This study aims to analyse the Key Success Factors (KSFs) of e-learning implementation, so that e-learning can work well and provide maximum benefits for learning activities process in higher education. The method used in this research is begin from investigate the determinant factors based on the results of literature studies and survey techniques. To obtain a more in-depth analysis, then the factors are weighted using the Multi-Attribute Utility Theory (MAUT) method. The results showed that the determinant factors that need to be used as the main consideration in the implementation of e-learning at higher education are organizational factors, technology, and human resources. The dominant factor that needs attention in realizing the effectiveness of the implementation of e-learning in higher education is the organizational aspect which is realized in the form of creating a work culture and setting policies that are binding on the academic community to carry out e-learning.

The main focus of this paper is the innovative idea of Islamic Education learning in schools facing the disruptive innovation of the digital age. The discussion uses critical analytics as part of the development of descriptive methods. The object of study is ideas. Data collection techniques used are book survey or library research. The results of the discussion show several important findings. (1) Learning model is a conceptual framework that describes the systematic procedure in organizing experiences to achieve learning objectives. The learning model is formed from the element of focus, syntax, social system and learning situation, and supporting factor. (2) Learning Islamic Education is an effort to encourage learners to earn the curriculum of Islamic Education which resulted in a change in the behavior of learners. There are efforts to be taken to optimize the learning of Islamic Education in schools facing disruptive innovation. First, there is a need to change the paradigm of learning Islamic Education not only limited to cognitive orientation, but also psychomotor domain, affection, and attitude aspects as well as religious behavior. Second, Islamic Education learning in schools/madrasah should be developed and innovated in such a way that Islamic Education learning is up-to-date and attracts students’ interest. The use of information technology in the Islamic Education learning model should continue to be developed and placed as a source, reference, and information resource. The use of social media in learning should also be an alternative, including the use and utilization of social media for the development of Islamic Education learning in schools.

Kurikulum adalah ruhnya Pendidikan, mengembangkannya adalah sebuah keharusan dan keniscayaan bagi semua Lembaga Pendidikan. Penelitian ini bertujuan menganalisis implementasi kurikulum prototype sebagai bentuk inovasi dan jawaban dari perubahan dan tantangan zaman. Metode penelitian yang digunakan ialah metode penelitian kualitatif dengan jenis pendekatan library research. Teknik yang digunakan dalam penelitian ini adalah teknik studi perpustakaan (Library Reseach). Hasil penelitian menunjukkan latar belakang, konsep, teori serta seperangkat pembejaran terkait kurikulum prototype telah disiapkan oleh pemerintah. Kurikulum prototipe merupakan lanjutan dari kurikulum masa pandemi Covid-19 atau kurikulum darurat yang telah diluncurkan pada Agustus 2020 silam. Fase dan Struktur Kurikulum Paradigma Baru Tahun 2022 meliputi: Struktur Kurikulum, Capaian Pembelajaran, Fase Sekolah, Jumlah Jam Pelajaran, Asesmen Kolaboratif, Pendekatan Pembelajaran, Adanya Mata Pelajaran TIK di SMP, Mata Pelajaran IPAS, Program Peminatan di tingkat SMA/MA dilaksanakan di kelas XI.

This study aims to investigate the meaningful pattern that can be used to improve digital culture in higher education based on parameters of the technology acceptance model (TAM). The methodology used is the data mining technique with K-means algorithm and text analytics. The experiment using questionnaire data with 2887 respondents in Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung. The data analysis and clustering result show that the perceived usefulness and behavioral intention to use information systems are above the normal value, while the perceived ease of use and actual system use is quite low. Strengthened with text analytics, this research found that the EDA and K-means result in harmony with the hope or desire of academic society the information system implementation. This research also found how important the socialization and guidance of information systems, especially the new one information system, in order to improve digital culture in higher education.

This study offers the findings of the demographic data of madrasah diniyah takmiliyah (non-formal form of education, developed through community participation), especially about teachers and students in Bandung city, Indonesia, and give efforts to revitalize their institutional roles and functions. The study used a combination of quantitative and qualitative methods to collect and analyze the data. The results showed that madrasah diniyah takmiliyahs in Bandung city are around 1,134 with 75,264 students and 6,292 teachers. The demographic data of madrasah diniyah takmiliyah in Bandung city is very significant when compared to sekolah dasar (formal education at the primary school level)/madrasah ibtidaiyah (formal education at the Islamic primary school level) in Bandung, which only amounted to 545 sekolah dasars/madrasah ibtidaiyahs with 231,174 students and 10,802 teachers. This research found that many parents interested to send their children to madrasah diniyah takmiliyah. Many potential madrasah diniyah takmiliyahs are not owned by other educational institutions. Madrasah diniyah takmiliyah is the property of Muslims for Indonesia, whose quality and function must be improved so that they can participate in improving the quality of people for advanced Indonesia.