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Pengaruh Financial Technology Payment, Literasi Keuangan Dan Gaya Hidup Terhadap Pengelolaan Keuangan Generasi Z Aras Aira; Riri Fauzana; Hariza Hasyim
Management Studies and Entrepreneurship Journal (MSEJ) Vol. 6 No. 6 (2025): Management Studies and Entrepreneurship Journal (MSEJ)
Publisher : Yayasan Pendidikan Riset dan Pengembangan Intelektual (YRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/msej.v6i6.10062

Penelitian ini memiliki 3 tujuan yaitu untuk mengetahui pengaruh financial technology payment, literasi keuangan dan gaya hidup terhadap pengelolaan keuangan generasi Z UIN Suska Riau, penelitian ini dilakukan pada Mahasiswa UIN Suska Riau, dengan Jumlah Populasi 31.000 sedangkan sampel dengan metodel isaac dan micheal, jumlah sampel sebanyak 380 orang. Metode pengumpulan data dengan kuesioner, kuesioner diajukan secara langsung dan menggunakan google form dalam penyebarannya. Pengolahan data dalam penelitian menggunakan SEM-PLS dengan SmartPLS versi 4.0. Hasil penelitian menunjukkan bahwa Financial technology payment memiliki pengaruh yang positif dan significant terhadap pengelolaan keuangan Generasi Z UIN Suska Riau, Literasi keuangan memiliki pengaruh yang positif dan sign ifikan terhadap pengelolaan keuangan generasi Z UIN Suska Riau, sedangkan untuk Variabel yang ke 3 yaitu gaya hidup tidak memiliki pengaruh terhadap pengelolaan keuangan generasi Z UIN Suska Riau. Nilai Adjust R Square 0.788, yang memiliki arti bahwa dalam penelitian ini kontribus Variabel eksogen yaitu Financial Technology Payment, Literasi Keuangan dan Gaya Hidup sebesar 78 % terhadap variable Endogen

Epistemological Analysis of the Integration of the Merdeka Curriculum and Deep Learning Technology in Islamic Education in the Digital Era Muhammad Nadhif Syuhada; Helmiati Helmiati; Hariza Hasyim
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12845

The transformation of education in the digital era has shifted the paradigm from conventional learning systems toward more adaptive, personalized, and technology-based models. This study aims to analyze the epistemological integration between the Merdeka Curriculum and deep learning technology within the development of Islamic education in the digital age. The research employed a library research method using content analysis of academic books, scholarly articles, and relevant policy documents. The findings reveal that the integration offers significant opportunities, including enhanced learning personalization, strengthened spiritual digital literacy, and pedagogical efficiency through adaptive learning systems. However, the study also identifies several epistemological and ethical challenges, such as value bias within algorithms, the risk of reducing spiritual dimensions into computational data, and limitations in digital competence among Islamic education teachers and institutional infrastructures. Epistemologically, the integration of technology in Islamic education must remain grounded in the principles of tawhid, adab, and maq??id al-tarbiyah to prevent fragmentation between knowledge and values. This study contributes theoretically by proposing an epistemological integration framework between curriculum and technology, and practically by offering insights for developing Islamic pedagogy that remains ethically and spiritually rooted while adapting to digital advancements.

The Impact of Government Policy on Curriculum Changes and Its Implications for the Quality of Islamic Religious Education in Elementary Schools Oky Syamsurizal; Helmiati Helmiati; Hariza Hasyim
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 4, No 3, August 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v4i3.39622

Curriculum changes are part of the government's strategic policy to improve the quality of national education. This article aims to analyze government policies related to changes in the education curriculum over time until the birth of the Independent Curriculum, and examine its implications for improving the quality of Islamic Religious Education (PAI) learning in elementary schools. This study uses a qualitative approach with a library research method. Data were obtained from various written sources such as books, scientific journals, policy documents, and relevant laws and regulations, then analyzed using content analysis techniques. The results of the study indicate that curriculum changes in Indonesia, starting from the 1994 Curriculum, the 2004 KBK, the 2006 KTSP, the 2013 Curriculum, and the Independent Curriculum, reflect the government's ongoing efforts to adapt education to current developments and student needs. The implementation of the Independent Curriculum has positive implications for Islamic Religious Education (PAI) learning in elementary schools, especially in encouraging more flexible, contextual, and student-centered learning. This curriculum opens up space for Islamic Religious Education (PAI) teachers to innovate through project-based learning and authentic assessment, thus enhancing not only knowledge but also students' religious attitudes and noble morals. Therefore, the Independent Curriculum has the potential to holistically improve the quality of Islamic Religious Education (PAI) learning if supported by teacher and school readiness

The Influence of Sharia Financial Literacy, Gold Price Fluctuations, Risk Perception and Culture on Customer Decisions to Choose Gold Installments at Bank Syariah Indonesia KC Padangsidimpuan Miftahul Janna Ritonga; Leny Nofianti; Hariza Hasyim
Al-Kharaj: Journal of Islamic Economic and Business Vol. 8 No. 3 (2026): All articles in this issue include authors from 3 countries of origin (Indonesi
Publisher : LP2M IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/kharaj.v8i3.11510

