The Indonesian nation has prioritized the education sector as a pillar for the Republic of Indonesia, namely learning to do, learning to know, learning to be, and learning to live together [1] . Since this republic became independent, the education sector has experienced ups and downs of improvement. Change and policy is one of the public service efforts towards the education process in society [2] . The hope that remains is to improve oneself through utilizing educational institutions to become a reference for society.

Efforts to improve the education sector in terms of qualified human resources [3] , as well as the quality or qualities of credible educational institutions [4] . Efforts in the field of education, it is hoped that human resources will be superior, when faced with competition in society, to obtain superior students, there is also a need for adequate quality teachers and facilities, that fulfill and support the community's determination in the educational process.

Ahmad in Chemical Information of Modeling, said that quality is a general description and overall characteristic of a good or service which shows skills in fulfilling needs satisfaction by expectations or implied because the desired quality of education will not just happen or be achieved. Fulfilling adequate quality human resources, especially teachers, will certainly have an impact on changes and improvements in students, in all activities, both cognitive, affective, and psychomotor.

The United Nations (UN) through the SDGs (Sustainable Development Goals) program, then followed up by the Indonesian government, its efforts in development which are being implemented over 5 years, especially in the education sector. Teachers as central figures in the learning process, of course, have an approach that is expected in the process, among the hopes of achieving a good teaching process is that teachers must have a creative soul, carry out processes that are oriented towards students, teachers can provide stimulus to students/learners, teachers are also expected to have the appropriateness of contemporary material, be adaptive, and provide opportunities in the era of their time [5]. Thus, when a learning process has demonstrated good etiquette, the institution will also benefit by raising the quality standards of the institution, because the current quality standards of education are determined by government recognition/legality with the naming of "Accreditation" of the institution [6].

Educational institutions in Indonesia, are managed by the government, and handled by the community and the number is much larger. They (the community) are engaged in educational institutions with a name that is already common in the community, namely Madrasah. When the madrasah is managed by the wider community, of course, constructive support will also continue to carry out healthy screening, namely through institutional assessment, namely "accreditation". Parameters like this must be able to bring all those involved in the madrasah. How is the condition of the Madrasah in Indonesia now, has it met the standards has it not been standardized to meet the wishes of the government institutional accreditation agency, or is the madrasah running inadequately for the demands of the stakeholders expected. This is a challenge that we must solve together, where the Madrasah becomes a priority of shared attention, as the expected excellence [5] .

Meanwhile, the teacher's demands are in view [7] have stated that in doing their job, good teachers are informed by: (a) how students learn, (b) a concern for students' progress, (c) a commitment to work with other teachers, (d) a tendency to approach students fairly and (e) reflection on their practice [7] . Once the demands on teachers are so complete, of course, educational institutions must make the barometer balanced, when both have the same responsibility, namely to educate the nation. Teachers provide space for freedom to their students, through various fun learning models, while institutions provide the best service, in a country that is developing the education sector. For this reason, the role of Sustainable Development Goals in the field of Education is currently booming in society, especially education practitioners also play a big role in socializing, and realizing what is desired for the sake of improving the quality of Madrasahs.

Madrasah improvement is a priority to socialize and implement the Sustainable Development Goals program in the field of Education. Where SDGs can be in the form of BOS, Lazis, and educational assistance for achievement paths and other obstacles to the education process. For that, the aspect of input acceptance is very important when student funding is the main priority, for that when confirmed with the Sustainable Development Goals program in the field of Education, it becomes a solution to eradicate education costs to be right on target [5] [7] .

Importance and Novelty of the Research. The implementation of the Sustainable Development Goals (SDGs) has become a global priority to ensure a better and more sustainable future for all. However, one of the crucial aspects that remains underrepresented is the integration of SDG values within the context of Islamic educational institutions, particularly Madrasahs. As educational institutions with a strong religious and moral foundation, Madrasahs play a vital role in shaping the attitudes, behaviors, and awareness of students toward sustainable development. Accelerating the SDG program in these institutions is not only essential but also strategic, as it directly impacts the future generation of Muslim students [5] .

