Srategi pembelajaran aktif (Active Learning Srategi) merupakan sebuah kesatuan sumber kumpulan strategi-strategi pembelajaran yang komprehensif. Belajar aktif meliputi berbagai cara untuk membuat siswa aktif sejak awal melalui aktifitas-aktifitas yang membangun kerja kelompok dan dalam waktu singkat membuat mereka berfikir tentang materi pelajaran, Terdapat teknik-teknik memimpin belajar bagi seluruh kelas, bagi kelompok kecil, merangsang diskusi dan debat, mempraktekan ketrampila-ketrampilan, mendoronh adanya pertanyaan-pertanyaan bahkan membuat siswa dapat saling mengajar satu sama lain. Metode Every one Is Teacher Here yaitu metode yang digunakan untuk meningkatkan proses pembelajaran siswa, dan dapat disesuaikan dengan tujuan yang ingin dicapai oleh pembelajaran pada berbagai mata pelajaran, khususnya mencapaian tujuan yaitu meliputi aspek: kemampuan mengemukakan pendapat, kemampuan menganalisa masalah, kemampuan menuliskan pendapat-pendapatnya (kelompoknya) setelah melakukan pengamatan, kemampuan menyimpulkan, dan lain-lain. Berdasarkan uraian diatas, maka fokus masalah yang diambil dalam penelitian ini adalah bagaimanakah motivasi belajar siswa setelah penerapan pembelajaran aktif model Every One Is Teacher Here, pada mata pelajaran PKn. Penelitian ini adalah penelitian tindakan kelas yang menggunakan pendekatan kualitatif. Metode pengumpulan datanya menggunakan metode observasi, wawancara dan dokumentasi. Dari tiga siklus yang diterapkan, sudah dapat dilihat perkembangan motivasi belajar siswa yang bisa dilihat dari keaktifan dan antusias siswa selama proses pembelajaran. Pada evaluasi nilai post test, rata-rata siswa mendapatkan nilai yang bagus, prosentase peningkatan nilai siswa pada siklus I sebesar 24,3%, pada siklus II sebesar 34,5%. Hal itu terjadi karena dalam diri siswa sudah muncul motivasi untuk selalu semangat dalam belajar.

Playing online games during the Covid-19 pandemic has caused concern for children's learning motivation. The purpose of the study was to determine the relationship between addiction to playing online games with learning motivation in school-age children during the Covid-19 pandemic. This research method is analytic, with a cross sectional approach. The study population was all school-age children aged 6-18 years, totaling 57 children, the respondents were determined using total sampling. The study was conducted on July 13 to July 18, 2021. The analysis was carried out using the chi-square test. The results showed that addiction to playing online games was in the addiction category of 70.2%. Learning motivation for school-age children during the Covid-19 pandemic was in the 59.6% category. The p-value = 0.001 < = 0.05 with an Odd Ratio (OR) value of 0.103, this proves that there is a relationship between addiction to playing online games and learning motivation in school-age children during the Covid-19 pandemic.

This study seeks to objectively examine Islamic education and learning loss on COVID-19 in South Sulawesi and West Sulawesi. Apart from historical developments, the study attempts to survey the detailed, overt and covert planned manipulations of this practice for paranoid purposes. Furthermore, it investigates the inhumane treatment meted out to them as a result of the dreaded coronavirus pandemic, colloquially known as the research community for describing learning loss. The descriptive qualitative approach was used in this study, with data collection techniques such as documentation and data analysis techniques such as data collection, data display, data reduction, data analysis, and data conclusion. In the globalization era, Islamic education faces three challenges: cultural globalization challenges, low levels of social capital challenges, and structural, cultural, and human resource challenges. Meanwhile, the contribution of Islamic education in South Sulawesi can be divided into two major categories: character building contribution in the form of forming good man character, and scholastic contribution. Stakeholders have actually taken advantage of these opportunities. As a result, Islamic education not only exists, but it also contributes significantly to the advancement of education in South Sulawesi.

Teknologi pembelajaran  islam  meliputi desain, pengembangan, pemanfaatan, pengelolaan, penilaian dan penelitian proses, sumber dan sistem untuk belajar sesuai yang terkandung dalam Alqur’an dan Hadist. Definisi dan kawasan teknologi pembelajaran  Islam ini merupakan kajian teori. Adapun peran teknologi pembelajaran  Islam dalam pemecahan masalah-masalah pembelajaran ini merupakan kajian praktis dan terapan. Artinya berkaitan dengan pemanfaatan teknologi pembelajaran  Islam dalam memfasilitasi organisasi belajar manusia. Akhirnya teknologi pembelajaran  Islam baik sebagai disiplin ilmu, program studi maupun profesi terus mengalami perkembangan yang pesat.

The contemporary religious of education that to face the challenge of religious multiculturalism it is necessary, to change the model of religious education, and beyond the wall. We found that the are two models are compatible to be applied in Indonesia in order to face the challenge of multiculturalism because both of them help students to accept, respect, and value religious differences. The result of our research findings indicated by the common enemy-religion is not people of different faiths, but poverty, corruption, violence, and ignorance