This research is intended to find the relationship between science, culture, and economics as well as their implementation in Islamic education institutions (IEI). The method used is descriptive qualitative with literature review. The results showed that the relationship between science, culture and economy based on Koentjaraningrat’s cultural elements theory is general and specific, the elements of the knowledge system are the same as science and the livelihood system is the same as the economy. The seven elements of culture have been implemented in the IEI: (1) The language elements used are Indonesian, regional languages, Arabic, English, and other foreign languages. (2) The elements of the knowledge system in the IEI are leaning towards traditionalist or modernist currents. (3) The social organization elements in the IEI can be under the government or foundations with each institution having a member level. (4) Elements of technology owned by IEI consist of laboratories of various types and facilities of different quality at each location. (5) The element of livelihood at IEI is in the form of compulsory contributions, donations, baitul mals, cooperatives, or rental of business stalls. (6) The religious element in each IEI is of course based on Islamic teachings by providing opportunities for non-Muslims to study at several Islamic universities. (7) Art elements implemented by the IEI include calligraphy, tambourine, reading the Qur'an, speech, and nasheed.KEYWORDSScience, Culture, Economy, Implementation, Islamic Education Institution.

This study aims to investigate the perceptions of Indonesian students in Medina, the Kingdom of Saudi Arabia about bank interest and Islamic banks usage. By using questionnaires data collection method and purposive sampling technique, 40 students have been interviewed online in this study. The data is then analyzed by descriptive percentage. This study found that most Indonesian students in Medina consider bank interest as usury and only 5% of them thought that both were different. The students who consider bank interest as usury argue that the contract between the customer and the bank is a Qordh (loan) contract. In contrast, respondents who consider the bank interest and usury are different, arguing that the interest is not always as usury according to some scholars who do not categorize the contract between bank and customer as Qordh, but as Tamwil (financing). This study also found that most of the students using Islamic banks and at the same time some of them also have conventional accounts for various reasons, such as the limited number of ATMs and branch offices, and no Islamic debit cards yet that are accepted as credit cards in online transactions.

This study aims to find the economic values contained in the novel Bidadari Bermata Bening by Habiburrahman El Shirazy. This research is a qualitative descriptive research that uses primary and secondary data sources. This study uses content analysis techniques by describing the contents of literary texts in novels and then relating them to economic theories. The results of the study found that there are many economic values contained in the novel Bidadari Bermata Bening, including: consumption, distribution, marketing, investment, production, and management. Consumption that occurs when the character buys tuna with a price difference that is not far from the market price. The distribution value is reflected in the giving of a certain amount of money for library books. Marketing is described when a merchant offers his product as an alternative to other products. Investments in novels are in the form of financing for children to study abroad. The production value is shown in figures who work in textile factories and in the operation of a service agency for the distribution of labor abroad. Management practices exist in collaboration between pesantren and local residents to provide lodging for student guardians.