Abstract

The purpose of this study was to determine how the role of PAI teachers in instilling Islamic values ​​in Wasatiyah in SMP N 31 Rejang Lebong, then to find out what factors influence the planting of Islamic values ​​in Wasatiyah. This type of research is field research using a qualitative approach, the data sources are Islamic religious education teachers, principals and students. Data collection techniques using observation, interviews and documentation. The results showed, there are 3 components of the role of PAI teachers in instilling the values ​​of Islam Wasatiyah namely; First, in instilling the values ​​of Islam Wasatiyah the teacher acts as a motivator, administrator and evaluator; The two supporting factors in instilling Wasatiyah Islamic values ​​in students are the participation and role of parents in guiding their children by instilling Islamic wasatiyah values ​​and technological advances in obtaining information; Third, inhibiting the role of PAI teachers in instilling the values ​​of wasatiyah Islam, among others, is not wise of students to choose content that is useful in utilizing the technology provided, such as improper use of the internet. In conclusion, the role of PAI teachers in instilling the value of Islamic Watasyah is as a motivator, as an administrator and as an evaluator, which is also influenced by the role of parents and the use of information that is growing rapidly among students. Keywords: Teacher's Role, PAI, Wasatiyah Islamic Values

This study aims to find out how the role of government in preventing acts of radicalism through the application of multicultural education, this study uses library research. The results of this study indicate that there are 8 roles that can be applied by the government in preventing acts of radicalism through the application of multicultural education, namely first offering various curricula received from input from various groups. Second, providing various facilities so that students know about various cultures, Third, providing understanding of various cultures, Fourth selecting material that causes the emergence of acts of radicalism, Fifth minimizing social equality, Sixth maintaining unity and unity, Seventh supporting peace actions, Eighth participate in socializing in preventing acts of radicalism.

Happiness is the ultimate goal of all activities. The desire for happiness makes humans look for the source of happiness that its existence is worthy of several elements of life. Education as one of the crucial elements of life has varied learning models that can increase the willingness of students to learn. The conscious effort to learn becomes more optimal in a happy psychological condition. This research discusses the ultimate happiness in the Koran described with scientific theories of happiness and explains the Quantum theory of happiness in the learning model. The research method used was literature study and content analysis as the data analysis technique. The results of this study indicate that first, happiness in the Koran was not caused by wealth but our faith as a believer. Second, there are endorphins in humans that emit happiness and calmness. Third, someone who is happy will have a change in thoughts, words, actions, facial expressions, and positive muscle activity. Fourth, the learning model that can create happy learning begins with creating happy emotions, giving both material and non-material rewards, and good habituation. Fifth, the understanding about happiness from various perspectives can provide a variety of positive developments in all aspects of life and will lead into a better life.

This paper examines the reconstruction of Islamic education which is still facing various problems. The process of Islamic education is still focused and focused on the achievements cognitively. Implementation of Islamic education is still in the level of concept, not on internalization of the Qur'anic values which is the basic foundation of Islamic education. The problem of increasingly worrying is the rise of cases of moral decadence. This phenomenon seems to re-question the role of Islamic education in shaping the character of learners. Therefore, it is necessary to reconstruct Islamic education based on character formation with the concept of internalization of Al-Qur'an values. The results of this paper explain that there are 3 things that can be done in reconstructing Islamic education-based character formation with the concept of internalization of Al-Qur'an values are: first, educators must first do personal recognition with learners. Secondly, all parties involved in educational institutions should present themselves as role models for