Education does not only prioritize aspects of knowledge and skills, but also pays great attention to personality of the students. But the fact is, some cases of delinquency which are a form of disability, are actually carried out by school-age children. The development that occurs in children with disabilities, is not much different from normal children without disability, but the emotional disturbances they have can affect the child's personality and social. One of  schools that handles children with disabilities is SLB-E Prayuwana Yogyakarta. This research can be classified as a descriptive qualitative field research that aims to find out the strategy in internalizing religious social values ​​for children with disabilities at SLB E Prayuwana Yogyakarta, uses observation, interview and documentation techniques. This research was carried out through data reduction, data presentation, verification and data validity testing. Based on research data it is known that internalization of religious social values ​​for children with disabilities in SLB E Prayuwana Yogyakarta is carried out integrated into every activity and subject, religious social culture and habituation program in schools, which prioritizes the compassion approach, as well as collaboration with the education department, parents and communities.

This article seeks to describe how the Tarjih Council transformed from time to time both in terms of decisions, manhaj, sources, techniques and approaches in historical perspectives and their actualization in Muhammadiyah education. Education itself is the most effective and strategic da'wah medium within Muhammadiyah so that the internalization and transmission of ideology, understanding and practicing religious teachings based on the Tarjih decision are absolute. The function of education within Muhammadiyah itself is inseparable from three things: integral scientific development, development of learning innovation and internalization of AIK in the social sphere. Research related to this theme is library research research. The approaches used are historical-analysis and philosophical. The results of the study indicate that in actualizing Tarjih products in Muhammadiyah education, three policy directions need to be applied, which include: first, planting tarjih and ta'did insights to educators and students. Second. Actualization of learning materials in accordance with the problems and challenges of changing times. Third, coaching educators in the AIK field as an effort to strengthen ideology and crystallization of values.

In Indonesia, the COVID-19 pandemic has resulted in the virtualization of most social and educational activities, including discourse on the dynamics of Islamic education, which is colored by contextual differences in manhaj, ideology, and religious practice. Social media has evolved into a new role as a multicultural public space that reflects the Indonesian people's religious literacy diversity. As a subsystem of national education, Islamic education plays a critical role in internalizing the Indonesian people's competencies. Religious moderation literacy will lead Indonesian people who are multicultural to a more accepting and inclusive attitude while reducing social conflicts. The purpose of this research is to ascertain public sentiment toward religious literacy in Indonesia during the 2020 Covid-19 outbreak. Twitter was chosen as the virtual public space to study in this context because, according to previous research, it is a social media platform widely used by Indonesians to discuss serious topics in education and religion. The researcher employs a type of quantitative exploration as a statistical testing technique. The data collection technique was crawling through open public data associated with Twitter's Application Programming Interface (API). This research generated findings in a word cloud labeling graph containing data on religious moderation participation. The sentiment analysis score obtained is - 0.9183, which is higher than 0.4588 on religious moderation content. The combined score is 0.565, which is higher than 0.333. the results are also contained in a sentiment analysis heat map visualization. The researchers recommend future researchers compare the ratio of religious moderation material on Islamic religious education subjects in online learning.

The purpose of the article Hayy Ibnu Yaqdzhan: The Concept of Development of Knowledge from Ibn Tufail's Perspective and His Contribution to Islamic Education is twofold. First, a description of the growth of knowledge from Ibnu Thufail's viewpoint. Second, understanding the relevance of Hayy's love story to epistemology and Islamic education. Through documentation, this study examines the novel by Hayy Ibnu Yadzhan through a content analysis of the text. The findings of this study indicate that Hayy Ibnu Yadzhan's novel contributes to the creation of an epistemology of knowing in Islam in which knowledge can be attained through the use of the senses, reason, and intuition. In addition, Hayy's new contribution to Islamic education includes three essential components. First, about cognitive growth. Roman Hayy describes the development process as sensory, imitative, exploratory, philosophical, contemplative, and mystical. Second is the concept of knowledge, which can be acquired through sense, reason, and intuition. Third, in terms of religiosity, all the positive elements in the form of beliefs, rituals, religious knowledge, and religious experience always lead to the essence and wisdom.   Keywords: Hayy Ibn Yaqdzhan, Ibn Thufail, Islamic Education.

Amtsal and qashas in the Qur'an can apply as a method and material. The technique uses a systematic way to achieve specific goals - the content as a study discussion or as the theme of the debate in individual learning. The application of amtsal and qashas in the Qur'an would need to use integrating normative tools with several approaches: psychology, linguistics, science, anthropology, sociology as benchmarks in learning. The application of methods in particular operational and operational periods, qashas, and amtsal can be presented as a descriptive narrative that presented with a gripping narration, diction, and vocals that will make students very interested and can take the lessons in question. The development of amtsal and qashas information technology can also modify with socio drama, visual, and video. However, in subsequent events, a child's cognitive development in the conceptual operational phase uses historical, sociological, legal, anthropological, scientific, and technological perspectives, become something that needs to use.