The Value of Islamic Education on Layang Fasholatan and Its Relevance for Modin

The research that we do is very much describing the strategies faced by Islamic religious education teachers in internalizing the values of Islamic religious education to students at school. strategies that arise due to rapid developments in the field of information and technology (IT) so that the reverse flow of information exchange becomes inevitable, even many cultures that must be filtered first because they are not in accordance with the values of Islamic education. This paper also describes how the teacher's strategy in internalizing the values of Islamic religious education to students. There are three aspects included in the values of Islamic education, namely: moral values (morals to God, morals to others and morals to oneself), the value of belief (faith in God and His messenger), and the value of worship (ghairu mahdah). The strategies carried out in internalizing the values of Islamic religious education include several stages, namely the value transformation stage, the value transaction stage, and the internalization stage.

The research that we do is very much describing the strategies faced by Islamic religious education teachers in internalizing the values of Islamic religious education to students at school. strategies that arise due to rapid developments in the field of information and technology (IT) so that the reverse flow of information exchange becomes inevitable, even many cultures that must be filtered first because they are not in accordance with the values of Islamic education. This paper also describes how the teacher's strategy in internalizing the values of Islamic religious education to students. There are three aspects included in the values of Islamic education, namely: moral values (morals to God, morals to others and morals to oneself), the value of belief (faith in God and His messenger), and the value of worship (ghairu mahdah). The strategies carried out in internalizing the values of Islamic religious education include several stages, namely the value transformation stage, the value transaction stage, and the internalization stage.

In Islamic teachings, marriage is the only legal way to channel lust between men and women, in the sense that marriage is the only legal and recognized way to create love between the two. The purpose of this study was to describe the values of marriage education according to Al-Quran Surat ar-Ruum verse 21. This search included a literature search, namely. H. research that collects information and knowledge by using various materials in the bibliography. (Book). By using an analytical descriptive approach, look for facts, findings and ideas from thoughts by analyzing, interpreting and generalizing research results. This study uses primary data as the main source and secondary data sources as supporting data sources. The data analysis method adopts a data analysis method in which the collected data is analyzed, namely an analysis that aims to reveal ideas about the values of Islamic marriage education according to surah ar-Ruum verse 21 of the Qur'an. The results of the study show that the values of Islamic marriage education are according to the Al-Quran-Surah ar-Ruum verse 21, this verse describes Sakina, Mawadda and Rahma. Sakinah means peace, serenity, security or serenity. Mawaddah is al-jima' (intercourse). Even though Rahma is a love that cares more about those she loves than herself, Sakina embodies the values of Islamic education: Fathonah, Amanah, Shiddiq, Tabligh and Qonaah. The values of Islamic education contained in Mawaddah include: Ikhlas, al-Riyadat, Tasamuh, Muhasabah. The values of Islamic education contained in Rahmah: ta'aruf, tafahum and takaful, benefactors.

The values of Islamic education are things that must be owned and applied to students. There are many ways to obtain these values, including through the Friday Blessing program. In this regard, this study aims to analyze the application of the Friday Blessing program in improving the values of Islamic Religious Education for students. This research uses a qualitative method with a phenomenological approach. Data collection techniques were conducted through interviews, observation, and documentation, with the research subjects being the principal, teachers, and students. This research was conducted at SMK Swasta Mandiri in Panai Hulu, Labuhan Batu, North Sumatra. The data analysis technique used descriptive methods to describe the implementation of the Friday Blessing program in improving Islamic Religious Education values. The results showed that the implementation of the Friday Blessing program at SMK Swasta Mandiri is carried out twice a week, the donations given are in the form of money and staples. The implementation technique is that students visit the residence of the recipient of the donation accompanied by the teacher of SMK Swasta Mandiri, this intends to foster the social spirit and generosity of students in giving alms, which is part of the learning values of Islamic Religious Education. With this research, it is hoped that it can provide and be able to improve the values of Islamic religious education for students and have a positive impact on the surrounding community.

