Tujuan dari pengabdian ini untuk mengimplementasikan kegiatan literasi dan numerasi dalam upaya menghidupkan pembelajaran di SDIT Darul Hikmah Insani. Pengabdian ini dilatarbelakangi oleh ketidakefektifan Pembelajaran Jarak jauh (PJJ) di SDIT Darul Hikmah. Kegiatan pengabdian yang diadakan adalah kelas tutor dan yang menjadi sasaran utamanya adalah para siswa yang masih kurang paham mengenai literasi dan numerasi. Keberhasilan program diukur dari sejumlah soal yang diberikan pada siswa seputar literasi dan numerasi. Teknik pengumpulan data yang digunakan dalam pengabdian ini adalah dokumentasi, wawancara, dan observasi. Hasil dari kegiatan pengabdian ini menunjukkan bahwa kegiatan kelas tutor yang mengajarkan literasi-numerasi pada siswa berjalan dengan baik untuk mencapai tujuan utamanya. Kelas tutor yang dilaksanakan setiap habis pembelajarn ini berfokus pada pengajaran literasi-numerasi pada siswa yang mengalami keterlambatan pemahaman. Dalam mengatasi kendala tersebut SDIT Darul Hikam Insani bersama mahasiswa Kampus Mengajar meningkatkan pendekatan terhadap siswa dengan cara menambah jam untuk belajar literasi-numerasi setiap hari Senin-Jumat setelah jam pelajaran wajib selesai, tepatnya dari jam 10.30-11.00 WIB selama 2 Agustus-17 Desember 2021. The purpose of this service is to implement literacy and numeracy activities in an effort to revive learning at SDIT Darul Hikmah Insani. This dedication is motivated by the ineffectiveness of Distance Learning (PJJ) at SDIT Darul Hikmah. The service activities held are tutor classes and the main targets are students who still do not understand literacy and numeracy. The success of the program is measured by a number of questions given to students about literacy and numeracy. The data collection techniques used in this service are documentation, interviews, and observations. The results of this service activity indicate that tutor class activities that teach literacy-numeracy to students are going well to achieve its main goal. The tutor class, which is held after each lesson, focuses on teaching numeracy-literacy to students who experience delays in understanding. In overcoming these obstacles, SDIT Darul Hikam Insani and Campus Teaching students improve their approach to students by adding more hours to study literacy-numeracy after compulsory school hours are over, from 12.00-13.00 WIB (2 August-17 December 2021) to be exact.

Revealing the reasons and describing Hamka's interpretation behind his inconsistency and ambiguity towards Pancasila discourse in Tafsir Azhar and several of his works is the aim of this article. On one side, Hamka accepted Pancasila (1951), but on the other side, Hamka firmly rejected Pancasila (1957Pancasila ( -1966. This paper will highlight the phenomenon above using the Maudhui Al-Farmawi method of interpretation and philosophical Hermeneutic Theory of Hans Georg Gadamer. This research proves that the existence of a relationship of authority and tradition encompassing Hamka has implications for inconsistencies (acceptance and rejection) in Pancasila discourse in his primary work Tafsir Al-Azhar and the other several secondary works. In this case, the writer concludes that Hamka, through authority and tradition, undergoes a formation and transformation within himself, so that he no longer tends to impose his objective and reflective attitudes on some of his subjects. However, he is also open-ended in a way that lets others speak differently, so that it has implications for the intersection and integration (fusion) horizons of understanding. Hamka Transformation in the context of Pancasila can be understood that Hamka is an idealistic figure in understanding the first principle of "God Almighty" and a compromise figure in understanding the second to the fifth precept.

This research is motivated by deviant behavior carried out by teenagers, especially students such as brawls, free sex, drug abuse, bullying, drunkenness, and so on. Most of the causes of this event is encouragement from peers. The purpose of this study was to determine the efforts of sIslamic Religious Education Teachers in increasing student self-control at SMA Negeri 3 Bekasi. With a qualitative descriptive method, this study tries to explore the extent to which a teacher can develop student self-control. The data collection techniques used were observation, interviews with Islamic Religious Education Teachers and documentation studies. The results showed that the teacher's efforts to improve student self-control were being uswah hasanah, making habituation, implementing joint supervision and mentoring policies and increasing discipline.

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