Connectivity in the 4.0 revolution has a positive impact on world education where we can maximize technology in learning. Especially when the Covid 19 pandemic takes place in front of the accessibility of offline learning spaces, online learning is the only solution that can be used. In online learning, character planting also remains a common concern, lest bold learning will reduce the cultivation of character that has been carried out by schools so far. The main character that needs to be possessed by students is a religious character, where planting will relate and behavior that needs to be instilled in students. Religious education needs to be instilled from an early age, even before entering school age, children have entered a religious character starting from recommended prayers, fasting, zakat, prayer, and also polite and courteous attitudes, faith and piety must be from home by parents. At school age, it is necessary to deepen the religious character so that the child remains embedded in him, will fill obligations, be polite and polite and others. The research objective was to see the implementation of a religious character in bold learning. This research was conducted by the integrated Islamic elementary school Raudhatul Muttaqin Bekasi with the method used was a mixed method. The results obtained are the integrated Islamic elementary school Raudhatul Muttaqin that schools maximize technology in this bold learning by using the Learning Management System (LMS), e-mail, video meetings, and interactive videos. In the school's LMS, there are daily activities that are hampered as a whole which is the inculcation of a religious character, including the obligatory prayer 5 times, telling the truth, performing sunnah worship, fasting both mandatory and sunnah, murajaah, and daily activities that begin with prayer, greetings, and birrul walidain. From the results of the research that in the implementation of religious activities carried out continuously by students as many as 61.4% while those who did not do it were 14.4%. In addition, there are still 20% of students who do not instill the value of honesty and courtesy during learning at home. Therefore, strengthening religious character education can be said to be successful but not optimal because there are still some who have not implemented it and also do not reflect an honest and polite attitude.

Abstract. Work culture is part of the view that makes values, habits, strengths and drivers in the life of the group organization, which reflects patterns of attitudes, behavior and beliefs, ideals, opinions and actions in the work. Work culture is one of the components of human quality that is deeply embedded in national identity and is a basic benchmark in development. It was hoped that the head of the madrasah would be able to influence and mobilize the individual spirit in his institution in the form of solid cooperation in realizing a reliable work culture. A reliable work culture will have a positive impact on institutional management, such as respecting time, working as well as possible and professionally, working honestly and being of worship value, increasing work performance, building management of openness and healthy competition, eliminating collusion of nepotism and corruption, building employment opportunities together with all subordinates in developing achievements, careers and positions and applying efficient and effective ways of working. Kata kunci: Head of madrasa and a reliable work culture.

Conceptually, the 2013 curriculum relied heavily on Scientific methods, which in its application were more popular with the term 5 M: Mengamati (observing),Menanya(asking), Mengumpul (gathering), Menalar (reasoning) and Mengkomunikasikan (communicating), and applied through scientific methods and approaches, such as: Contextual Teaching Learning, Enquiry, Problem Solving, Communicative, Cooperative and so on.And always starting and guided by the core curriculum, which is known by the four Main Competences (KompetensiInti/KI), namely: KI. 1: Spiritual Attitude KI.2: Social Attitude, KI. 3: Knowledge, and KI.4: Skills. The cultivation of character is integrated with the learning of Islamic Religious Education, so that the implementation is in line and agreed in shaping the mental attitude, social attitude, knowledge and skills.This means that humans who will be formed are people mentality or morality, intellectual andskills, or who will be formed is the heart (affective aspects), mind (cognitive aspects) and hands or feet (psycho-psychological aspects). In order for the students to have good moralsand avoid being chipped (mazmumah morals).The building up of the character values refers to the 2013 curriculum established by Ministry of National Education No. 68 of 2013 for Junior High School (SMP / MTs), namely: Faith, honesty, discipline, responsibility, care, (tolerance, mutual cooperation), polite, confidence in interacting effectively with the social and natural environment in the social term.The character has been instilled by Islamic Education (PAI) teachers who are quite professional, so that the results are quite intense, high, positive and entrenched, because the aim is the same, namely: forming commendable morals and avoiding despicable morals.