The background of the problem in this study raises the values ​​of Islamic education contained in Q.S Luqman verses 12-19 which is a guide for humans that is used as the foundation and basis for educating humans to the right path. While the focus of this research is the value of Islamic education contained in the letter Luqman verses 12-19. The value of Islamic education is then seen what are the promises and threats of Allah SWT (al-wa'du and al-waid). This study aims to see and describe more deeply the value of Islamic education and the promises and threats of Allah SWT (al-wa'du and al-wa'id) contained in the letter Luqman verses 12-19. The formulation of the problem in this study is the values ​​of Islamic education contained in the letter Luqman verses 12-19. The value of Islamic education in Q.S Luqman verses 12-19 which has to do with the promise of Allah SWT (al-wa'du). As well as the value of Islamic education in the letter Luqman verses 12-19 relating to the threat of Allah SWT (al-wa'id). The method used in this study uses library research, because the data studied are in the form of the Qur'an. and their translations, interpretations, journals, documents, books, articles, and literature sourced from the library. After reviewing the data obtained by utilizing the documentation method taken in the Qur'an. The books of interpretation that are mu'tabar are used as the main reference for researchers to interpret the meaning of the verse. Then the data were analyzed using comparative, deductive and inductive methods. then related to the interpretation method, the tahlili interpretation method is used. The results of the study show, (1) the value of Islamic education in Q.S Luqman verses 12-19 of which there are three perspectives, namely aqidah, sharia, and moral education. Education from aqidah explains the dangers of shirk (associating partners with Allah SWT), syria'ah education commands to establish prayer and good deeds nahi munkar and moral education commands to do good to both parents and prohibits being arrogant. (2) The values ​​of Islamic education are then seen what are the promises of Allah SWT (al-wa'du) if implemented properly and correctly then Allah's promises will be rewarded with rewards and heaven. (3) then the values ​​of Islamic education are seen what are the threats of Allah SWT (al-wa'id), if someone violates the threat of Allah that person will be put in hell.
 Keywords: Values, Islamic Education, Al-Wa'du and Al-Wa'id

. The background to this research is that education in Islam is currently experiencing the crisis of Islamic values that led to the decline. The observers for education analysed several causes of decline, including life materials that did not refer to its main source, the occurrence of social and cultural crises, the loss of good will and the right faith. In the face of these problems, we must return to the Koran. The concepts presented by the Koran are always linked to the problems faced by human beings.This research is a library research. This research uses the comparative descriptive approach with the qualitative method. The data collection method used by the researcher is authentication techniques. The data collected by the researcher are Tafsir al-Maraghi, Tafsir Ibn Katsir, and books and magazines related to the address the researcher is studying. After the data is collected, the data is sorted according to the research needs. Then analyzing the data using the analytical method and the comparative method, then conclusions about the values of Islamic education in Surat Al-Jumah Verse 1-5. The results of this research indicate that 1) for the tafsir al-Maraghi there are three values of Islamic education mentioned in Surah Al-Jumah verse 1-5, meaning belief education about belief in God, the Lord of the two sciences, belief in his names and attributes, his book which revealed to his Messenger, and faith in his messengers, education of worship means remembrance To God always alone, and moral upbringing to imitate the commendable qualities and attitudes of the Prophet Muhammad, may God’s prayers and peace be upon him, which must be applied to restore the values of Islamic education that live in the crisis of decline. 2) According to Ibn Katsir’s interpretation, there are the values of Islamic education in Surat Al-Jumu’ah verse 1-5 which means belief education about belief in God, the Lord of the two knowledge, belief in his names and attributes, and his books which revealed to his Messenger, and faith in his messengers, education of worship means remembrance to God alone always, and moral education to imitate attributes And the praiseworthy positions of the Prophet Muhammad, may God bless him and grant him peace, which considers these three values an important basis in Islam. In general, these two explanations have some similarities. 3) It is the interpretation of the verse by the verse, as well as these two interpretations that use an analytical method, and both adhere to the tradition. In the tafsir al-Maraghi and tafsir Ibn Katsir, there was an agreement that Surat Al-Jumah, verse 1-5 has the important essential points about the values of Islamic education, meaning about belief education, education of worship, and moral education as for the difference, it means the tafsir Ibn Katsir because it was interpreted according to the tradition and the opinion, and it was in the tafsir al-Maraghi and tafsir Ibn Katsir. There is no difference from the values of Islamic education, because the difference is found only in the method of clarification, especially in mentioning the wisdom of the Messenger’s mission.

The aim of this research is to determine: (1) The values of Islamic education in the animated series Nussa episode of tolerance, (2) The relevance of the values of Islamic education in the animated series Nussa episode of tolerance with the Quran, and (3) Correlation the values of Islamic education in the animated series Nussa, tolerance episode with the challenges of today's Islamic education. This research uses qualitative research methods in the form of library research, where the majority of this research is analyzing and reviewing books and other literature as references related to the theme being researched. The results obtained from this research show that: (1) There are three values of Islamic education in the animated series Nussa episode tolerance, namely i'tiqodiyah values, amaliyah values, and khuluqiyah values. (2) There is relevance of Islamic education values in the Nussa animation series, tolerance episode with the Quran, such as i'tiqodiyah values which are relevant to (QS. An-Nisa' [4]: 136), relevant amaliyah values with (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to the value of khuluqiyah. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy. An-Nisa' [4]: 136), amaliyah values which are relevant to (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to khuluqiyah values. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy. An-Nisa' [4]: 136), amaliyah values which are relevant to (QS. Al-'Ankabut [29]: 46), and (QS. Al-Mumlahanah [60]: 8) which are relevant to khuluqiyah values. (3) It was found that there was a correlation between the values of Islamic education in the animated series Nussa episode of tolerance and the challenges of Islamic education today, namely the use of advances in science and technology, the good morals displayed that can be an example so that moral decadence does not occur, and the existence of educational democracy.

