The Relevancy of Islamic Education for Children in Muslim Convert Families

This study aims to: 1) to determine the communication between Islamic Education teachers and school principals in increasing student motivation at SMK Al-Huda Turalak Ciamis. 2) To find out the communication between Islamic Education Teachers and fellow PAI teachers in increasing student motivation at SMK Al-Huda Turalak Ciamis. 3) To determine the communication between Islamic Education teachers and students in increasing student motivation at SMK Al-Huda Turalak Ciamis. This study used qualitative research methods. Research data collection is obtained through observation, interviews, and documentation. Data were analyzed using data reduction methods, data exposure and drawing conclusions. The conclusions of this study are: 1) the communication between the Islamic education teacher and the principal in increasing student motivation at SMK Al-Huda Turalak has been carried out well. This is done by principals and teachers of Islamic religious education, who often interact and exchange ideas in increasing student motivation. 2) Communication of Islamic religious education teachers with fellow Islamic religious education teachers in increasing student motivation at SMK Al-Huda Turalak has been carried out well. This is done by fellow Islamic religious education teachers who often interact and exchange ideas in increasing student learning motivation. 3) Communication of Islamic religious education teachers with students in increasing student motivation at SMK Al-Huda Turalak has been carried out well. By means of Islamic religious education teachers, each in the teaching and learning process uses a variety of methods so that students can be interested in participating in learning.

Teachers’ competence has been discussed by some Islamic figures as the main indicator in order to formulate the concept of teachers’ personality for teachers in general. However, the indicators that are spesifically for Islamic education teachers have not been discussed yet, so it is important to deepen and specify the study to formulate criteria of the concept of teachers’ personality that mainly focus on Islamic education teachers based on Islamic view. Based on those reasons, the writers are interested in conducting research in the area of the concept of teachers’ personality based on the Kuntowijoyo’s prophetic social science which contains transcendence, humanzation and liberation values. The prophetic social science by kuntowijoyo is formulated based on the surah Ali Imron verse 110. In this research, the writers will focus on the teachers of Islamic religious education (PAI). By using the concept, the research is expected to formulate the indicators for the concept of teachers’ personality which is intended specifically for Islamic religious education teachers. This research uses library research methodology with psychological-pedagogical approach. The main source of the research is the book by Kuntowijoyo with some secondary data sources. The results of the study show that: (1) the concept of teacher’s personality, in the perspective of Islamic education, must refer to the noble morals as exemplified by the Prophet Muhammad SAW based on the values of Islamic teachings. (2) the concept of Islamic education teacher’s personality based on Kuntowijoyo’s prophetic social science must include three prophetic values (transcendence, humanist and liberating). So, in order to acquiring the concept of teachers’ personality, it is important for the Islamic education teachers to be transcendence, liberating and humanist as well as emulating the values of Prophet Muhammad. In relation to the current context, this concept can be used as a solution in response to the challenges of Islamic religious education teachers that come from the aspect of the teacher's personality. So, it is hoped that the indicators which is based on kuntowijoyo’s prophetic social science can be used as the formulation for all teachers to upgrade their personality competence, especially for Islamic religious education teachers.

