Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

Motivation is often interpreted as a lot of things that determine the success and development of an Islamic education institution or not, certainly not the only determinant of success, but many studies say that motivation occupies a very strategic position in the process of developing educational institutions. So that through this paper will be given an overview of how the basic motivational concepts in Islamic education institutions and their applications. The much developed paradigm surrounding motivation will be the focus of the study and analysis in this paper. So from the concept of motivation that is still theoretical, the writer will describe it up to the technical level in the most basic and applicable authority in Islamic educational institutions.

Moral educatioan in very important to be given as early as possible. Because at an early age in the right time to provide a positive stimulus to the child. Moral education should be implanted at an early age because the planting morals at an early age determine. The development of morals then. Researchers took the location of research at bustanul athfal aisiyah mangkujayan ponorogo with the consideration that the institute has a lot of very fast institutional achievements and developments.The purpose of this research (1) to know how the methods of moral education used. (2) the result of moral education, (3) as well as the factors that inhibit and also factors that support the moral education procecs.Research method used in this research is qualitative. In this study describes the data obtained from interviews, observations, documentation which is then describes so as to provide clarity about the model of morals education at an early age in bustanul athfal aisiyah mangkujayan ponorogo.Based on the result of these studies can be stated that (1) method of moral education in use in this institution is by exemplary methods, methods of habituation, methods of advide and tell stories. Exemplary methods applied in this institution for example teachers become the man role model in workship. Another example in terms of Exemplary when three is an oath of teachers directly take the and throw in to the garbage. Whereas in terms of habituation for example praying dhuha prayer, habituation on terms of eating adab, adab drinking, adab habituation in the bathroom. (2) as for moral education result in general have been good although there are still a small number of students who morals generally good but all teachers always keep trying to guide them to be better again. Result of drinking education, adab in bathroon is good. (3) factors that hamper in the process of moral ediucation are not in line whith education or teaching existing at home, the lack of supervision of the parents when their childern are at home, while the factors that support the moral education process such as leason book between the guardian student and teachers to fasilitate parents to control their childern, parenting or training for guardians and teachers to be more wise in education childern.

The professional competence of elementary school teachers plays an important role in the learning process in schools. The professional competence of elementary school teachers must still refer to actions that are rational and have certain specifications in carrying out educational tasks. Elementary school teachers as professional staff are required to have the abilities and skills in accordance with the fields they are engaged in so that the potential growth and development process of students which includes cognitive, affective, psychomotor, and spiritual aspects can run well and in accordance with the educational goals that have been set. set. This study uses a qualitative-descriptive approach with critical discourse analysis methods and literature review from several comprehensive literature and journals. Based on the results of the study, it can be concluded that efforts to increase the professional competence of elementary school teachers can be carried out through the following steps: first, the efforts made by elementary school teachers to improve their professional competence, including: attending teacher upgrading, training, workshops, national or international seminars , and deliberations of teachers in the field of study, increasing knowledge through mass or electronic media, and professional improvement through independent study; and second, the efforts made by school principals in increasing the professional competence of elementary school teachers, including: empowering the professionalism of elementary school teachers through collaboration with advanced and developing elementary school institutions, providing opportunities for elementary school teachers to improve their profession, encouraging teacher involvement elementary school in every school education activity (participatory), and increasing the knowledge of elementary school teachers through deliberation, both among material teachers and as a whole.

This research is aimed at investigating the philosophical meaning of Pondok Gontor's Modern Darussalam using the management of the "Five Term" development program. Exploring the management relations of the "five term" development program, to the independence and progress of Pondok Gontor and, exploring the extent of the results of the "Panca Term" development program of the Pondok Gontor Modern Darussalam in realizing its independence and educational progress. Based on preliminary studies that the management of the development program "Panca Term" Pondok Modern Darussalam Gontor showed its success. Among the results that appear until the age of 90 this year, that PMDG succeeded in producing alumni who became prominent national figures, had 16 branch boarding schools throughout Indonesia, had businesses in the economy quite rapidly, had very large waqf assets, developed Darussalam Gontor University, which until now has succeeded in having S1, S2 and S3 study programs. In addition, his other successes were managed by his marketing to many foreign students and students who sought knowledge in Gontor. Including Pondok Gontor, is in demand by Indonesian elites, such as the children of state officials and national religious leaders. This is what attracts researchers to conduct this research. So it is felt that their presence is needed as a management model for developing Islamic boarding schools in particular and Islamic education in general. The management system model that can be transformed is in preparing strategic plans for the long-term, medium-term and short-term development management models in creating independence and progress in pesantren and Islamic education institutions in general.