This research analyzes the values of Islamic education in the history of kurban worship according to QS al-Ṣaffāt/37: 100-108 and its relevance to formal education. The type of research used is qualitative with text study method. Data is collected through documentation and then analyzed using the content analysis method. The results of the research show that the history of kurban worship according to QS al-Ṣaffāt/37: 100-108 is divided into four episodes: (1) expectations, (2) examinations, (3) pass the exam, and (4) awards. The values of Islamic education found in kurban worship ere eight: (1) faith, (2) morals, (3) patience, (4) resignation, (5) sincerity, (6) democratic, (7) dialogue, and (8) social. The values of Islamic education in the history of kurban worship has relevance to the main characteristics of learning design and the learning process which consists of planning, implementation, evaluation, and follow-up. In addition, it accommodates all values ​​that will be developed in character education.

This research analyzes the values of Islamic education in the sacrifice worship according to QS al-Ṣaffāt/37: 100-108 and its relevance to the learning of formal education in Indonesia. The type of the research used is qualitative with text study method. Data are collected through documentation and then analyzed using the content analysis method. The results of the research show that the history of sacrifice worship according to QS al-Ṣaffāt/37: 100-108 is divided into four episodes: (1) hope, (2) examination, (3) passing the exam, and (4) reward. There are eight values of Islamic education found in sacrifice worship: (1) faith, (2) morals, (3) patience, (4) resignation, (5) sincerity, (6) democratic, (7) dialogue, and (8) social. The values of Islamic education in the history of kurban worship has relevance to the main characteristics of learning design and the learning process which consists of planning, implementation, evaluation, and follow-up. In addition, it accommodates all values that will be developed in character education.

The cultivation of moral values ​​in Islamic Education learning becomes an effort in facing various challenges in this millennial era. The purpose of strengthening moral values ​​is to guide and foster students to be better persons and be able to have good morals, which are in accordance with Islamic values. As regards moral values, the role of educators in cultivating moral values ​​is very crucial. It is to prepare students’ positive attitude to face the millennial era. There are several supporting factors in cultivating students’ moral values ​​in SMA 2 Rejang Lebong. They are the existence of support and collaboration from the school, cooperation between teachers and parents, and the fulfillment of the school’s facilities and infrastructure. On the other hand, there are some factors that obstruct the cultivation of moral values that are influenced by the students’ selves and peer relations. This research is qualitative research, qualitative research aims to examine the conditions of natural objects and emphasize understanding the in-depth meaning of a symptom. Data were collected through interviews (direct and indirect), observation, and documentation. The purpose of this study is to find out how to instill moral values ​​in learning Islamic religious education to face the millennial era and to determine the supporting and inhibiting factors for planting moral values ​​in learning Islamic religious education facing the millennial era in SMA Negeri 2 Rejang Lebong.

This study aims to know and understand the values of Islamic religious education in Tinasuka custom of Wawonii community in Konawe Islands District. This research uses qualitative descriptive research. Data was obtained in the form of opinions, views or another expression of thoughts through interviews, then analyzed by compiling data. To determine the validity of data obtained, this study used triangulation of sources and data. The results show that: “Tinasuka in Wawonii Tribe of Konawe Islands Regency has a close relationship with the values of Islamic education”. Tinasuka comes from wawonii language. It means dowry which way of fulfilment and its kind is different from another area, the dowry type is coconut tree, and the fulfilment depends on social strata of the woman. Historically, according to the Wawonii community, the philosophy of Tinasuka customary originated from the meaning of wawonii island and the facts about the source of the wawonii tribe’s life dominated by coconut trees compared to other types of agriculture. So the value of Islamic education in Tinasuka custom is to prioritize tolerance and humanism in the fulfilment of dowries, are required to work hard especially in planting coconut trees, and cooperation. After the end of the dominant system, the Tinasuka custom continues to grow and undergo some adjustments coupled with the reduced land to grow coconut trees, so that the Tinasuka in the form of coconut trees can be converted in money.