Abstact: This research was motivated by the fact that many teachers of Islamic education and manners have not implemented authentic assessment as a whole, whereas the authentic assessment is a requirement of the implementation of the curriculum in 2013.This study aims to answer the problem:1) How is the competence of teachers PAI in designing authentic assessment in religious education and Courtesy of SMA Negeri 1 Arga Makmur? 2) How is the competence of teachers PAI in implementing authentic assessment in religious education and Courtesy of SMA Negeri 1 Arga Makmur? 3) How PAI teacher competence in managing authentic assessment in Islamic education and Budi Character in SMA Negeri 1 Arga Makmur? 4) What are the factors supporting and inhibiting the success of authentic assessment in SMA N 1 Arga Makmur?.Who became informants in this study were teachers PAI SMA N 1 Arga Makmur. This type of research is qualitative descriptive. Data collection techniques used include: interviews, observation, and documentation. Data analysis methods used there are three stages of data reduction, data presentation, and conclusion. Based on research carried out showed that: Effectiveness of competence of teachers of Islamic religious education in authentic assessment are:in terms of planning, teachers are designing and preparing authentic assessment process in accordance with the principles of curriculum assessment in 2013.In terms of implementation, authentic assessment carried out by the Islamic religious education teachers and manners adapted to the material being taught, so that the whole is not authentic assessment process that can be implemented as a whole in the learning process of Islamic religious education and moral.In terms of management, authentic assessment has been carried out properly as documented in the form of report cards and assessment records.Factor that into a successful process of authentic assessment in the form of readiness of teachers in the assessment process that is followed by the 2013 curriculum training and mentoring of teachers of principals and supervisors. Factors inhibiting the adjustment between the types of assessments to the characteristics of students of students, so that the assessment process can not reach KKM.

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

This study aims to find out how the role of teachers in instilling religious education to children with autism or children with special needs, education for children with special needs is not the same as other normal children's education here the role of the teacher is very important in conveying material to be given to students. This research is a type of library research using the approach of Islamic religious education. The results showed that the morals of students included a very important and major element in the process of Islamic education, in this case the role of Islamic religious education teachers was very important in shaping the character of autistic children so that they could play a role as a pointer, controller, directing the behavior and actions of students. Moral development must be supported with comprehensive Islamic knowledge, faith and at the same time true faith so that it can develop the basic potential of humans to be kind, think well and behave well. Conclusion, Islamic education teachers have an important role in directing and guiding the morals of autistic children, moral development in autistic children is also one step to educate autistic children so that they can develop according to their age.
 Keywords: Islamic Religious Education, Morals, Autistic Students

This study aims to determine; (1) the competence of Islamic religious teacher administration in SDIT Al-Husna, South Lebong. (2) the process of improving the quality of Islamic religious education learning at SDIT Al-Husna Selatan Lebong, (3) the results of the implementation of the strategy to improve the quality of learning in Islamic religious education at SDIT Al-Husna Lebong Selatan. The existence of this research is expected to improve the quality of learning in Islamic religious education in SDIT Al-Husna, South Lebong. This study uses a type of experimental research. The sample in the study was all first grade students of SDIT Al-Husan Lebong Selatan in the 2018/2019 academic year consisting of 2 classes with a total of 17 IA class students and 17 class I B students. Data was collected by observation, interviews, documentation and results tests study in multiple choice. The collected data is processed qualitatively and quantitatively. The results showed that: (1) the administrative completeness of Islamic education teachers at Al-Husna Lebong Selatan SDIT was at a percentage of 61.25%, meaning that the complete administrative documents for learning Islamic education teachers at SDIT Al-Husna Lebong Selatan were incomplete. (2) the process of improving the quality of Islamic education learning in the Al-Husna South Lebong SDIT by completing the Islamic education teacher teaching administration to 87.5%. Then in the learning process carried out with 3 meetings by applying the strategy to improve the quality of learning in the experimental class and expository strategy in the control class. (3) the results of the implementation of the strategy to improve the quality of learning Islamic education in SDIT Al-Husna Selatan Lebong in the experimental class there were average learning outcomes, 77.05, 81.17 and 85.88 and in the control class there were an average of 75.88 , 77.05 and 77.94. This means that the implementation of the quality improvement strategy in the experimental class was more successful in improving the quality of Islamic education learning in SDIT Al-Husna in the South rather than the expository strategy in the control class.

