Sunan Gunung Djati State Islamic University Bandung, also known as UIN Bandung or often abbreviated as UIN SGD (formerly IAIN Sunan Gunung Djati), is a state Islamic university based in Cibiru District, Bandung, West Java. The university has a history of cultivating the intellectual background for Islamic movements and organizations, Nahdlatul Ulama. The university is named after Sunan Gunungjati, who was one of the Wali Sanga, the legendary Sufi figures who contributed greatly to the spread of Islam in Indonesia.
Artificial Intelligence (AI) and Cryptocurrency are increasingly exploited to facilitate cyber child sexual abuse material (CSAM), creating an illicit ecosystem of “pseudo-pornography”. Defined as entirely synthetic, AI-manipulated visual representations, pseudo-pornography exploits a person’s digital identity to depict sexual acts without physical involvement. These manipulated identities are then traded anonymously. Utilizing a juridical-normative approach, this study analyzes the governing legal frameworks. Findings reveal a critical legal vacuum in Indonesia; current laws (Pornography, ITE, TPKS, and Criminal Code) remain oriented toward physical distribution. They lack specific provisions to address non-physical, AI-generated offenses and cryptocurrency-facilitated anonymity, while crypto regulatory dualism further hinders enforcement. To combat this, the government must urgently revise the Pornography and ITE Laws to explicitly prosecute pseudo-pornography creators, mandate platform accountability, and enact specific AI legislation. These measures are vital to closing legal loopholes and protecting Indonesia’s digital space.
Social media has become a signifcant part of global society, serving not only as a communication tool but also as a platform for dissemination knowledge and entertainment. One of the most widely used platforms today is TikTok, which allows trends to spread rapidly through short-form video content. One viral trend featured a certain part from the Japanese idol song Ai♡Scream! with its popular tagline “Ruby-chan? Hai! Nani ga suki?”by the limited-time unit AiScReam. The song embodies elements of Japanese culture, particulary idol culture and kawaii aesthetics. However, as the trend spread globally, a process of recontextualization and cultural transformation occurred. This study aims to analyze how the original meaning of the content shifted, using Barthes’ semiotic theory. The data consists of five purposively selected TikTok videos accompanied by public comments. The results reveal that the original meanings—centered around cuteness and idol-style intimacy—were transformed into forms of parody, memes, and humor within global digital culture.
Disaster mitigation education in vocational high schools requires learning approaches that connect scientific knowledge, vocational competencies, collaborative skills, and decision-making. This study examines the implementation of Project-Based Learning (PjBL) integrated with Science, Technology, Engineering, Arts, and Mathematics (STEAM) and role-playing in disaster mitigation learning within the IPAS Project at SMKN 3 Bandung. A qualitative descriptive design was employed involving one teacher and seven students selected purposively based on their active participation throughout the learning activities. Data were collected through classroom observations, semi-structured interviews, and document analysis of teaching modules, worksheets, drama scripts, props, portfolios, photographs, videos, and peer assessments. Data were analyzed thematically and validated through source and methodological triangulation. The findings show that learning progressed through problem identification, project planning, task organization, rehearsal monitoring, simulation performance, and evaluation and reflection. Science was the most prominent STEAM component, particularly in explaining disaster causes, impacts, and mitigation strategies. Technology supported information retrieval and communication, while arts were manifested through script development and performance. Engineering and mathematics were less explicitly integrated, primarily appearing in property management, spatial planning, and time allocation, without systematic design testing or quantitative measurement. The approach promoted student engagement, communication, collaboration, and disaster literacy. However, implementation was constrained by limited instructional time, differences in student confidence, and uneven participation. Strengthening engineering scaffolding, quantitative data use, explicit STEAM assessment rubrics, and individual accountability is therefore recommended.