This study aims to analyze what processions are relevant to Islamic education's values and the values of Islamic education in traditional ceremonies of the Karo tribe in Aji Baho Village, Biru-Biru District, Deli Serdang Regency. This research is qualitative with a phenomenological approach. The source of the data used is primary data collected directly by researchers, namely data obtained from informants, namely the Head of Aibaho Village, Community Leaders of Ajibaho Village, Several People of Ajibaho Village, Biru-Biru District, Deli Serdang Regency. The secondary data are village archives, records of observations, and several other documents related to research in Ajibaho village, Biru-Biru District, Deli Serdang Regency. The results of the study were. First, the procession was divided into 2, namely pre-marriage (the stage of nungkuni kata, ngembah belo selembar, nganting manuk) and the wedding procession (process rose, reconnaissance pedah-pedah / luah, prayer congratulations, traditional work perjabun singuda, belo selembar, man bersama and man sepiring) and second, the value of education in ceremonies that contain the value of tawhid, worship, morals, ukhuwah. According to the researchers' analysis, the procession and the value of education at the ceremony contain prayers, hopes for happiness, health, cheap sustenance, active effort, and obedience to worship. The value of Islamic education in the Karo tribal wedding ceremony can be seen in two processes: the premarital and when the wedding occurs.

The book Taisir Al-Khallaq Fi 'Ilmi Al-Akhlaq by Sheikh Hafidz Hasan Al-Mas'udi is a yellow book which contains guidelines for Muslims in living their daily lives. Even though it is famous for its moral studies, it contains Islamic educational values ​​and its relevance to today's moral education. This research aims to determine the concept of Islamic and moral education, the values ​​of Islamic education in the book Taisir Al-Khallaq Fi 'Ilmi Al-Akhlaq and its relevance to today's moral education. This research uses a descriptive qualitative research approach, where the type of research is literature. The data collection technique uses the documentation method. Then, data sources were obtained from primary data sources, namely the book Taisir Al-Khallaq and secondary (books, journals and other sources). The data analysis technique uses content analysis. The results of this research show that; 1) the concept of Islamic education includes three main aspects, namely al-tarbiyah, al-ta'lim, and al-ta'dib which means the teaching process. Meanwhile, the concept of moral education is based on Islamic education itself. 2) the values ​​of Islamic education contained in this book are in the form of aqidah values, worship values ​​and moral values. 3) the values ​​of Islamic education in this book are very relevant to today's moral education, because they both aim to form human beings who are moral, have noble character, and make them obedient and obedient servants of Allah SWT.

Abstract: The world of education in Indonesia indeed faces very complex problems and requires careful reform. To realize quality and efficient education, it is necessary to arrange and implement educational programs that are able to educate students in a sustainable manner. In this case the values of Islamic education are needed to improve the standard of living through all its aspects, which may not be able to reach the intended goals without going through a step-by-step process. By choosing the book titlled la tahzan as a scientific writing because in it the writer found the values of Islamic education that are absolutely needed in dealing with such problems. This is a library research and is a qualitative one. Data sources are then analyzed and the results are recorded and classified in accordance with the planned framework. The results of this study are: 1). to find out the values of Islamic education in the perspectives of education experts which include the value of religious education (aqidah islamiyah), the value of health education, the value of religious education, the value of sex education. 2). To find out the values of Islamic education in the book of Tahzan written by 'Aidh Al-qarni that includes both divine and human values. 3). to find out the differences and similarities of the values of Islamic education in the perspectives of education experts with the values of Islamic education in the book.Keywords: Values, Islamic education, La Tahzan

This study examines the internalization of moderate Islamic educational values ​​towards a pluralistic society (a case study of Balun Turi Lamongan Village). Through this research, it can be explained about the internalization of moderate Islamic educational values ​​towards a pluralistic society (a case study of Balun Turi Lamongan village). This study aims to (1) To find out the Process of Internalizing the Values ​​of Moderate Islamic Education towards Pluralism Communities in Balun Village, Turi Lamongan District (2) To find out the values ​​of Moderate Islamic Education embedded in Pluralism Communities in Balun Village, Turi Lamongan District.This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. Therefore, this research process is expected to produce descriptive data in the form of written or oral data from people or behavior that can be observed to provide an explanation of How the Process of Internalizing Moderate Islamic Education Values ​​Against Pluralism Communities in Balun Village, Turi Lamongan District and What Are the Values ​​of Moderate Islamic Education Embedded in a Pluralistic Society in Balun Village, Turi Lamongan District. The results of the study show (1) the values ​​of moderate Islamic education have been embedded in the minds of the Balun village community since the emergence of religions in Balun Village and the Balun Village community believes more in the role of a village head and religious figure in internalizing the values ​​of moderate Islamic education. in the Balun village community (2) the values ​​of Islamic education embedded in the Balun village community include Tasamuh values, Shura values, I'tidal values, Al-Musawah, islah values, tahaddur values, awlawiyah values, Wataniyah values ​​and Muwatanah