The problem in this research is the Islamic religious education teachers to improve students’ worship, because there are still many students’ religious practices, especially prayers, that are still lacking in implementation. So Islamic religious education teachers carry out efforts in the form of: 1) Islamic religious education teachers provide ta’lim or religious learning, to student throught the learning process in the classroom and outside the classroom. 2) Islamic religious education teachers instill tazkiyah or awareness, about the importance of worship in students using efforts in the form of example, habituation, advice, and punishment. 3) the Islamic religious education teachers carries out tarqib or supervision, of students’ worship. The aim of this research is to find out how Islamic religious education teachers ta’lim, tazkiyah, and tarqib improve students’ worship. The research method used is qualitative research, whith the type of field research, the focus or core of this research is how to apply ta’lim, tazkiyah, and tarqib of Islamic religious education teachers in improving students’ worship. The types of this research are data in the form of primary data and secondary data, an the information obtained is data resulting from field observations and interviews with informants. The informants in this research include Islamic eeligious education teachers and MAN 5 Agam students. The results of this research are that the implementation of ta'lim (learning about worship), tazkiyah (awareness of the importance of worship), and tarqib (supervision of worship) carried out by Islamic religious education teachers can improve students' worship.

Purpose – The study aims to investigate the students' perceptions on the teaching of Islamic education in the Malaysian secondary schools. The study will also look into the students' attitudes based on their personal self-evaluation as well as to examine the relationship between these two variables. Design/methodology/approach – The study employs quantitative and survey research design. The instrument used for data collection was a questionnaire which is distributed to samples that were randomly selected in representing the selected population among students of Malaysian secondary schools. The instrument used is a modification of instrument developed by Ab Halim et al., Ahmad Munawar and dan Azhar. The pilot study done shows a high reliability of 0.924 for the assessment of Islamic education teachings and 0.869 for the aspect of Islamic attitudes. 3,262 Form 4 and 6 students from selected schools in Malaysia participated in the study. The data were analyzed to display the frequency, percentage, mean, standard deviation and Pearson's correlation. Findings – The study revealed a high level of mean on the aspect of students' evaluation on the teaching of Islamic education at their schools. It was also found that the level of students' attitudes was also high, i.e. 4.26. There was a significant relation between the students' perceptions on the teaching of Islamic education and their attitudes (r=0.740, p=0.000). Practical implications – The implementation of teaching and learning strategies and new approaches are some of important elements in the teaching and learning process of Islamic education. This study shows that the lesson of Islamic education has significant and strong relationship with the students' attitudes in their daily lives. Since the students felt that the lesson of Islamic education was important for them, teachers should improve the lesson on Islamic education by using different types of teaching methods, technique application and motivational approaches. The teaching of Islamic education should not only focus on theoretical aspects but must also emphasize on practical implementation of Islamic knowledge. Originality/value – This paper describes the religious teaching and learning in schools which has significant relationship with the students' daily attitudes. A new area of research can be conducted to explore the most important factors of teaching and learning that contribute to the students' attitudes development. These findings can also be used by educators to improve the quality of the lessons based on the students' evaluation.

Islamic religious education teachers are people who provide knowledge with the aim of educating and fostering the morality of students as good people. In the process of moral development of students, an Islamic education teacher in delivering material must have the right method. Moral material is one of the most dominating material in the formation of personality of students. If the provision of this material is maximally endeavored by the religious teacher, the morality of the participants should be ascertained to be better. In this case the Islamic religious education teacher plays the first and foremost role in the process of moral development of his students. For the success of the moral development process, an Islamic religious education teacher must be able to use several methods in building it to improve the worship experience.Departing from that background, the author wants to discuss it in a thesis and takes the title "Moral Development Method in Increasing Worship Practice Students in Middle School 4 in East Lampung Sekampung" The purpose of this study was to determine the level of moral deviation of students, to know the method of religious education teachers Islam, both in terms of supporting and inhibiting factors in the moral development of students and how much the practice of worship of the students increases. The research that the author is doing is included in descriptive qualitative research, and in the course of collecting data, the author uses observation, documentation, and interview methods. While for the analysis, the author uses qualitative descriptive analysis techniques, namely: in the form of written or oral data from people and behavior that is observed so that in this case the author seeks to conduct research that is describing thoroughly about the actual situation.The results of the research conducted by the author can be conveyed here, that the coaching method that the author offers in the discussion of this thesis is one way that can be done to find the best solution to the problem of moral development methods used by PAI teachers in increasing the practice of worship of students. And the efforts made by the teachers of Islamic religious education are one of the ways to foster the morale of those who have been deceived. Even if there are still other alternatives that might be better than what have been submitted or written in this thesis, then this can be used as input or additional so that this thesis continues to grow and does not stop here