This research is important because it bridges the global SDGs agenda with the unique educational setting of Madrasahs, which often follow a curriculum distinct from mainstream schools. It addresses the need to contextualize the SDGs in a way that resonates with the values and teachings of Islamic education. Furthermore, by aligning the SDG program with the interests and needs of school students in Madrasahs, the initiative becomes more relevant, practical, and impactful. It promotes active participation of students in sustainable actions, enhances their critical thinking on global issues, and encourages them to become responsible global citizens while staying grounded in their faith [7] .

The novelty of this research lies in its focus on acceleration-not merely integrationof the SDGs within Madrasahs. It proposes innovative strategies, pedagogical adaptations, and value-based approaches that are tailored to the Islamic educational framework. While many studies focus on SDGs in general education systems, few explore how Islamic institutions can take a leading role in advancing global development goals. This research offers a new perspective by positioning Madrasahs not as passive recipients but as active contributors to sustainable development, thereby expanding the global SDGs discourse into new, faith-based educational terrains.

The integration of Sustainable Development Goals (SDGs) into the educational framework has gained significant attention globally. As education is one of the key pillars of the SDGs, particularly Goal 4 "Quality Education" schools and madrasahs are increasingly recognized as strategic environments for fostering sustainable development values among young learners. In the context of madrasahs, which combine general education with religious instruction, implementing the SDGs represents a unique opportunity to align spiritual values with global developmental goals [7] .

Madrasahs have traditionally focused on moral, spiritual, and academic growth. However, with the rising demand for holistic education that addresses not only academic excellence but also social responsibility, madrasahs are beginning to adapt their curricula and programs to respond to the SDGs. This adaptation involves integrating themes such as environmental awareness, gender equality, health and well-being, poverty eradication, and peace education within both religious and general studies [8] .

Accelerating the SDGs in madrasahs necessitates a rethinking of teaching methods and school policies. Teachers play a crucial role in this transformation, as they must be trained not only in SDG content but also in student-centered, participatory approaches that promote critical thinking and active citizenship. Furthermore, school leadership must be committed to fostering a school culture that supports sustainability and inclusivity. Infrastructure development, such as ensuring clean water and sanitation (SDG 6), renewable energy (SDG 7), and safe school environments (SDG 3), also plays a vital part in realizing these goals [5] .

Students in madrasahs represent a demographic with immense potential. By addressing their interests and involving them in activities that relate to real-world challenges, SDG programs can become more engaging and impactful. Encouraging student-led projects, environmental clubs, social campaigns, and cross-disciplinary learning can inspire a sense of agency and responsibility. This also aligns with the broader aim of SDG 4.7, which emphasizes education for sustainable development, global citizenship, and appreciation of cultural diversity [8] .

Nonetheless, challenges persist. Many madrasahs, especially in rural or underfunded areas, face limited resources, lack of teacher training, and minimal exposure to international development frameworks. To overcome these challenges, collaboration between governmental agencies, NGOs, and educational institutions is crucial. These partnerships can provide the necessary support, materials, and capacity building to integrate the SDGs meaningfully. In conclusion, the acceleration of SDG programs in madrasahs must be context-sensitive, studentfocused, and aligned with the values of Islamic education. By doing so, madrasahs can contribute significantly to nurturing a generation of learners who are not only spiritually grounded but also socially conscious and globally responsible [8] .

This research was conducted at Madrasah Ibtidaiyah Ta'mirul Islam Surakarta. The research model is qualitative, the technique of determining informants is purposive, while the method used in disclosing data through interviews is carried out in-depth on the problems fundamentally and accurately, observations are frank and covert, and documentation is in the form of quantitative and qualitative data. Data analysis uses the miles and hiberman models [9] .

