Answering the challenges of the industrial revolution era 4.0 or the fourth world industrial revolution where technology has become the basis in human life. By preparing quality students who are able to compete globally, and mastering the development of technology is important for everyone and important for the future of a country. It is the teacher's job to improve his teacher's competence in facing this digital era. As a professional educator, teachers are required to have various competencies. The qualifications of SD / MI teachers must be D-IV or S-1, while the competencies that must be possessed by teachers according to the teacher and lecturer Law include pedagogical competencies, personality competencies, social competencies, professional competencies, and leadership competencies. This article discusses how the five competencies can be optimized to face the industrial revolution 4.0 where technology is developing rapidly and teachers must be able to adjust to technological developments. This research is included in the study of descriptive studies from various scientific sources. It was found that to face the era of the industrial revolution 4.0 a teacher must have the competencies set by PMA 16/2010, it does not stop there, a teacher must also have the ability or other basic skills that can support professionalism in the era of the industrial revolution 4.0.

Neuroscience, are simply the science devoted to learning Neoron(nerve cells). Nerve cells make up the nervous system, both thecentral nervous system (brain and spinal cord) and the peripheralnerves (31 pairs and 12 pairs of spinal nerve head). A nerve cellitself is not the smallest unit away from the nerve cell, the smallestunit of nerve cells (neurons) are the synapses ie the meeting point oftwo nerve cells move and pass the information (neurotransmitters).At the level of molecular biology, the smallest unit is like genes(genetic studies). Generally, the neuroscientist focused on nervecells in the brain. In the Qur'an sense has a glorious position. It wasevident the word "reasonable" in the Qur'an is mentioned insignificant amounts. The word "reasonable" in the Qur'an is called49 times. All in the form mudhari deed '(a verb that indicates thecurrent and future), but one that is shaped madhi verb (a verb thatindicates the past).Although the Qur'an does not mention the "sense" in its form as' acertain part of the human self '(سفنلا ىف لاقتسم ارهوج), which becamethe source of the birth of any acts rationally, but the Qur'anmentions "reasonable" in its meaning as' activities reasonable use'(لقعتلا ةيلمع), the appeal that invites use of reason as the path to truth(لقعتلا), thinking (ركفتلا), watching (رظنلا), to understand and learn(هقفتلا), take the wisdom and lessons from each incident (رابتعلاا) andetc.

Penelitian ini dilakukan selama masa pandemi covid-19, bahwa minat belajar dan menghafal siswa sangat rendah, terutama dipengaruhi oleh pembelajaran yang dilakukan dengan sistem online (daring) membuat siswa lebih cepat bosan dan jenuh dengan adanya sistem pembelajaran yang monoton. Tujuannya untuk mengetahui seberapa besar peran seorang guru dalam membangun minat menghafal Al Qur’an siswa pada masa pandemi. Metode penelitian menggunakan pendekatan deskriptif kualitatif, teknik pengumpulan data dengan teknik observasi, wawancara dan dokumentasi. Subjek penelitian adalah guru pengampu tahfidz dan siswa kelas 2 yang berjumlah 20 orang di MIT Sahabat Qur’an Ibnu Mas’ud Yogyakarta. Hasil penelitiannya bahwa: Peran guru dalam membangun minat menghafal Al Qur’an pada masa pandemi adalah: guru tahfidz selalu memberikan motivasi dan dukungan kepada siswanya seperti pujian, nasihat dengan pendekatan cara mengobrol secara individu via telephone,  guru tahfidz tetap memberikan tugas menghafal kepada siswa untuk dihafalkan di rumah sesuai target yang telah ditentukan, dan guru melakukan apapun yang terbaik sebagai fasilitator untuk mendukung semangat menghafal di rumah dengan mengirimkan target hafalan anak. Hambatan yang dialami guru ketika membangun minat menghafal Al-Qur’an pada masa pandemi adalah: Adanya siswa yang belum mampu membaca Al-Qur’an dengan baik, keterbatasan interaksi antara guru dengan peserta didik, serta lingkungan yang kurang kondusif.

Neuroscience is simply the science that specifically studies Neurons (nerve cells). These nerve cells make up the nervous system, both the central nervous system (brain and spinal cord) and peripheral nerves (31 pairs of spinal nerves and 12 pairs of head nerves). Nerve cells themselves are no longer the smallest unit of nerve cells, the smallest unit of nerve cells (neurons) in synapses, which are the meeting points of two nerve cells that move and forward information (neurotransmitters). At the level of molecular biology, the smallest units are like genes (genetic studies). Generally, neuroscientists focus on nerve cells in the brain. In the Qur'an, the mind has a noble position. It was proven that the word "reason" in the Qur'an is mentioned in large numbers. The word "reason" in the Qur'an is mentioned 49 times. All of them are in the form of 'muilāri' (a verb that indicates the present and the future), except for the one in the form of 'māḍī (a verb denoting the past). Although the Qur'an does not mention "reason" in its form as "a certain part of humanity" (جوهرا مستقلا فى النفس), which is the source of birth for all rational actions, but the Qur'an refers to "reason" in its meaning as " activities using reason '(عملية التعقل), i.e. calls to use reason as a path to truth (التعقل), think (التفكر), pay attention (النظر), understand and learn (التفقه), take wisdom and lessons from each event (الاعتبار), etc.

Islam is a complex and all-embracing religion. The treatise of Islam is not based solely on aqidah, but much larger than that. It is not an easy matter to introduce and teach Islamic studies to students particularly they still are on the Madrasah Ibtidaiyah. For the children of Madrasah Ibtidaiyah to present and understand Islamic studies, approaches to study are necessary for them to understand it easier. The research used philosophical, sociological, theological, anthropological and historical approaches as the steps to introduce Islam to students. However, in this research, the researcher discussed how to introduce Islam to the students of Madrasah Ibtidaiyah using a historical approach. The research method used was a literature study research method, which was a study of the literature. The method for collecting data is a review of books, notes, and reports on literature relating to the history of Islamic studies of the children of Madrasah ibtidaiyah. According to the findings of this study, it is possible to introduce and teach the cultivation of Islamic principles to Madrasah Ibtidaiyah students using a historical approach