This paper discusses the implementation of Islamic religious education learning in SMP Negeri 2 Kolaka. This research is a qualitative research field. To obtain data in this study, researchers dug through several data sources, such as school principals, vice principals, Islamic religious education teachers and students' parents, and non-Islamic religious education teachers, religious leaders, educational leaders of community leaders, using the observation method interviews, and documentation. The results showed that the implementation of Islamic Religious Education learning in schools had been going well, especially in implementing Islamic religious education learning and religious activities in schools. However, the role of teachers, especially non-Islamic education teachers in religious activities, is still less involved in religious activities. Therefore, it is better for Islamic religious education teachers to be more proactive towards non-Islamic religious education teachers to be more active so that religious activities become a shared responsibility. And in the implementation of learning using learning methods to make it easier for students to understand the subject matter through the habituation method, the exemplary method, the lecture method, the question and answer method, the story method, the assignment method, the demonstration method method, the group work method, the discussion method, the practice method, and many other learning methods.

With the development of the current era and the morals of students are increasingly worrying and unsettling. Islamic education teachers are often targeted and cornered when many students violate school rules. However, with the personality competence of Islamic religious education teachers, students can imitate the attitudes and actions of their teachers. This study aims to determine the effect of the personality competence of Islamic religious education teachers on students' morals. This type of research is a quantitative study with the research subject at SD Al-Amin Cemani Sukoharjo. The independent variable (Variable X) in this study is the personality competence of Islamic religious education teachers, while the related variable (Variable Y) is student morals. The population of this study was 114 and the research sample was 34 respondents. In collecting data, researchers used an instrument in the form of a questionnaire consisting of 30 question items and distributed to respondents directly, testing the validity of the instrument using the Aikens validity test and testing its reliability using the Spearman Brown test. The scoring of the questions in the questionnaire uses a Likert scale of 1-4 to determine the level of personality competence of Islamic religious education teachers and students' morals. The results of this study indicate that the personality competence of Islamic education teachers is classified as good with a percentage of 44.1%. The results of hypothesis testing using Sig. (2-tailed) obtained a small significant value from the probability value (0.040 <0.05), the Pearson Correlation r value was obtained at 0.354 and can be said to be positive and based on the t value it is known that the calculation results are 0.339 or 0.354> 0.339, so it can be concluded that variable X affects variable Y.

This descriptive qualitative research aims to determine the professional competence of Islamic religious education teachers and the implications of certification in improving their professionalism. Data was collected through observation and interviews using snowball and purposive sampling. The results of qualitative data analysis indicate that Islamic religious education teachers have implemented materials, structures, concepts and some relevant knowledge related to Islamic education in schools. They also possess the competence in designing and applying knowledge in the context of learning and mastering basic competencies based on their knowledge for curriculum development. Teachers have social, professional, pedagogical and digital literacy competencies for everyday learning. The implications of this certification program can be useful in the world of education.Keywords: Certifications; Islamic educational teachers; teachers competence and professionalism; vocational school

