There is a paradoxical state between individual achievement and institutional quality. Why when in other countries Indonesian people are able to perform well, while in their own country is not. For that is the time we rise rescue the children of this country with a positive education, applicative and normative. Changes the paradigm that education is with 3D (Sit, Silence, Listen), which is very fooling child. School-based learning tends to be very theoretical and unrelated to the environment in which the child is located, resulting in the child being unable to apply what he or she learns in school in order to solve life problems faced in daily life. From the problems that the purpose of this research development are: 1) To determine the feasibility of RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to Expert. 2) To know the feasibility of LKS learning method of learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to colleagues 3) To know the interest of students to RPP learning model Quantum teaching system tandur subjects Islamic Religious Education class VII in SMP Negeri Dlanggu Kabupaten Mojokerto. The selection and use of teaching materials of Islamic Religious Education of learning method of quantum teaching of tanding system can effectively streamline and streamline the implementation of learning. For that purpose the teaching materials of Islamic Religious Education of quantum teaching method of tandur system is absolutely necessary. The teaching material of Islamic Religious Education of teaching method of quantum teaching of this tandur system has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). According to the Expert RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent enough to use 2) According to colleagues LKS learning learning method Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent Used. 3) RPP learning model Quantum teaching system of subject matter of VII Islamic Religion Education at State Junior High School Dlanggu Mojokerto Regency appeals to students

In the early days of the development of Islam, of course, systematic formal education had not been established. The ongoing education can be said to be informal; and this is also more related to the efforts of Islamic da'wah to spread and plant the basics of Islamic belief and worship. In this connection it is understandable why the process of Islamic education first occurred at the home of a certain friend of the Prophet SAW; the most famous is Dar al-Arqam. However, when the Islamic community was formed, education was held in the mosque. The educational process in both places is carried out in the learning circle. Every time Islam is introduced to any place, it is always introduced along with religious education while at the same time Arabic is always the medium of its teaching. That is why the desire to study Islam and its lingua-franca (Arabic) is always very high among Muslims. This also explains the nature of Arabic and Islamic studies which are inseparable as twin courses which are always in line with each other. The results of empirical investigations understand the character of Muslim subjectivity finding the most useful Qur'anic reading, because they discover how the vision of dynamic education and transformative pedagogy defines the content, composition and communication style of Islamic Divine discourse. This brought various scientific innovations and produced Islamic inventors from madrasas, but after the sixteenth century, the madrasa curriculum became trapped in traditional Islamic sciences, there was a close connection to this fact and the decline of the Ottoman Empire, on occasions that different. the effect of the Mongol invasion of the Muslim world that weakened the spirit of Muslims. the Muslim world collapsed and stagnated. Apart from the two things above, Often, innovative new approaches are dismissed as attempts to damage or damage Muslim discursive traditions or worse, are considered conspiracies hatched by Orientalists and carried out by Muslim clerics who are deceitful and fickle

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

There is a paradoxical state between individual achievement and institutional quality. Why when in other countries Indonesian people are able to perform well, while in their own country is not. For that is the time we rise rescue the children of this country with a positive education, applicative and normative. Changes the paradigm that education is with 3D (Sit, Silence, Listen), which is very fooling child. School-based learning tends to be very theoretical and unrelated to the environment in which the child is located, resulting in the child being unable to apply what he or she learns in school in order to solve life problems faced in daily life. From the problems that the purpose of this research development are: 1) To determine the feasibility of RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to Expert. 2) To know the feasibility of LKS learning method of learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to colleagues 3) To know the interest of students to RPP learning model Quantum teaching system tandur subjects Islamic Religious Education class VII in SMP Negeri Dlanggu Kabupaten Mojokerto. The selection and use of teaching materials of Islamic Religious Education of learning method of quantum teaching of tanding system can effectively streamline and streamline the implementation of learning. For that purpose the teaching materials of Islamic Religious Education of quantum teaching method of tandur system is absolutely necessary. The teaching material of Islamic Religious Education of teaching method of quantum teaching of this tandur system has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). A. Latar BelakangSalah satu kemampuan kegiatan belajar mengajar yang harus dikuasai oleh pendidik atau guru adalah kemampuan menggunakan metode dengan baik sehingga dapat mengakomodasikan bahan pelajaran guna terciptanya proses pembelajaran yang efektif.Dengan semakin pesatnya perkembangan ilmu pengetahuan dan teknologi, maka semakin kompleks pula bahan pelajaran yang harus disampaikan kepada siswa, dalam hal ini guru pun dituntut untuk dapat memilih secara selektif metode mana yang dapat digunakan dan sesuai dengan tujuan, bahan atau materi, alat bantu, dan evaluasi yang telah ditetapkan.Terjadi keadaan yang paradoks antara

Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do expert teachers assess themselves and how do they overcome and adapt to change? 5. How can teachers collaborate to make structured observations of their work, as required by the assessment requirements? The results of the discussion concluded: 1) The complexity of assessment that binds teachers and schools continues to increase because assessment is used for various purposes in different contexts; 2) Interstate New Teacher Assessment and Support Consortium (InTASC) was formed to create "compatible with institutions" standards that can be reviewed by professional organizations and state institutions as a basis for licensing beginner teachers. The InTASC standard (Miller, 1992) is written as 10 principles, which are then further explained in terms of teacher knowledge, disposition, and performance; 3) There are many different theories describing the journey of preparation for beginner teachers to become professionals, this requires time, effort, and support and finally changes follow the predictable stages of development; 4) Teachers with high levels of expertise can observe and adapt their own actions. To do this, they must be in harmony with the feelings and behavior of children and pay attention to what children do and say, rather than focusing primarily on themselves, otherwise they do not equate judgment with testing. they take into account test scores, but their judgments are transient and are based on a much broader bank of evidence, specifically that progress over absolute scores and children's knowledge and context; 5) Teachers rarely can be authentic and accurate participant observers because of the inherent differences in their roles, but student / teacher collaborators have a unique perspective on insiders and outsiders, colleagues and observers, class members involved and critical collaborators