The objective of this study is to determine the strategy of the classical Islamic boarding school in maintaining its existence amid the rapid development of the globalization era and also to find out the curriculum formulations used to equip students to face the modernization era. This research is qualitative, using the deductive-interpretive analysis method, with a sociological-phenomenological approach. The research was conducted at the classic Islamic boarding school Tremas, Pacitan, East Java. The research was conducted at the Tremas classical Islamic boarding school, Pacitan, East Java, which is an open institution for modernization and globalization. The results of the study indicate that the pesantren’s strategy to maintain its existence and sustainability in the modernization era is as follows. (1) Optimizing the management function of Islamic boarding schools by distributing authority in five aspects, namely ma’hadiyah, ma’arif majlis, anasyathoth, finance, and secretariat. (2) Organizing formal education starting from Kindergarten, Madrasah Tsanawiyah (middle-level school), Madrasah Aliyah (high school), Vocational High School, and Ma’had Aly. (3) Carrying out various non-formal and informal educational activities as a characteristic of salafiyah education. (4) Establishing vocational institutions to equip students with skills. (5) Founding Ma’had Aly as an effort to produce a cadre of scholars. As for the curriculum, this Islamic boarding school assembled its curriculum independently based on the vision and mission of Pondok Tremas, absorbed the aspirations of the community, and adopted some curriculum content from the Ministry of Religion and the Education Office. This curriculum contained several characteristics: (1) implanting faith, morality and enriching Islamic scholarship through the study of kitab kuning. (2) Arabic strengthening. (3) Pesantren adaptation by adding general science lessons. (4) equipping students with skills education. (5) enriching the repertoire of Islamic thought by studying the works of ulama ‘Nusantara.

Along with the times, the da'i began to use social media as a medium of da'wah calling for good and forbidding evil. One of the most popular da'wah content creators today is Habib Jafar. Researchers are interested in analyzing the preaching style of Habib Jafar through YouTube in conveying the context of peaceful Islam because he is a da'i who is suitable to be juxtaposed with religious figures other than Islam, and audiences can universally accept his da'wah. Habib Jafar's da'wah content can attract the attention of millennials in the digital era to keep them enthusiastic about following studies on Islam. This study uses a qualitative research approach with library research methods. The data sources used are primary data sources and secondary data sources. The subject of this research is Habib Jafar, and the object of this research is Habib Jafar's da'wah style. The result of this research is to know the process of implementing Habib Jafar's da'wah to millennials who are armed with communication styles, depth of intellectual competence, open thinking, and positive views on the audience as well as the success of Habib Jafar in carrying out interfaith da'wah which is the result of a combination of communication skills and understanding the characteristics of communication opponents and having flexibility in delivering da'wah so that the messages conveyed can be adequately described.

Digital knowledge is very important in mathematical knowledge to understand steps and logical thinking. Some obstacles were found that mathematics lecturers did not apply their mathematical skills to the maximum when training students in a class. It was also shown from the results of identification: the time given by lecturers in short, the lack of facilities used by students, and the lack of time on campus to use information and communication technology, and the lack of access to digital resources for students to access the mathematical material needed. To deal with these problems, this analysis provides a choice of solutions for better learning. Many choices of digital technology that can be used in student mathematics learning. Such as online learning, based on social media, digital media, interactive questions or discussions, the use of mathematical software, and other digital media that can be used anywhere and anytime.