Lingkungan yang sehat merupakan kebutuhan dasar manusia dan hak bagi setiap orang. Muhammadiyah mempunyai komitmen terhadap lingkungan, hidup bersih dan pendidikan sehat. Pendidikan di sekolah Muhammadiyah lingkungan PCM Turi sudah diupayakan agar mengarahkan pada pendidikan karakter, namun hasilnya belum optimal. Salah satu solusi yang dapat dilakukan adalah program Muhammadiyah Green School (MGS). Permasalahannya adalah wawasan dan keterampilan sekolah Muhammadiyah di Turi tentang MGS masih terbatas. Program pengabdian pada masyarakat dilakukan dengan tujuan untuk meningkatkan wawasan dan keterampilan, serta mewujudkan MGS di sekolah Muhammadiyah di Turi. Pengabdian pada masyarakat dilakukan menggunakan pendekatan community development dan partisipatif, dengan beberapa metode yaitu pendidikan masyarakat, pelatihan, difusi ipteks dan konsultasi. Sasaran program pengabdian pada masyarakat adalah SD Muhammadiyah Dadapan, SMP Muhammadiyah Turi, dan SMK Muhammadiyah 2 Turi sebagai pilot project Beberapa kegiatan yang dilakukan adalah koordinasi, focus group discussion (FGD), workshop, implementasi MGS di sekolah, pembinaan, serta monitoring dan evaluasi. Program MGS di sekolah Muhammadiyah di Turi sudah terlaksana melalui green curriculum, green community, dan green school, dan green culture. Dengan pendampingan oleh guru dan pembinaan dari UMY, MGS di sekolah Muhammadiyah di Turi dapat terwujud dan mampu menciptakan lingkungan yang lebih kondusif untuk interaksi akademik dan sosial, serta menjadi media pendidikan karakter.

This paper aims to analyses the role of career woman in Islam especially Islamic education in a digital, modern era. To this end, analyses on the relevant literature have been carried out. As a result, an educated family with values of Islam is the greatest favors. In a family, a woman has a central role in Islamic education. Nowadays, many women opt for a career outside their home. In Islam it is allowed, even in the recorded history, several women who became wives of the Prophet also became career women. Islam provides a strong motivation for women to run their careers in any fields in accordance with their nature and dignity without leaving their duties as ra’iyah fi baiti zaujiha (person(s) in charge of the internal problems of households). The role of a career woman in the field of Islamic education is a challenge. Considering the fact of the digital era, it is significantly important to take account of the concept of monotheism. It is the single concept referring to that of God, the Absolute Power. In this digital era, the principle of tauhid as the main one of monotheism itself is to stand for a belief that Allah, the only God, encompasses all the things. In short words, the digital age would bring people into the circumtance where they are united to be faithful to God Almighty. In the sense, career women are eble to optimize their roles in lifting this tauhid value as well as especially educating their family.

The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.

Storytelling is a process in which every prospective teacher of Islamic Religious Education (as a teller) uses vocalization, narrative structure, and mental imagery to communicate with others who also use mental imagery and, in turn, communicate back through body language and facial expressions. The research objective is to find out and develop students' abilities in design planning and storytelling methods to strengthen their competence as prospective teachers. This research uses a Research and Development (R & D) approach and has gone through a series of preliminary studies, ranging from theoretical studies and relevant research results as well as research location surveys. In this study, it was found that all respondents (student-teacher candidates participating in the Teaching Practice III course or Micro Teaching) in Islamic Education Department had difficulty using vocalizations, narrative structures and building mental images when they had to communicate a story that was assembled in the learning material of Islamic Religious Education (PAI). The development of the method of storytelling can be done in 7 steps, namely (1) the practice of compiling, studying, understanding and reciting self-compiled fables; (2) the practice of compiling fairy tale scripts into a core outline or fable outline; (3) the practice of controlling the length of the fable according to the duration available in a Micro Teaching program; (4) practice controlling vocabulary; (5) the practice of perfecting storytelling style; (6) practice of increasing the intensity of storytelling practice; and (7) practice forming relaxed habits before performing in class. The development of storytelling methods in a single unit with the learning package in a Learning Implementation Plan (RPP) is assumed to be useful for developing the competency of PAI teacher candidates as long as the application is following the ideal provisions of the implementation of microlearning, which includes a small number of practicing students and sufficient face-to-face time so every instructed student can appear to teach in class maximally.

The low literacy rate in Indonesia has attracted the attention of social elements, from the roots to the top of the leadership. The government is trying to improve literacy by launching the Gernas Baku program (National Movement for Parents to Read Books) to get children to like reading from an early age. This study aims to identify the value of education in the Gernas Baku program implemented by Muslim families of female lecturers at the Faculty of Islamic Studies, UMY. This study uses a qualitative approach with data collection techniques through interviews and documentation. The results showed that: 1) Gernas Baku program aims to support the initiative and active role of families in growing children's interest in reading through habituation at home; 2) Successful reading habits are supported by facilities provided by the family such as a reading corner or library at home, and children are invited to various places related to literacy; 3) Achievements from early childhood female lecturers of FAI UMY aged 2-4 years who have the characteristics of being honest, caring socially, being curious, appreciating achievements and liking to read; 4) Supporting factors for the Gernas Baku program are the cooperation of both parents, the interest and awareness of parents in reading assistance so that children can read and review the contents of the books they read. While the inhibiting factor is the lack of consistency of parents in providing assistance.