This research aims to analyze the process of implementing Islamic religious education teachers' strategies in improving student achievement in class V Islamic religious education subjects at Bintuni Integrated Elementary School, analyzing supporting and inhibiting factors, and analyzing the impact of implementing Islamic religious education teachers' strategies in improving student achievement. This research uses descriptive qualitative research. The primary data source is the Islamic Education Teacher as the main informant and additional informants: the school principal, class teachers, student affairs and students. Secondary data sources: books, magazines, internet, reports and documentation. The data collection methods used were observation, interviews and documentation. The data analysis processing techniques used are data reduction, data presentation and drawing conclusions. The results of the research show that: the strategy of Islamic religious education teachers in improving student achievement in class V Islamic religious education subjects by implementing the Quantum Teaching learning model in accordance with the four teacher learning strategies: identifying and determining student indicators, choosing teaching and learning strategies, choosing KBM procedures, and minimum KBM learning criteria. The duties of teachers are; pedagogical duties, professional duties, personal duties, social duties. Supporting factors are: teachers, student awareness, and family. Inhibiting factors are: Infrastructure suggestions, religious diversity, influence of globalization, time limitations, honorary teachers. The results' impacts are that the Quantum Teaching learning strategy is in accordance with the students' themes, needs and situations. The results of this learning strategy have a positive impact on the learning process and outcomes of Bintuni Integrated Elementary School students.

This study aims to explore the role of moderation of Islamic religious education teachers in the formation of character and morals of students through Islamic religious education. Which is not only limited to the individual aspect, but also has broader social implications. This study uses literature research methods to determine the mediating role of Islamic religious education teachers in the formation of student character and morals. This study examines concepts and theories related to the role of teachers as conveyors of religious and moral values in Islamic education by analyzing relevant literature. The results of the literature review show that teachers play a central role in transmitting religious and moral values to students through certain teaching strategies. Therefore, this study provides a deeper understanding of the role of Islamic religious education teachers in shaping the character and morals of students, based on empirical and theoretical evidence in literature, especially in the context of Islamic religious education. The implications of these findings may provide a basis for developing more effective educational policies and practices to promote strong character and good morale in students. So this research will provide a clear understanding of how the role of Islamic religious education teachers, teacher-student interaction, curriculum, and holistic approaches can play a role in shaping the character of students. Recognizing and appreciating the important role of Islamic religious education teachers can be an important step in producing a generation that is intelligent, with integrity, and able to live a life in accordance with the teachings of Islam.

The role of Islamic religious education teacher supervisors is very strategic in maintaining Islamic education learning in order to remain on the right and more advanced track in the application of education to K13 for students. The reality in the field of PAI teacher supervisors in the Rejang Lebong is very minimal so the oversight range is very limited and supervisory competence is still very low. Due to the guidance of teachers in implementing character-based Islamic education in schools by GPAI supervisors, this study aims to delve deeper scientifically into how the role of the GPAI is in providing caregivers to the application of K13-based Islamic education. The required approach in this study is a qualitative approach, the research location is Rejang Lebong Vocational School, while GPAI supervisors, principals and Islamic religious education teacher became informants in this study, data were collected from research objects, observations, structured interviews and documentary studies, and analyzed by collecting data, the data is reduced then the data is presented in an analytical descriptive manner and finally conclusions are taken. After conducting research from various informants and other sources, conclusions were obtained: 1) Character-based Islamic Education in Rejang Lebong Vocational School incorporating the character values to be achieved in the Islamic religious education curriculum must be carried out through planning during the preparation of learning plans; 2) The GPAI supervisor has the role of conducting academic supervision in the implementation of the K13 based on the tupoksi of each supervisor that is carried out in accordance with the three aspects of supervision, namely planning, implementation and assessment. The supervisory techniques carried out were: individual supervision and group supervision as well as supervisory results in terms of managerial supervision, namely better change in the supervision of the implementation of learning and education personnel services and for students such as: habitual handshake every morning, reading the Qur’an every morning , Dhuhur prayer teaches in school, and Friday is clean and accustomed to practicing infaq, shodaqoh and others. The result of academic supervision is the implementation of more learning, both from lesson plans, methods, media and sources, the average value of students ‘religious studies increases and students’ religious behavior improves.