In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that the teacher-candidate students have good perceptions in the use of digital literacy as a learning resource. On the ICT basic skill indicator, the average score is at the high category; on the informational skill indicator, the average score is at the very high category; on the media awareness, the average score is at the high category; and on the computational thinking indicator, the average score is at the medium category.

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

The objective of this study are (1) to determine the meaning of character education in the elementary school of Pembangunan Jaya II of Gedangan Sidoarjo, (2) to identify how the planning of character education through constructivist design on the Islamic education subjects in the elementary school of Pembangunan Jaya II of Gedangan Sidoarjo. Observation, in-depth interviews and documentation analysis were used in this study. The finding showed that: (1) elementary school Pembangunan Jaya II in Gedangan Sidoarjo has developed character education. The character education that is developed is fond of learning character, creative character, independent character and noble, (2) constructivist design that is developed by SD Pembangunan Jaya II Gedangan Sidoarjo has a component in accordance with the constructivist theory, namely, engage, explore, explain, extend, and evaluate. By the application of habituation based on the constructivist design make the students to have the attitude of eager to learn, creative, independent, and noble character in accordance with the main purpose of the school.

E-learning has an important role in Islamic Education learning. Students are expected to not only listening to the explanation of the material from the teacher but also playing an active role in learning by applying e-learning. This study aims to analyze the implementation of learning based e-learning in Islamic Education course. The method used in this research was qualitative descriptive. The subject of this study was SMK 8 Surabaya students for the Islamic Education course. The data collection method had been done by interview and documentation. Data analysis had been done by collecting data, reducing data, presenting data, and making conclusions. The results of this study were the researcher found three stages in learning-based e-learning in the Islamic Education course, which is planning stage, implementation stage, and evaluation stage.

This article aims to discuss the use of Massive Open Online Course (MOOC) media in learning the Qur'an in the digital era. The research method used in this study is a descriptive qualitative approach. In the current era, technological developments have brought the world of education to think about issuing learning innovations that are ready to meet the demands of the times. This includes online-based open courses or commonly referred to as Massive Open Online Courses (MOOC). The success of several MOOC platforms in providing various courses, such as English, Mathematics, Management, Physics, Graphic Design and so on is read as an opportunity also to develop online and open learning of the Qur'an. The use of MOOC media will be able to accommodate a large number of participants from various regions. This opportunity was then responded by several educational institutions to provide an online and open Qur'an learning platform, such as the Intensive Tahfidz, Griya Al Qur'an, Baitul Qur'an Daarul Qur'an, Tahsin Online Academy, and Qur'an Edu Center.

<p><strong><span lang="IN">Bahasa Indonesia:</span></strong></p><p><span lang="IN">Pesantren telah dianggap sebagai model institusi pendidikan yang memiliki keunggulan baik dari aspek tradisi keilmuan dan internalisasi moralitas umat Islam. Saat ini, pesantren terus berbenah dan mempersolek diri. Di sisi lain, banyak pihak mengadopsi unsur positif dalam diri pesantren. Pesantren menumbuhkan apresiasi yang sepatutnya terhadap semua perkembangan yang terjadi di masa kini dan mendatang. Proses mengambil dan memberi secara sosiologis dan antropologis ini merupakan konstruksi sosialnya. </span><span lang="SV">Penelitian ke</span><span lang="IN">pustakaan ini </span><span lang="SV">bertujuan untuk mendekripsikan </span><span lang="IN">dinamika pendidikan Islam, khususnya menyorot konstruksi sosial pesantren dalam pandangan Azyumardi Azra. Hasil dari penelitian ini adalah bahwa pesantren sangat piawai berdialektika dengan tesis budaya yang saling bertentangan dan melahirkan sintesis konstruksi sosial baru. Pesantren juga merupakan institusi sosial yang paling kreatif dan inovatif Karena falsafahnya: <em>al-muhafadhu ‘alal qadimis sholeh wal akhdu bil jadidil ashlah</em> (memelihara tradisi lama yang baik dan mengambil tradisi baru yang lebih baik). Hal ini juga menghadirkan nilai-nilai agama sebagai bobot atas sejumlah karya pendidikan, ekonomi dan budaya pesantren.</span></p><p><span lang="IN"><br /></span></p><p><strong><span lang="IN">English:</span></strong></p><p>Pesantren is considered as a model of educational institution with added value from scholarly tradition aspects and the internalization of Islamic morality. Contemporarily, pesantren keeps improving and maintaining its internal body. On the other hand, outsiders start to adopt existing positive values of pesantren. Pesantren grows relevant appreciation towards development today and in the future. The taking and giving process here is sociologically-anthropologically a social construct. This library research aims to describe the dynamics in Islamic education, particularly focusing on pesantren social construct within Azyumardi Azra’s point of view. The result shows that pesantren is very adaptable towards “incompatible” culture to syntesize in new social constructs. Pesantren is also a type of creative and innovative social institution due to its philosophy: <em>al-muhafadhu ‘alal qadimis sh</em><em>a</em><em>leh wal akhdu bil jadidil ashlah</em><em> </em>(preserving good old tradition and adopting better new one).  This results in the presence of religious values as the added values in various field such as education, economy, and pesantren culture.</p><p><span lang="IN"><br /></span></p>

This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country’s education system and language affects the government’s literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.

This article discusses the values of tolerance found in the thematic text-book of 2013 curriculum. The thematic text-book has an important role in building students’ character, especially regarding the values of tolerance. This article aims to answer questions concerning the design of tolerant attitude in the thematic text-book for class one of elementary school, the advantage and deficiency of the book, and solutions for thematic text-book regarding tolerant attitudes. As a study of documentation, this article deals with eight themes on thematic text-book for class one of elementary school. In analyzing the data, this study refers to seven indicators of tolerant attitude using content analysis method. This study concludes that the design of tolerant attitudes consists of respect, collaboration, help, friend-ship, equality, harmony, freedom of worship. The advantage of the text-book is its identification of seven indicators, while its deficiency is related to the presence of pictures contradictory to the values of tolerance. The solution for its deficiency is to revise the explanation of words in the negative pictures very to contradict the values of tolerance.