This study aimed to analyze the content of halal lifestyle in Islamic religious education textbooks for grades 7-9 published by the Ministry of Religious Affairs of the Republic of Indonesia using content analysis. The results found halal lifestyle content in 6 domains: food, finance, travel, fashion, media and recreation, and pharmaceuticals. The most dominant domain was food, with 10 title items in grade 8 discussing halal materials and concepts. The study also found discussions on travel, specifically Hajj and Umrah, and fashion, specifically the obligation to cover aurat. However, the materials on halal foods were still limited to conventional understanding and did not accommodate current conditions. The implications of these findings suggest the need for an update in the content of halal lifestyle in Islamic religious education textbooks.

The journey of pesantren to become an educational institution recognized by, and being part of, the configuration of national education is long and winding. This study aimed to analyze the impact of pesantren recognition and response for it. The method in this study used qualitative methods with a historical approach. Data collected through document analysis and analyzed by content analysis. Regarding the research results are, first, the impact of policies that emerged from soekarno's time to Joko Widodo's time, they are; The pesantren diploma was not recognized by the Indonesian government after independence until the issuance of the pesantren law. Pesantren need to establish a new general institution in order to gain the legitimacy of the diploma. Second, Pesantren responds to national education policies in two forms. First, by establishing public institutions according to the national education framework under the Ministry of Religious Affairs or the Ministry of Education (formal). Second, incorporate the general curriculum into the pesantren curriculum periodically and evaluate the curriculum to always be in accordance with the needs and challenges of education (mu’adalah). Finally, the government's policy of issuing the pesantren law has very significant implications for financial assistance.

Penilaian pembelajaran merupakan bagian penting dalam pembelajaran. Hasil penilaian pembelajaran dapat memengaruhi strategi pembelajaran yang akan guru terapkan dalam pembelajaran selanjutnya. Tujuan penelitian ini adalah untuk mendeskripsikan sistem penilaian pembelajaran di dua negara yaitu Korea dan Belanda untuk dijadikan inspirasi bagi penilaian pembelajaran Pendidikan Agama Islam di Indonesia. Penelitian ini merupakan kajian pustaka dengan model kualitatif yang diawali dengan pencarian sumber, penilaian dan konstruksi. Hasil penelitian menunjukkan bahwa Korea menganut system penilaian terpusat berupa CSTA (College Scholastic Testing Assessment), sedangkan Belanda menganut system penilaian demokratis dimana guru dapat menyusun kurikulumnya sendiri bahkan bentuk, metode dan teknik penilaiannya sendiri. Sedangkan inspirasi untuk penilaian pembelajaran Pendidikan Agama Islam di Indonesia menjadi diskusi dalam penelitian ini

The learning assessment process is still an interesting discussion theme, especially with the presence of the term AfL (Assessment for Learning) which is a development of the AoL (Assessment of Learning) concept. The purpose of this article is to describe the implementation of AfL in two different regions, Hong Kong and New Zealand with the indication that there are several studies showing that AfL is running well in these two regions. The results of the description are then linked to the context of the assessment of Islamic Religious Education learning in Indonesia today. This research is a literature study with a qualitative model that begins with the search for sources (heuristics), assessment (criticism) and construction. As a result, Hong Kong presents an assessment system in the form of BCA (Basic Competency Assessment) and SBA (School-Based Assessment); while New Zealand implemented several policies to strengthen the implementation of this AfL. When referring to the implementation of AfL in the two regions, Indonesian Islamic Education requires teachers who are prepared and competent in carrying out the assessment. The Islamic Religious Education assessment system is very detailed and clear, but teachers are still not able to apply it.

This qualitative study aimed to analyze the cognitive model used by children in memorizing the Qur'an and compare the contribution of each systemic cognitivist modelling (SCM) indicator to their average ability. Thirty students were randomly selected as the sample, and the results indicated that the children's memorization ability was quite good. The study identified several stages of systemic cognitive modelling for memorizing the Qur'an, including encoding, retention, rehearsal, retrieval, decoding, and successful memorization. The implication of this research is that educators could use these findings to develop effective teaching strategies that support the cognitive development of children and improve their memorization skills.