This study aims to analyze the influence of Islamic financial literacy, gold price fluctuations, risk perception, and culture on customers’ decisions to choose gold installment products at Bank Syariah Indonesia KC Padangsidimpuan. The study was motivated by the increasing use of gold installment products despite fluctuations in gold prices, as well as the strong cultural values that influence gold ownership within the community. This research employed a quantitative approach with a sample of 213 customers selected through purposive sampling from a population of 475 gold installment customers in 2025. Data were collected using questionnaires and analyzed through multiple linear regression with the assistance of SPSS Statistics 25. The results indicate that Islamic financial literacy, risk perception, and culture have a positive and significant effect on customers’ decisions, while gold price fluctuations have a positive but insignificant effect. Simultaneously, all independent variables significantly influence customers’ decisions to choose gold installment products. These findings suggest that customers’ decisions are influenced not only by economic and financial considerations but also by risk perceptions and cultural values embedded in society.

Pengaruh Financial Technology Payment, Literasi Keuangan Dan Gaya Hidup Terhadap Pengelolaan Keuangan Generasi Z Aras Aira; Riri Fauzana; Hariza Hasyim
Management Studies and Entrepreneurship Journal (MSEJ) Vol. 6 No. 6 (2025): Management Studies and Entrepreneurship Journal (MSEJ)
Publisher : Yayasan Pendidikan Riset dan Pengembangan Intelektual (YRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/msej.v6i6.10062

Penelitian ini memiliki 3 tujuan yaitu untuk mengetahui pengaruh financial technology payment, literasi keuangan dan gaya hidup terhadap pengelolaan keuangan generasi Z UIN Suska Riau, penelitian ini dilakukan pada Mahasiswa UIN Suska Riau, dengan Jumlah Populasi 31.000 sedangkan sampel dengan metodel isaac dan micheal, jumlah sampel sebanyak 380 orang. Metode pengumpulan data dengan kuesioner, kuesioner diajukan secara langsung dan menggunakan google form dalam penyebarannya. Pengolahan data dalam penelitian menggunakan SEM-PLS dengan SmartPLS versi 4.0. Hasil penelitian menunjukkan bahwa Financial technology payment memiliki pengaruh yang positif dan significant terhadap pengelolaan keuangan Generasi Z UIN Suska Riau, Literasi keuangan memiliki pengaruh yang positif dan sign ifikan terhadap pengelolaan keuangan generasi Z UIN Suska Riau, sedangkan untuk Variabel yang ke 3 yaitu gaya hidup tidak memiliki pengaruh terhadap pengelolaan keuangan generasi Z UIN Suska Riau. Nilai Adjust R Square 0.788, yang memiliki arti bahwa dalam penelitian ini kontribus Variabel eksogen yaitu Financial Technology Payment, Literasi Keuangan dan Gaya Hidup sebesar 78 % terhadap variable Endogen

Analysis of Government Policy Regarding the Quality of Education and Its Implications for the Progress of Islamic Religious Education in Indonesia Imam Musthofa; Helmiati; Hariza Hasyim
Al-Ard: Journal of Education Vol. 1 No. 4 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i4.18

This study aims to analyze the Indonesian government’s policies to improve education quality and their implications for the advancement of Islamic education. Over the past two decades, education quality has become a central issue in the national education system, especially following the implementation of various policies such as the National Education Standards (SNP), the Education Quality Assurance System (SPMP), teacher certification, professional education programs (PPG), and the Merdeka Belajar–Kampus Merdeka initiative. This study employs a qualitative descriptive method using a library research approach through the analysis of legal documents, ministerial reports, books, and scholarly journals published between 2019 and 2025. The findings indicate that government policies to improve education quality have significantly contributed to strengthening Islamic education systems in both public and religious schools. Curriculum reform, teacher professionalism, and the digitalization of madrasahs have become key drivers in Islamic education development. However, implementation challenges persist, including regional quality disparities, limited human resources, and uneven institutional capacity. Therefore, synergy between the Ministry of Education and the Ministry of Religious Affairs is essential to establish an integrated quality assurance system consistent with Islamic values.

Analyze the Merdeka Curriculum Policy in Relation to the Implementation of Student – Centered Learning (SCL) as a Means of Improving the Quality of Islamic Education Sukron Jamil; Helmiati; Hariza Hasyim
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1265

