Vol. 10 No. 1 (2024): 12 Waiheru

This edition highlights the overarching theme of values-based educational transformation, leadership, and the integration of culture and technology into Islamic educational practices. This edition reflects systematic efforts to improve the quality of educational governance, both through bureaucratic reform within the Ministry of Religious Affairs and by strengthening organizational culture as a foundation for sustainable change.

Furthermore, this journal highlights the important role of teachers and madrasah principals as key actors in educational leadership. Various articles discuss how the strategic position of teachers in Islamic schools, the principal's ability to implement the Independent Curriculum, and teacher competence in designing technology-based learning media are determining factors for the success of the teaching and learning process.

From a pedagogical perspective, the studies in this journal also showcase innovative approaches to inclusive and contextual learning. Research on the use of contextual approaches for students with intellectual disabilities and on the exploration of ethnomathematics demonstrates that learning that is relevant to students' culture and needs can significantly improve conceptual understanding.

Beyond focusing solely on academic aspects, this journal also addresses the social and cultural dimensions of education. Discussions on religious moderation among university students and narratives of religious philosophy within local traditions demonstrate that education plays a crucial role in shaping character, identity, and social harmony.

Finally, this edition broadens the perspective on education by linking it to religious-based economic empowerment, such as through mosque-based Islamic microfinance institutions. It demonstrates that education serves not only as a means of transferring knowledge but also as a strategic instrument in promoting welfare and holistic community development.