring among others both in daily life at Madrasah and home.

This article aims to examine and analyze non-corporal punishment in the character development of Madrasah Aliyah students in Jambi province. This research applied case study approach with purposive sampling technique. The data were collected by observing, interviewing, and documentating. The result showed that the application of non-corporal punishment works well in Madrasah Aliyah of Jambi province, student character can also be formed from non-corporal punishment contribution. The indicators could be seen by; (1) there is a change in the process of learning when the teacher implements non-corporal punishment, and the non-corporal punishment implementation in extracurricular activities goes well, (2) student character such as discipline can be developed with non-corporal punishment more obedient to madrasah regulations, and discipline enforcement by non-corporal punishment raises awareness and motivation of students who can improve their academic performance, (3) while the supporting factor of non-corporal punishment implementation in Madrasah Aliyah is cooperation of all elements of madrasah (headmasters, classteachers, teachers, janitor, security, and parents), while those that hinder the application of non-corporal punishment is a team that should always be supervised, full teacher activities, the teachers who do not care about the discipline, the distance of student residence to school, and financing.

This study aimed to describe the traditional goverment system which prevailed in the society of Pulau Tengah, Danau Kerinci district, Kerinci regency, Jambi Province, especially aimed to identify the character education values in the govermental system. The method used in this study was a qualitative method with an ethnography approach. The data were obtained from the observation, interview, and documents. The participants were the customary leaders, village government leaders, religious leaders, and community leaders. Data were analyzed through looking at (1) domain analysis, (2) taxonomy analysis, and (3) cultural theme analysis. The results of the study found that there were some character education values in the traditional goverment system of Pulau Tengah society based on the customary law of basendi syarak, syarak basendi Kitabullah. The character education values found were honest, responsibility, trust, determined (istiqamah), fair and deliberation which are reflected in three salient themes that emerged in this research, namely, election, appointment and inauguration, and challenges or prohibitions for officers.

Islamic Education in schools is currently considered to be less effective and efficient. In addition, learning orientation is cognitive oriented and has not been able to optimize affective aspects, especially psychomotor. Though the spirit and essence of learning Islamic Education both in schools and madrasas give birth to graduates who have good, skilled Islamic insights and knowledge and noble character. Therefore, to realize the learning process of effective and efficient Islamic Education, a breakthrough is needed using the scientific approach, which is based on the 2013 curriculum. In its application, the scientific approach is an inductive, empirical approach. requires the flow of rational thinking, critical and emphasizes empirical (sensory) truth, needs to be synergized / integrated with theological, intuitive (zawq) approaches and deductive and supranational revelations to achieve the learning objectives of Islamic Education, namely increasing faith and devotion and building noble character . This paper aims to describe the application of the scientific approach in the learning of 2013 curriculum-based Islamic Education to create graduates with character.

This study aimed to describe the traditional goverment system which prevailed in the society of Pulau Tengah, Danau Kerinci district, Kerinci regency, Jambi Province, especially aimed to identify the character education values in the govermental system. The method used in this study was a qualitative method with an ethnography approach. The data were obtained from the observation, interview, and documents. The participants were the customary leaders, village government leaders, religious leaders, and community leaders. Data were analyzed through looking at (1) domain analysis, (2) taxonomy analysis, and (3) cultural theme analysis. The results of the study found that there were some character education values in the traditional goverment system of Pulau Tengah society based on the customary law of basendi syarak, syarak basendi Kitabullah. The character education values found were honest, responsibility, trust, determined (istiqamah), fair and deliberation which are reflected in three salient themes that emerged in this research, namely, election, appointment and inauguration, and challenges or prohibitions for officers.