The collected data were analyzed using the Hiberman and Miles model, namely data reduction, data presentation, and conclusions. The SDGs program was carefully implemented at the Madrasah Ibtidaiyah Ta'mirul Islam Surakarta correctly and transparently, in addition to being appropriate and on target by the Madrasah. Proven by the assistance in the form of BOS (School Operational Assistance) and Baznas assistance from the Ministry of Religion of Surakarta City [10] .

The assistance is intended for students who are in arrears in payments set by the Madrasah. Thus, the reality at MI Ta'mirul Islam is that government assistance in the form of BOS and Basnas has not covered everything optimally, this does not mean that its implementation is not right, so the costs borne by parents should be paid periodically, but many parents are still in arrears or have not been paid continuously.

Qualitative research in Moleong's view [11] , from notes through observation, interviews, and documentation, describes empirical reality as a reference for descriptive analysis of the implementation of BOS and Basnas funds. The efforts made by MI certainly unravel and resolve the problems of arrears that occur among students' guardians, from various backgrounds and responsibilities that are submitted to the Institution.

Sustainable Development Goals Program Sustainable education, data on the quality of education in Indonesia is ranked 64th out of 120 countries worldwide based on the UNESCO Education for All Global Monitoring Report 2012. Meanwhile, based on the Education for All Development Index (EDI), Indonesia was ranked 57th out of 115 countries in 2015. In the latest report of the UN development program in 2015, Indonesia is ranked 110th out of 187 countries in the Human Development Index (HDI) with a score of 0.684. With that number, Indonesia is still behind two neighboring ASEAN countries, namely Malaysia (ranked 62) and Singapore (ranked 11) [12] .

The data certainly leaves us thinking, related to the institution that handles the student education process, where we can see their role, in fact the enthusiasm of the community to get involved in handling the madrasah is very large, but it is not followed by parents to participate in handling financial administration, so that the institution experiences a pile of arrears from year to year, even though various approaches have been made by both parties, the hope is that handling SDGs can be done as well as possible, without experiencing drop out or dropping out of school. Handling arrears in institutions is urgent, in fact, it also carries out what is ordered or carries out Government Regulation Number 19 of 2005, namely 8 education standards [13] , when all of that becomes a prerequisite for progress and quality, then when it is not managed accountably by the madrasah, it will give rise to new problems.

The SDGs program in the field of education at Madrasah Ibtidaiyah Ta'mirul Islam is funded by BOS (School Operational Assistance) assistance from the Surakarta City Government, and Lazis is funded by the Surakarta City Ministry of Religious Affairs [14] . The management of these funds is not fully able to accommodate the needs of the madrasah. This is proven by the large number of payment arrears from parents at the Madrasah [15] .

The expectations of the Sustainable Development Goals include 2030 [16] , ensuring that all girls and boys complete free and quality primary and secondary education that leads to relevant and effective learning outcomes. This context seems to be a challenge and solution to attract realization, whether the context is just a slogan when such a good idea is not explained in detail. Of course, it is not only the government that has directly handled State Educational Institutions with various approaches to assistance from various aspects. The distribution of government funds that are often applied by madrasas and schools is the BOS (School Operational Assistance) fund [17] . The sustainable development goals start with no poverty, touching all significant aspects of global concern like gender quality, sustainable economic growth, environmental preservation, climate action, and good health by addressing all countries [18] .

The sustainable development goals start with no poverty, touching all significant aspects of global concern such as gender equality, sustainable economic growth, environmental sustainability, climate action, and good health by addressing all countries. The sustainable development goals start from zero poverty, touching all significant aspects of global concerns such as gender quality, sustainable economic growth, environmental sustainability, climate action, and good health by addressing all countries.

The education process in madrasas is very important to implement, considering that madrasas are the nation's milestone in realizing religious development [19] . The existence of madrasahs is not only in recent times but has existed since the independence of this nation, although it was still in surau-surau, long before it became a formal institution as it is today. Madrasahs as a basic religious education for students who are institutionalized and developing rapidly in society [20] .

