Islamic education is one of the subjects related to the formation of the character of students in schools. However, in the formation of student discipline character is still less attention and development. One way to form a good student discipline character is to connect teacher communication and student discipline character so that students can have good discipline character. Therefore, the authors conducted research related to teacher communication and student discipline character in learning Islamic religious education. The purpose of this study was to determine the comparison and influence of teacher communication variables and the disciplined character of elementary school students. This type of research uses mixed research methods with an explanatory design. Mixed methods research is a combination of quantitative research methods and qualitative research methods. This research was conducted by distributing questionnaires and interviews. The data analysis technique used is random sampling. The research subjects in this study were 80 students in elementary schools. The results obtained are elementary school 9 Jambi City has a higher percentage than elementary school 9 Bengkulu City so that elementary school 9 Jambi City has advantages in teacher communication and student discipline character. The conclusion of this study is that there is a comparison and influence of teacher communication and student discipline character.

How the community's efforts to maintain Syarafal Anam's local wisdom, Why the application of Syarafal Anam can prevent radicalism, and how to prevent radicalism, This research uses qualitative and quantitative research studies together, namely mixed methods. Data were analyzed by inferential statistics (quantitative data) and Miles & Huberman (qualitative data), data reduction, data presentation, and drawing conclusions. The results obtained in the form of quantitative and qualitative results, as for the quantitative results, namely the influence between tolerant attitudes towards radicalism at the Madrasah Tsanawiyah 1 Bengkulu city school of 65.9 percent and the influence of the Madrasah Tsanawiyah 2 Bengkulu city school of 62.3 percent. Qualitative data also shows that Syarafal Anam has several functions, namely education, gratitude, and prevention of radical culture with a safe and peaceful life in the community. The conclusion of this study shows that Syarafal Anam's local wisdom has an influence on student tolerance, with this tolerance attitude, it can certainly foster anti-radical attitudes from outside students.

Research and development aims to produce teaching materials in the form of a prototype. Teaching materials are produced is the development of teaching materials perilalaku material commendable inquiry-based training to improve the character of honesty seventh grade students of junior high school. The method used is a research and development (reseach and deploment). This method refers to the steps Borg and Gall and disederhanakn by Sugiyono. The study was conducted at the middle school students. The results showed that; The results of the validation of the expert, the class teacher and through testing, teaching material obtained PAI inquiry-based learning model training materials to familiarize morals commendable behavior has good quality and fit for use. There is an increased character honesty of students between learning using teaching material PAI inquiry-based learning model training compared with conventional teaching materials.

<p><em>This study shows that multicultural education is something that is indispensable in dealing with conflicts in the era of the industrial revolution 4.0 which comes from ethnic, cultural, ethnic and religious diversity. Multicultural education (multicultural education) is a response to the development of diversity in the school population, as well as demands for equal rights for each group. To implement this, the role of educators is very necessary because they can help instill life values so that they can form characters that reflect the nation's identity. This can be implied in schools through (1) building an inclusive diversity paradigm in the school environment, (2) respecting language diversity in schools, (3) building gender sensitive attitudes in schools, (4) building critical understanding and empathy for injustice and social differences. , (5) build an attitude of anti-ethnic discrimination, (6) respect differences in abilities, and (7) respect age differences. What must continue to be developed is multicultural education as a field of study so that when there is a global revolution this multicultural approach will remain relevant.</em></p><p><em>Studi ini menunjukkan bahwa pendidikan multikultural merupakan sesuatu hal yang sangat diperlukan dalam mengahdapi konflik di era revolusi industri 4.0 yang berasal dari keragaman etnis, budaya, suku dan keagamaan. Pendidikan multikultural (multikultural education) merupakan respon terhadap perkembangan keragaman populasi sekolah, sebagaimana tuntutan persamaan hak bagi setiap kelompok. Untuk mengimplementasikan hal tersebut peran tenaga pendidik sangat diperlukan karena dapat membantu menanamkan nilai-nilai kehidupan sehingga dapat membentuk karaketer yang mencerminkan identitas bangsa. Hal ini dapat diimplikasikan di sekolah melalui (1) membangun paradigma keberagaman inklusif di lingkungan sekolah, (2) menghargai keragaman bahasa di sekolah, (3) membangun sikap sensitif gender di sekolah, (4) membangun pemahaman kritis dan empati terhadap ketidakadilan serta perbedaan sosial, (5) membangun sikap antidiskriminasi etnis, (6) menghargai perbedaan kemampuan, dan (7) menghargai perbedaan umur. Hal yang harus terus dikembangkan adalah pendidikan +multikultural sebagai bidang kajian sehingga ketika terjadi revolusi global pendekatan multikultural ini akan tetap relevan.</em></p>

The he research subjects for product trials that were developed in the study were students of SMPN 17 Bengkulu City in 2017. The small group trial subjects were 10 students who were selected by purposive sampling. Large group trial subjects 65 students. The research development steps are: (1) potential and problems, (2) data collection, (3) Product Design, (4) design validation, (5) design revision, (6) product trial, (7) product revision , (8) trials of use, (9) product revisions, (10) Mass production). Based on the research it can be concluded that teaching materials are developed based on needs analysis. The results of the development in the form of a draft were then tested for validation, tested for practicality and effectiveness. The results of validation of metapora-based PAI teaching materials for students in the form of printed teaching materials (books) with the metapora approach by experts and practitioners have fulfilled the eligibility component as valid teaching materials. The process of learning activities with metapora-based PAI teaching materials for students has fulfilled the eligibility component as material practical teaching. Student responses and the final results of learning activities with metapora-based PAI teaching materials for students have fulfilled the feasibility component as practical teaching materials. Student responses and the final results of learning activities with metapora-based PAI teaching materials have met the eligibility component as an effective teaching material, with proven metapora teaching materials proven to have been able to improve student learning outcomes.