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The use of discussion methods in Islamic religious education in SMP N 1 Demak. The purpose of this study is the effectiveness of the method in the learning of Islamic religion and its effect on learning in Kes XI SMP N 1 Demak. From data analysis to field research methods and data collection using interviews and observations, as well as literature studies. The results show that the method of discussion conducted at school in Islamic subjects has been effective and also affects students, students like learning that is fun and involved in learning. The effects of learning using group discussion methods are as diverse as increasing achievement, increasing social interaction, increasing activity, and increasing emotional intelligence.

The CIRC (Cooperative Integrated Reading and Composition) learning model is a comprehensive learning program to teach reading and writing to students used in each course in the History of Islamic Civilization. This study aims to determine the effect of the CIRC learning model of learning outcomes of cognitive aspects of students in the History of Islamic Civilization course at the Faculty of Dakwah and Communication. This research is an experimental research. The population in this study are students of the History of Islamic Civilization course, so it can be concluded that the average group learning outcomes will be better. The purpose of this study is to describe the application of the CIRC method in improving students social abilities and describing their improvement. Based on these results, it can be concluded that the application of the CIRC method can improve social skills and read students understanding.

This article seeks to describe that Islam is not just a religion that pays attention to issues of credo and ritual, but it is also a worldview that brings a change for Muslims. As an Islamic way of life, it has an integrated view of physical and non-physical realities. The verses of the Koran are seminal concepts that project an Islamic view of the universe and life which are referred to as Islamic natural views. It has a different view from the views of other religions and civilizations. Conceptually, Islam as a worldview is closely related to all human activities as social, intellectual, and religious beings. As a system of belief, thought, and values, it has the power to change the conditions of civilization. So that in history, its presence has been able to generate scientific traditions through the earliest educational institutions known as Madrasas as-Suffah. From this Madrasa ash-Suffah, ashab ash-suffah (scientific community) developed, This scientific community is needed for the emergence of scientific traditions. The existence of this scientific tradition which later generates to major scholars in the fields of Kalam Science, Tafsir, Hadith, Fiqh, Sufism, etc., which in subsequent developments were able to give birth to polymath Muslim scientists, namely scientists who have expertise in various fields of science at once.

The Integrated Islamic Schools Network (JSIT) applies a typical curriculum for Integrated Islamic Schools (SIT) to shape student character in accordance with the Quran and Sunnah. A typical curriculum is a curriculum that is applied and becomes a special feature of SIT, national curriculum development but is expanded and deepened by JSIT Indonesia and independent. This typical curriculum is applied with the aim of dealing with moral aspects that are often overlooked in the education process. This article aims to determine the effect of applying a typical curriculum to the formation of student character at SDIT Permata Bunda. This research is field research with quantitative methods using a questionnaire. The results showed that the calculated r-value of 0.119 was smaller than the r-value of table 0.220. So, it can be concluded that there is no influence between the application of a typical curriculum to the formation of student character at SDIT Permata Bunda. Therefore, there are several things that need to be evaluated so that the application of this typical curriculum can run more optimally.

The talaqqi is a method that is very suitable for beginner children especially those who cannot read well according to their lafad and makhraj. The talaqqi method is applied to make it easier for children to memorize by depositing or playing the memorization that has just been memorized to an instructor teacher to know the increase in memorization of the al-Quran. This article discusses the effectiveness of the talaqqi method in improving the memorization of al-Quran at SDIT Ulul Al-bab Weleri. The result is the implementation of the talaqqi method and the improvement of students memorization with the highest intensity, which is very good intensity. There is a positive influence between the talaqqi method on the increase in memorization of al-Quran of students There is a significant influence between the talaqqi method and the memorization of al-Quran of students in SDIT Ulul Al-bab Weleri.

The purpose of this study was to determine how the role of Islamic religious education teachers in developing emotional intelligence and spiritual intelligence of students at SMK Negeri 1 Semarang. This type of research uses qualitative descriptive research so that the collection of data using observation, interviews, and documentation to the parties concerned. While the data analysis I use is qualitative data analysis which includes three aspects, namely: data reduction, data presentation, and drawing conclusions. The results showed that there were changes given by religious teachers to their students. Where religious teachers are able to develop between emotional intelligence and spiritual students. In addition to providing material, religious teachers also provide exemplary learning, direct their students to pray in congregation, and control the activities of their students both at school and at home.

The purpose of this research is to describe implement the Iqro method which learning to read the Quran at TKA-TPA “AMM” Kotagede Yogyakarta, to explain the systematic, and advantage the Iqro method. The research uses the type of qualitative research by describing the data that has been collected as research and field research as a place of research. The results of this research are the implementation of the Iqro method which learning to read the Quran at TKA-TPA “AMM” Kotagede Yogyakarta based on the main principles of classical and private. Other principles such as, directly introduce the sound of hijaiyah, for kindergarten age are allowed to read, CBSA system and teaching have a purpose. Systematic Iqro method which learning to read the Quran through stage start from volumes 1-6. Iqro method is arranged from concrete to abstract, start from easy to difficult, and start from simple to complex. The Iqro method has an advantage, that has been applied throughout Indonesia and some ASEAN countries, flexible, the books are easy to obtain and affordable, use the CBSA system, can finish Iqro with a short time, practical, systematic, and varied.