This article aims to analyze the merdeka curriculum policy in relation to the implementation of student-centered learning (SCL) as a means of improving the quality of Islamic education. The study focuses on how problem-based learning (PBL), project-based learning (PjBL), and deep learning models can be integrated into the context of madrasahs and pesantren, while also examining their implications for cognitive, affective, and psychomotor competencies, the strengthening of Islamic character, and the development of 21st-century skills. The research method employed is a literature study using content analysis techniques. Data were collected from various academic sources, including books, journal articles, and relevant research findings. The analysis process involved selecting, categorizing, comparing, and synthesizing information from these sources to obtain a comprehensive picture of the merdeka curriculum implementation.The findings indicate that the merdeka curriculum provides a policy direction that supports student-centered learning through curriculum flexibility, diagnostic assessment, and the project for strengthening the Pancasila Student Profile. The application of SCL in Islamic education has proven effective in enhancing critical thinking, creativity, collaboration, and communication skills, while also deepening the internalization of Islamic values. Nevertheless, several challenges remain, such as teacher readiness, limited facilities, and the persistence of traditional learning cultures. In conclusion, the merdeka curriculum holds great potential to improve the quality of Islamic education, provided it is supported by teacher capacity building, adequate facilities, and comprehensive evaluation. With consistent implementation, Islamic education can produce graduates who are not only academically competent but also possess strong Islamic character and are well-prepared for the demands of the 21st century.

Pesantren, Madrasah, dan Sekolah Islam Terpadu dalam Politik dan Kebijakan Pendidikan di Indonesia Rivaldiansolih Lubis; Hariza Hasyim; Risma Sulistia Aini
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.3012

Pesantren, madrasah, and Integrated Islamic Schools (SIT) are three forms of Islamic educational institutions in Indonesia that have grown and developed within different sociopolitical contexts, yet all play a strategic role in shaping the Islamic identity of society and passing down religious values from one generation to the next. These three institutions cannot be separated from political intervention and the dynamics of national education policy, from the colonial period through the New Order era to the Reformation era. This study aims to examine the position and relationship of pesantren, madrasah, and SIT within the context of politics and education policy in Indonesia from historical and regulatory perspectives. This study employs a qualitative approach using library research, with data collected through a documentary analysis of legislation, policy documents, and academic literature, and analyzed descriptively and analytically using content analysis techniques. The results show that pesantren focus on deepening religious knowledge and character building; madrasah integrate religious and general subjects into a single curriculum; while SITs combine the national curriculum with Islamic studies in an integrated manner as a response to the needs of modern Islamic education. Government policies from the colonial era through the Reformation era have contributed to the formal recognition, quality improvement, and expansion of access to Islamic education. This study concludes that a balance is needed between meeting national standards and strengthening Islamic values so that Islamic education in Indonesia can grow in an inclusive, high-quality, and competitive manner amid the dynamics of national education policy.

Otonomi Pendidikan dan Pelaksanaannya: Peluang dan Tantangan bagi Pendidikan Islam Hasyiyati; Yuliharti; Hariza Hasyim
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.15618

This study aims to analyze the concept of educational autonomy and its implementation in the context of Islamic education, particularly in Islamic boarding schools and madrasas, as well as to examine the opportunities and challenges it faces. The study uses a qualitative approach with a library research method through critical analysis of various literature sources in the form of books, journals, and relevant research results. The results show that educational autonomy as part of decentralization policy gives authority to regions and educational units to manage education according to local needs and characteristics. In Islamic education, autonomy is a strategic opportunity to strengthen institutional identity, develop an integrative curriculum based on Islamic values, and encourage contextual learning innovation. However, its implementation still faces challenges in the form of limited human resources, funding, and the complexity of the madrasah institutional structure. As a result, it is necessary to strengthen institutional capacity, improve the professionalism of managers, and provide fair and sustainable policy support so that educational autonomy can improve the quality and competitiveness of Islamic education.

Multicultural and Inclusive Education Policy: A Critical Analysis of the Development of Islamic Education in Indonesia Andri Sukrinaldi; Yuliharti Yuliharti; Hariza Hasyim
JURNAL AT-TURAS Vol 13, No 3 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/at-turas.v13i3.15850

Studies on multicultural and inclusive education policies in Indonesia have largely focused on general education, while critical analyses situating these two issues specifically within the regulatory and institutional framework of Islamic education remain limited despite the fact that Islamic education faces a distinctive tension between national standardization and local religious authority. This gap motivates the present study, which aims to critically analyze how multicultural and inclusive policies are formulated, the rationale behind them, and their impact on the quality and institutional development of Islamic education in Indonesia. The study employs a critical policy analysis design, drawing on national and sectoral policy documents including the National Education System Law (UU Sisdiknas), the Merdeka Curriculum, and Ministry of Religious Affairs regulations analyzed through content analysis and triangulated with recent academic literature and secondary performance data on Islamic educational institutions sourced from the Islamic Education Statistics (EMIS) and the Madrasah Performance Report (RKM) of the Directorate General of Islamic Education, Ministry of Religious Affairs. The findings show that multicultural and inclusive principles have been incorporated into Islamic education regulations in response to global demands and Indonesia's socio-cultural diversity; however, their implementation has generated structural tension between uniform national standards and contextual local religious authorityan original finding that constitutes this study's key contribution to the analysis of Islamic education policy. Theoretically, this study offers a framework for understanding the synthesis between policy and contextualized Islamic values; practically, it recommends the development of a policy evaluation model sensitive to the distinctive characteristics of Islamic education as an agenda for future research, government action, and institutional practice.

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