The digital transformation of education demands stronger digital pedagogical competence among Islamic Religious Education (IRE) teachers. This study aimed to develop, implement, and evaluate a contextual In-House Training (IHT) model using the Four-D framework (Define, Design, Develop, Disseminate). A mixed-methods sequential explanatory design was employed. Needs analysis involved 40 IRE teachers from 23 junior high schools; the development phase (limited trial) involved 20 teachers; the dissemination phase (full implementation) involved 40 teachers (the original 20 plus 20 additional teachers trained through peer-training). Data were collected through questionnaires (Cronbach's alpha 0.89), interviews, observations, and documentation. The model significantly improved digital lesson planning (from 45% to 82%, p < 0.01, d = 1.24), active learning strategies (68%), and educational app mastery (75%). Systemic effects included a 65% increase in digital media use and 30% reduction in preparation time. The novelty lies in operationalizing TPACK within IRE through a school‑based, practice‑oriented IHT model that explicitly integrates Islamic values. This study contributes a replicable prototype for digital religious pedagogy in developing countries. ABSTRAK Transformasi digital pendidikan menuntut kompetensi pedagogik digital yang lebih kuat bagi guru Pendidikan Agama Islam (PAI). Penelitian ini bertujuan mengembangkan, mengimplementasikan, dan mengevaluasi model In-House Training (IHT) kontekstual menggunakan kerangka Four-D. Desain sequential explanatory mixed-methods digunakan. Analisis kebutuhan melibatkan 40 guru PAI dari 23 SMP; tahap pengembangan (uji terbatas) melibatkan 20 guru; tahap diseminasi (implementasi penuh) melibatkan 40 guru (20 guru awal ditambah 20 guru tambahan melalui peer-training). Data dikumpulkan melalui kuesioner (Cronbach's alpha 0,89), wawancara, observasi, dan dokumentasi. Model IHT meningkatkan signifikan penyusunan RPP digital (45% ke 82%, p<0,01, d=1,24), strategi pembelajaran aktif (68%), dan penguasaan aplikasi pendidikan (75%). Dampak sistemik meliputi peningkatan penggunaan media digital sebesar 65% dan pengurangan waktu persiapan mengajar sebesar 30%. Kebaruan penelitian ini terletak pada pengoperasionalan TPACK dalam konteks PAI melalui model IHT berbasis sekolah dan berorientasi praktik yang secara eksplisit mengintegrasikan nilai-nilai Islam.
Islamic Religious Education (PAI) at the senior high school level still tends to emphasize cognitive-normative mastery, while spirituality, adab, moral reflection, character formation, and social sensitivity remain insufficiently integrated. Previous studies on Al-Ghazali’s epistemology have mainly focused on philosophical and mystical aspects, with limited attention to its pedagogical application in contemporary Islamic education. This article aims to reconstruct Al-Ghazali’s concepts of kasbi and laduni knowledge into a spiritual-cognitive educational model to strengthen PAI learning at SMA Peacesantren Welas Asih Garut. The study employs a qualitative conceptual approach through library research and educational reconstruction methods. Data were analyzed using conceptual synthesis and pedagogical interpretation. The findings show that the integration of kasbi and laduni knowledge can be formulated into a spiritual-cognitive educational model consisting of seven components: learning objectives, learning materials, learning strategies, spiritual habituation, teacher roles, learning outcome indicators, and evaluation. The model integrates cognitive, affective, spiritual, and practical dimensions in PAI learning. The study contributes to contemporary Islamic education by operationalizing Al-Ghazali’s epistemology into a practical framework relevant to pesantren-based secondary education. AbstrakPendidikan Agama Islam (PAI) di tingkat sekolah menengah atas masih didominasi oleh penguasaan kognitif-normatif, sementara aspek spiritualitas, adab, refleksi moral, pembentukan karakter, dan sensitivitas sosial belum terintegrasi secara optimal. Kajian tentang epistemologi Al-Ghazali selama ini lebih banyak menyoroti dimensi filosofis dan mistis, dengan perhatian yang masih terbatas pada penerapan pedagogisnya dalam pendidikan Islam kontemporer. Artikel ini bertujuan merekonstruksi konsep ilmu kasbi dan laduni Al-Ghazali menjadi model pendidikan spiritual-kognitif untuk memperkuat pembelajaran PAI di SMA Peacesantren Welas Asih Garut. Penelitian menggunakan pendekatan kualitatif konseptual melalui studi kepustakaan dan metode rekonstruksi pendidikan. Data dianalisis melalui sintesis konseptual dan interpretasi pedagogis. Hasil penelitian menunjukkan bahwa integrasi ilmu kasbi dan laduni dapat dirumuskan ke dalam model pendidikan spiritual-kognitif yang mencakup tujuh komponen: tujuan pembelajaran, materi, strategi pembelajaran, pembiasaan spiritual, peran guru, indikator hasil belajar, dan evaluasi. Model ini mengintegrasikan dimensi kognitif, afektif, spiritual, dan praksis dalam pembelajaran PAI. Penelitian ini berkontribusi pada pengembangan pendidikan Islam kontemporer dengan mengoperasionalkan epistemologi Al-Ghazali ke dalam kerangka praktis yang relevan bagi pendidikan menengah berbasis pesantren.