This research aims to determine the values of moral education in the Kitab Washaya Al-aba Lil Lil Abna by Sheikh Muhammad Syakir. The type of the research is library research which using an interactive model for collecting data and the data collected from primary sources and various secondary sources before presenting data. The results of this study indicate that the Kitab Washaya Al-aba Lil Abna discusses moral education with a focus on self-glory which is divided into four important parts, namely; vertical moral values, horizontal moral values, moral values related to oneself and moral procedures. The use of language and method of delivery in this Kitab is very good. In addition, this book has a very good moral education value to further strengthen moral education in the face of the digital era.

The current article aimed at presenting an overview of types, requirements and procedures of certification in Islam education for the students who have passed the examination in order for countries outside United Arab Emirates. Core materials on the subject were compiled from various resources to guarantee the validity of the information. It turned out that there were a number of concepts of certification pertinent to etymology and practices. One distinctive issue of certification was that, in Islam education, certification was attached to the authority of professor or sheikh, not the institution, and the government has no right whatsoever with respect to certification. This, in fact, differentiates certification in Islam World from that practiced in the West.

The birth of the Regulation of Dirjen Bimas Islam No. DJ. 491/11 of 2009 concerning Course for the Brides, which was then refined by the Regulation of Dirjen Bimas Islam No. DJ.II / 542 of 2013 concerning the Guidelines for Implementing the Pre-Marriage Course is a government effort in providing knowledge, understanding, and skills for brides. With this provision, it is expected to be able to reduce divorce rates and anticipate other various family problems. In practice, this pre-marriage course program faced various obstacles so that it was considered to be less optimal. This article examines various problems that occur in the field surrounding the implementation of pre-marital courses and offered some Islamic education values as solutions. Regulations, socialization, legitimacy, and collaboration between institutions are needed so that the pre-marital course has a strong bargaining position and the implementation will be more optimal and functional.

Understanding of the concept of learning in Islamic education and also the concept of student ethics according to Kyai Haji Hasyim Asyari in the book adab Talim Mutaalim. The purpose of this study is so that student tools in learning can facilitate the achievement of appropriate character education. The results of the study state that the principle that students must have is a pure heart straightens out the intention to seek knowledge qanaah can divide the time to reduce eating and drinking reduce sleep and avoid association with the opposite sex. The method in this study is that student library research in the view of Kyai Haji Muhammad Hasyim Asyari is a person who must have full continuity and concentration in participating in learning activities that have high mortality and motivation so that students are not trapped in pragmatism while seeking knowledge.

The culture of the Malay people of Sungai Jambu has local wisdom that is in the tradition of being deported in fields that are held once a year. Berandep in the fields is the activity of the Malay community in Sungai Jambu which is carried out in mutual cooperation at the time of planting (planting rice) and harvesting rice (tapping rice) with the aim of making the work is easier to finish. In the implementation of berandep formed 4-6 people and carried out in turns. In this study, researchers used a qualitative approach with ethnographic methods. Based on the tradition of research based on the above, that from the implementation of the tradition there are behaviors that lead to cooperation and helping one another, in the sense that the subject of continuous akidah-akhlak is based on tradition. The implementation of the backward tradition has a relation to the subjects of Akidah-Akhlak which are outlined in the material of cooperation, good help, and morals in neighboring and community life.

The Strategy and Approach of Teachers of Islamic Education in Youth Religious Development is qualitative research that aims to describe the phenomenon and context in implementing religious formation. This research is a case study because the focus of this study answers the question of "how-to" religious development and wants to cover contextual conditions that are relevant to the phenomenon. The results of this study indicate that the strategies in youth religious development here are divided into three, namely planning, implementation, and evaluation. Whereas the approach in religious development uses a contextual approach, including planning and learning processes carried out in accordance with contextual steps. And in adolescent diversity, there are several patterns of religious formation, including a. Coaching carried out by Islamic Education teachers, and b. Religious development by schools and teachers in addition to Islamic Education. The conclusion of the strategy and approach of the teacher of Islamic Education has a positive and significant influence on the religious development of adolescents.

This paper presents two terms which have differences, namely Islamic religious education and Islamic education. To see these two terms, the author reviews them from two interrelated aspects, namely the epistemological aspect as the theory of knowledge and aspects of content or material which is one of the important points in understanding the curriculum. Meanwhile, in terms of epistemology, Religious Education is more inclined to apply in educating in the context of Islam. While Islamic education speaks at the source level, in theory, the principle recorded is the forerunner of the Islamic Religious Education material itself. As for content or material, basically between Islamic Education with Islamic education as in an epistemological view, there is no difference which means that the terms contained in Islamic Education include aqidah, worship, and morals which are explained in terms of an introduction to Allah SWT, potential, human functions, and morals.