The idea of Sustainable Development Goals (SDGs) in the field of education in Indonesia has been tried to be implemented by the government with various educational assistance or services. Among those that have been done are scholarships for students at the lower secondary level, as well as students of domestic and foreign universities. However, implementations like this sometimes have not reached the wider community, which is done by the government, however, this is a breakthrough that must be done, to improve education services to the community [21] .

Various strict screening and selection, carried out by the government, are a good sign of the distribution and equalization of educational funding assistance for citizens. This kind of thing seems to also be obtained for students who are studying in madrasas throughout Indonesia, especially students who are less fortunate in terms of education costs. Such good attention needs support from all aspects of society and education practitioners in all educational institutions. Equitable education services are the direction implemented by the government aimed at 1. Increasing accessibility and quality of education, 2) improving the quality and facilities that support education, 3) improving education services, and 4) strengthening and developing moral or character education [22]. The government's educational assistance program was implemented through the Ministry of Education and Culture, and the educational process assistance is as follows:

The implementation of the Sustainable Development Goals (SDGs) at Madrasah Ibtidaiyah Ta'mirul Islam Surakarta has demonstrated commendable progress. The institution has shown strong accountability and commitment by regularly submitting annual reports under the supervision of the municipal inspectorate. This consistent reporting mechanism not only ensures transparency but also prevents the potential misuse of educational funds at the madrasah level. The SDGs-related programs at MI Ta'mirul Islam are aligned with technical guidelines provided under the BOS (School Operational Assistance) and Lazis frameworks, enabling the institution to address issues such as student payment delays through targeted financial assistance. One of the most notable outcomes of the SDGs program is the growing public interest in Madrasah Ibtidaiyah education. This reflects the community’s trust in the madrasah's ability to deliver quality education grounded in religious values while also adhering to the national curriculum. The balanced integration of spiritual and academic learning makes madrasahs attractive educational options, especially for families seeking holistic development for their children. However, despite these achievements, the financial sustainability of madrasahs like Ta'mirul Islam remains a critical concern. The institution must manage its operational funds with exceptional care, particularly because its funding sources are not derived from self-sustaining business ventures. This financial fragility highlights the importance of consistent and sufficient support from government aid programs to maintain educational quality and student access. In a broader context, the study underscores that the SDGs in education serve as a strategic response to community needs and governmental educational policies. The goals are designed not just for national-level planning but also for local institutions to implement them meaningfully and effectively. The successful alignment between government initiatives and the operational growth of madrasahs—both in urban and rural settings—demonstrates that these religious-based schools can serve as active contributors to sustainable education. In conclusion, Madrasah Ibtidaiyah Ta'mirul Islam Surakarta offers a valuable model for SDGs integration in faith-based education. With continued government support, community involvement, and careful financial planning, such institutions can play a pivotal role in realizing the vision of inclusive, equitable, and quality education for all—fulfilling not only national educational goals but also global development aspirations.

The author would like to express sincere gratitude to the Faculty of Islamic Education, Universitas Nahdlatul Ulama Surakarta, for the continuous academic and institutional support provided throughout the research process. Special thanks are extended to the leadership and teaching staff of Madrasah Ibtidaiyah Ta'mirul Islam Surakarta for their openness, cooperation, and valuable insights that significantly contributed to the completion of this study. Appreciation is also due to the students and parents who participated in the interviews and provided the researcher with a deeper understanding of the practical implications of the SDGs in the madrasah context. This work would not have been possible without the guidance, encouragement, and contributions of all involved parties.

The author is solely responsible for the conceptualization, design, data collection, analysis, and writing of this research article. All stages of the study, from the fieldwork at Madrasah Ibtidaiyah Ta'mirul Islam Surakarta to the synthesis of findings and the drafting of the final manuscript, were carried out independently by the author as part of an academic commitment under the Faculty of Islamic Education, Universitas Nahdlatul Ulama Surakarta.

The author declare no conflict of interest.