Choosing a career as an Islamic teacher has many challenges as well as fun, not everyone is interested in this profession except those who have strong motivation. This study aims to find out the real motivation of students to select department of Islamic teaching education in public university, even though this department is widely offered by state and private Islamic universities. This study uses qualitative methods with a case study approach (case study design). Sources of data were taken from thirty informants through in-depth interviews selected using a purposive sampling technique, all informants were active students who chose the department of Islamic teaching education at Padang State University in 2017, 2018 and 2019. All interviews were analyzed thematically using the NVivo 10 qualitative analysis software. The results of the analysis showed that there were seven motivations of students to select department of Islamic teaching education. Those seven motivations are: i) self-will, ii) parents' encouragement, iii) choice to become a religious teacher, iv) job opportunities after graduation, v) desire to study at public universities vi) opportunity to spread dakwah, vii) to deepen Islamic knowledge. The results of this study can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues.

As it is known that the roles and responsibilities of teachers, especially those teaching Islamic education is enormous. Basically, Islamic Education Teachers teach not only in charge of the subject matter, but also burdened with the responsibility to build learners who have knowledge, morals, have identity, strong character, and has a life skills guidance in accordance with the teachings of Islam. To bear all the burdens and responsibilities required different skills, especially skills as a personal ideal Islamic Education Teachers. In a variety of classical texts, books, literature until recent Islamic educational research found five terms are embedded in referring the teachers, Mudarris, Mu'allim Murabbi, Mursyid, and Muaddib. No articles are discussing a thorough and detailed those five terms in question yet. This article aims to discuss in detail and comprehensively those five terms in Islamic Education Teachers. This research uses the qualitative method with content analysis approach, all data taken from various sources which are derived from classical holy books, books, theories and expert opinion. All data that has been collected are analyzed thematically, in other words the themes that have been obtained are described comprehensively and deeply. Interestingly, the whole themes of the results of this study will be discussed with the results of the study of the researchers earlier and issues of current Islamic Education. The authors hope that this article can be a source of guidance for Islamic Education teachers to becoming an ideal individual, besides that it can also be a basis for the next researchers to discuss this problem in different contexts and issues.

Penelitian ini bertujuan untuk mengetahui bentuk-bentuk kesulitan yang dialami oleh peserta didik dalam pembelajaran Alquran di Pesantren Perkampungan Minangkabau dan mengetahui metode yang digunakan guru dalam mengatasi kesulitan tersebut serta menganalisis hasil yang dicapai oleh peserta didik. Penelitian ini merupakan penelitian kualitatif dengan tipe penelitian studi kasus. Pengambilan data dilakukan dengan observasi, wawancara dan dokumentasi. Sampel dalam penelitian ini ditentukan dengan teknik Purposive Sampling yang berjumlah 18 orang. Hasil penelitian menunjukkan bahwa terdapat tiga bentuk kesulitan yang dialami oleh peserta didik, yaitu kesulitan memahami Makhrajal Huruf, Tajwid dan bentuk huruf Hijaiyah yang bersambung dengan huruf lain. Strategi yang digunakan guru untuk mengatasi kesulitan tersebut yaitu dengan mengadakan kelas khusus, kelas khusus ini diklasifikasikan ke dalam dua tingkatan, pertama kelas khusus dengan menggunakan metode Iqro’, kedua menggunakan metode Qira’ati. Dari hasil belajar peserta didik, terdapat peningkatan hasil belajar sebelum dan setelah strategi ini diterapkan, artinya strategi ini dapat mengatasi kesulitan peserta didik dalam pembelajaran Alquran.