This article explores the role of Kiai leadership and management strategies in fostering character education at Islamic boarding schools, with a focus on the integration of Sufism as a spiritual approach to shaping students’ Islamic character (akhlak). Conducted at the At-Tamur Islamic Boarding School in Bandung, the study employs a qualitative method using interviews with the school’s director, a teacher, and alumni, alongside observations and documentation. Secondary data were drawn from scholarly articles, books, and other relevant literature. The findings reveal that the Kiai’s character education strategy is deeply rooted in Sufistic principles, emphasizing both hablu minallah (relationship with God) through weekly Friday night religious recitations, and hablu minannas (relationship with others) through active community service. The study contributes to the discourse on Islamic education by showcasing the practical application of Sufism in contemporary pesantren leadership.

Purpose– This study investigates how financially literate Indonesian students are, and how Indonesian students’ attitudes toward financial matters are, based on the data of the Program for International Student Assessment (PISA) 2018.
Design/methodology/approach–Analyzing responses from3,15815-year-old students across 43 items for the Financial Literacy Cognitive Assessment and 7,001 respondents across 85 items for the Financial Literacy Survey, the study employs the Rasch Partial Credit Model in WINSTEPS 3.73 for analysis.
Findings– Results indicate a varied performance among students, with scores ranging from 4.20 logit to 2.26 logit and an average score of 0.82 logit. Approximately 48.5% of students scored above this average, highlighting a need for targeted financial education, particularly in complex areas like company profit and repayment scores. Despite familiarity with concepts like “wage” and aspirations for entrepreneurship, concerns arise about insufficient financial education from parents and teachers, indicating a necessity for enhanced financial management skills and awareness among students, regardless of gender.
Research limitations/implications– This study advances research by using the Rasch model to reveal gaps between student confidence and actual financial skills. It highlights the need for progressive financial education basedonability levels. Future studies shouldtrack changes over timeandcompareresultsbyregion, schooltype or socioeconomic background. The small gender gap in attitudes also invites qualitative research to explore underlying factors influencing students’ financial behaviors.
Practical implications– Findings call for stronger integration of financial literacy in schools. Students’ low performance indicates a need for age-appropriate, skill-building instruction. Teachers should receive targeted training, and lessons should link financial concepts to real-life applications like budgeting or entrepreneurship. This approach helps students apply knowledge practically and develop responsible financial attitudes.
Social implications– Students receive limited financial guidance outside school, showing the importance of broader community involvement. Parent education, local workshops and partnerships with religious or civic groups can support financial learning. These efforts ensure students gain financial knowledge not only just in classrooms but also in everyday life settings.
Originality/value– This study is the first to examine Indonesian students’ financial literacy using a large-scale, psychometrically rigorous approach. Unlike previous research that focuses on cross-country comparisons or gender disparities, it provides a nationally focused analysis combining cognitive and attitudinal measures through Rasch modeling. By offering detailed insights into students’strengths and weaknesses, the study fills a significant gap in the literature and lays the groundwork for context-specific educational reforms in financial literacy.

Prolonged conflict and socio-economic hardships have overwhelmingly impacted families in Afghanistan, coercing them to depend on their underage children as financial contributors. The current research explores the intricacies between elementary school students balancing education and employment in the Afghancontext (aged 8-13) juggling both school and part-time jobs. Adopting a phenomenological approach, the study investigates the day-to-day experiences of these students employing a semi-structured interview and purposive sampling in accordance with Clarke and Braun's reflexive thematic analysis. The analysis identified three principal themes: challenges, experiences, and coping mechanisms. Students confronting challenges, irregular school attendance due to working demands, family financial issues, and psychological stresses. Their experiences indicate important physical and psychological toll which incorporates fatigue, and most importantly academic impediments such as missed assignments, and daily struggles. Task prioritization and time management are generally confined to the coping mechanism to overcome them. These findings provide a solid evidence base for tailored interventions and international aid to address and alleviate these students’ burden. This research can contribute to a better understanding ofthe dual burden of labor and education confronted by Afghan children to spotlight the urgency for a thorough policy response.

Purpose – This study aims to investigate the autonomy of “Kyai” (religious teachers) within Pesantren in making education policy. In examining these policies, it focuses on the evolution of teaching and the implementation of the “Asas Tunggal Pancasila” in Indonesian educational institutions, the struggles of Pesantren policies that led to the birth of Law No. 18 of 2019, and the dark side of the politicization of religion that has implications for educational policies.

Design/methods/approach – This type of research uses qualitative research with a case study of two Islamic boarding schools in East Java (research objects). Primary data sources come from observation and interview results. Secondary data sources come from library sources such as laws, scientific articles (journals), books, etc. Data collection used observation techniques, semi-structured in-depth interviews, and documentation (document analysis). Data analysis techniques used qualitative data analysis techniques, namely data condensation, data presentation, and conclusion drawing.

Findings – The research reveals that the law empowers Pesantren and Kyai to shape their institutions in alignment with societal demands, traditions, and evolving times. Though the Kyai’s independence significantly affects the Pesantren’s trajectory, it does not singularly define its identity. The law underscores the imperative for contemporary teaching methods, curriculum evolution, and infrastructure enhancement, urging Kyai to eschew rigid and authoritarian stances.

Research implications/limitations – The research has theoretical implications that two contrasting views concerning Pesantren policies’ influence on Kyai’s independence vis-à-vis political elites. Proponents (“Yes”) highlight Alignment of Interest, Empowerment and Development, and Community Engagement. Opponents (“No”) cite the Preservation of Autonomy, the potential for manipulation, and an inherent distrust of political parties.

Originality/value – The research provides direction for the complex interplay between religious education and the political domain in Indonesia.