With the rapid times, Islamic education faces many challenges. The industrial era 4.0 and society 5.0 has shifted the development of world civilization. This research investigates the challenges of a shifting era for Islamic education. It includes aqidah and akhlaq, which must be prepared to enter the new era. These two things are guidelines that need to be prepared, especially for children as a generational advocates to fortify themselves from the currents of globalization that are not following the teachings of Islam. This research employed qualitative research with a normative approach. It used secondary sources such as books, journals, newspapers, and other documents. Those were valid. Data analysis used descriptive analysis to draw conclusions. This study found that Islamic education can adapt to the new era of society 5.0 by prioritizing critical and innovative thinking. Next, Islamic education must ensure the availability of reliable and competent human resources to strengthen the aqidah and morals of students, especially teachers and education staff. Pendidikan Islam dihadapkan pada tantangan perubahan zaman yang sangat cepat, belum usai bergulirnya era industri 4.0, perkembangan peradaban dunia sudah ditunggu dengan era society 5.0, penelitian ini menjelaskan tantangan perbahan zaman tersebut bagi dunia pendidikan Islam diantaranya adalah aqidah dan akhlak yang harus disiapkan memasuki dalam era baru itu. Dua hal itu sebagai pedoman yang perlu disiapkan terutama bagi anak-anak sebagai pelanjut generasi guna membentengi diri mereka dari arus globalisasi yang tidak sesuai dengan ajaran Islam. Penelitian ini merupakan penelitian kualitatif dengan pendekatan normative etika moral dan menggunakan sumber-sumber sekunder seperti buku, jurnal, koran dan dokumen lainnya yang diyakini keabsahannya. Analisis data mengguanakan analisis deskriptif hingga sampai pada kesimpulan-kesimpulan yang memadai. Penelitian ini menemukan bahwa pendidikan Islam dinilai mampu untuk beradaptasi dengan era baru society 5.0 dengan mengedepankan cara berfikir kritis dan inovatif. Selanjutnya, pendidikan Islam harus menjamin tersedianya sumberdaya manusia yang handal dan kompeten guna penguatan aqidah dan akhlak murid- murid terutama guru dan tenaga kependidikan.

This research examined the issue of religious traditions in Aceh from the perspective of understanding and interpreting the Quran. The research focuses on the beut darôh tradition, which culminates with the ceremony of kenduri khatam. In essence, this indigenous Acehnese ritual has been practiced for a long time in Acehnese culture and is exclusively celebrated during the month of Ramadan. The aim of beut darôh is to color the night during Ramadan after the tarawih prayer is done in every mosque and meunasah (Muslim house of worship), frequently in the midst of rural communities. This ritual culminated at the end of Ramadan with the commemoration of the kenduri khatam. This closing ritual encompasses the entire community. Aceh Besar and Banda Aceh were the primary locations to observe this practice evolving and changing. This research begins with the question, "Why are the beut darôh and kenduri khatam traditions able to develop in the middle of urban Acehnese society?" This study employed qualitative methodologies, incorporating grounded research. The findings of the study indicate that the beut darôh and kenduri khatam traditions are perceived as part of the Acehnese people's religious identity and culture. Beut darôh is not only a custom of reading the Quran together, but it is also an educational space for learning the Quran. Meanwhile, the people of Aceh view kenduri khatam as a sign of thankfulness as well as a social space including religious relationships and local traditions. Nonetheless, the beut darôh tradition, which was originally prevalent in Aceh's village communities, gradually expanded and persisted in Aceh's urban communities. In practice, however, there are some distinctions between the beut darôh tradition in rural and urban Acehnese societies.