This study explores the effective Re-STEAM (Religion, Science, Technology, Engineering, Arts, and Mathematics) interdisciplinary approach in teaching Islamic Religious Education (PAI) at SDIT Al-Khawarizmi and SDN 031 Tanah Grogot, Indonesia. The research addresses the need to revitalize PAI learning by integrating it with other disciplines, particularly science and technology. Using qualitative methods with a phenomenological approach and Multi-Site Design, the study investigates the impact of Re-STEAM on student learning outcomes. Results indicate that this approach significantly enhances students' learning motivation, critical thinking skills, and understanding of PAI materials. Integrating science and faith through Re-STEAM helps students apply Islamic values daily and prepares them for 21st-century challenges. Moreover, it demonstrates that modern science complements religious teachings, fostering a balanced development of intellectual, emotional, and spiritual intelligence. The findings suggest that the Re-STEAM approach effectively combines academic competence with strengthened faith and character, aligning with the core principles of Islamic education.

Purpose – This research is aimed at finding out if AI-optimized YouTube videos can improve the students ' Islamic religious Education at the SMKN. Although digital tools in education are becoming more popular, It has not been tested in religious and labor contexts. This gap is addressed by this work, where we assess AI's potential to enhance performance and engagement by focusing on a specialized educational context. The novelty of this research lies in being among the first to apply AI-driven video optimization specifically within Islamic religious and vocational education, an area rarely explored in prior studies. Design/methods/approach – A quasi-experimental design was employed, comparing an experimental group (n=50) exposed to AI-optimized videos with a control group (n=50) receiving traditional instruction. The intervention lasted eight weeks, using videos enhanced with automated subtitles, personalized pacing, and interactive quizzes. Data were collected through pre- and post-tests (30-item MCQs) and a 5-point Likert scale engagement survey. Statistical analysis included paired and independent t-tests to measure score differences and effect sizes. Findings – The AI group significantly outperformed the control group, with a 10.3-point increase in post-test scores (p < 0.001) and a large effect size (d = 1.43). Engagement metrics showed high approval (mean = 4.3/5), particularly for content clarity and interactivity. However, 28% of students reported technical difficulties, and 19% preferred traditional methods. Research implications/limitations – While results demonstrate AI's efficacy, the single-school sampling limits generalizability. Infrastructure challenges (reported by 42% of participants) highlight implementation barriers. Future studies should expand to diverse institutions and assess long-term retention. Originality/value – This study pioneers the integration of AI-optimized videos in Islamic vocational education, offering empirical evidence for blended learning models. It contributes to the Technology Acceptance Model (TAM) by validating AI's role in religious pedagogy. Practical recommendations include teacher training and hybrid approaches to balance innovation with tradition.

This article examines the impact of integrating interactive technology in character education programs on ethical character development in Islamic colleges from the lecturers' perspective. The study addresses two research questions: (1) How does the integration of interactive technology influence ethical character development, according to lecturers in Islamic colleges? (2) What challenges do lecturers face in effectively utilizing interactive technology for nurturing ethical character education?. Data was collected through a survey of 50 lecturers from Islamic colleges in Madura, using a combination of closed-ended and open-ended questions. The findings reveal that integrating interactive technology positively affects ethical character development by enhancing student engagement, critical thinking, and moral reasoning. This research contributes to addressing a research gap by providing empirical evidence on the effectiveness of interactive technology in nurturing ethical character development in the context of Islamic colleges. Additionally, the study identifies challenges lecturers face in embracing the digital age, including limited technical skills, inadequate resources, and resistance to change. Addressing these challenges is crucial for maximizing the potential of interactive technology in character education programs. Overall, this research offers practical insights for educational institutions and policymakers, informing the design of strategies for incorporating interactive technology into character education programs while mitigating associated challenges. By focusing specifically on Islamic colleges, this study provides unique perspectives on integrating interactive technology in nurturing ethical character development, adding novelty to the existing literature

The rapid advancement of Artificial Intelligence in education (AIEd) presents unprecedented opportunities to improve learner engagement through personalized instruction and human-robot social interaction (HRSI). However, AI implementation in preservice teacher education in Indonesia remains limited and underexplored. This study investigates the impact of AI-powered personalization on learning outcomes and social interactions among Indonesian preservice teachers. Employing a mixed-method design, the study involved 20 participants using the virtual AI tutor "Cicibot" to support personalized and collaborative learning. Quantitative data were collected via structured questionnaires and analyzed using Pearson correlation, while qualitative insights were obtained from semi-structured interviews. Findings reveal a significant and positive correlation between AI-driven personalization, learner engagement, and social interaction, highlighting the effectiveness of AI tools in fostering meaningful collaboration. This study provides practical implications for AI integration in educational settings, offering insights for future policy and curriculum development in technologically emergent regions.