This paper examines how learning models should be applied in schools to respond to the demands of the era of the industrial revolution 4.0 which has become a necessity. The industrial revolution 4.0 is an era that shows the rapid development of technology and has caused many jobs in the past to be distorted. The role of humans is taken over step by step by automatic machines, as a result the number of unemployment is increasing. In order to avoid the negative impact of the industrial revolution 4.0, educational institutions must be able to answer these challenges by selecting and applying learning models in schools that provide the skills or skills needed. The demand for skills that can answer the challenges of the 4.0 revolution era, must be prepared through a directed and comprehensive learning plan. This means that the learning process does not only think and move towards the academic dimension. In the learning process, often students are only prepared to have intellectual intelligence and very little learning gives equal opportunities to students to hone other intelligence. At the same time the learning method is more dominated by the authority of the teacher which is very central and rigid, while the students are positioned as objects that must accept what is presented by the teacher. As a result, students do not have the ability to develop their creativity and potential. Learning models that can answer the challenges of the revolution era 4.0 are collaborative and creative learning models. Through collaborative and creative learning, students are directed to be able to develop their potential and hone their creative thinking skills. The collaborative and creative learning model makes it easy for students to learn and work together and learn to solve problems together. Creative thinking to solve existing problems is a learning process needed to answer the challenges of the industrial revolution 4.0.

<p><em>This study aims to examine the competence of Islamic Religious Education teachers in SMP Negeri 16 Kota Bandung in improving students' ability to read and write the Qur'an, factors that support and inhibit and solutions offered to improve the students' ability. The research method used is descriptive qualitative. Data collected through observation, documentation and interview methods. Interviews were conducted with PAI teachers in SMP Negeri 16 Kota Bandung, amounting to 3 (three) people. The results showed that 1) the competence of PAI teachers of SMP Negeri 16 Bandung was realized by making learning plans in accordance with government instructions using the 2013 curriculum form; 2) the learning method used is with the wahdah bil kitabah method and the iqra’ method; 3) supporting factors for the implementation of PAI learning consisting of teachers, students, and the school environment; 4) Obstacles faced are the time of learning to read and write the Qur'an which is only 2 hours short, the lack of learning media to read the Qur'an and the background of the students; 5) The solution offered is the method of learning to read and write the must consider the characteristics of students and implementation of audio-visual learning methods.</em></p><p><em><strong>Keywords:</strong> Teacher Competence; Al-Qur'an Reading Literacy; Islamic Religious Education</em></p>

Abstrak:  Penelitian ini mengkaji berkenaan dengan peran dosen dalam pembelajaran pendidikan Pancasila dan PKn untuk mendukung program moderasi beragama. Peran dosen dalam pembelajaran pendidikan Pancasila dan kewarganegaraan menempati posisi yang sangat penting untuk membentuk karakter Mahasiswa agar memiiliki spirit nasionalisme, keragaman dan semangat berkewarganegaraan. Peran dosen sebagai pendidik harus mampu memberikan pemahaman yang baik dan komprehensif kepada Mahasiswa tentang kondisi masyarakat Indonesia yang multicultural. Melalui pembelajaran pendidikan Pancasila dan kewarganegaraan serta program moderasi agama yang baik Mahasiswa diharapkan memiliki pemahaman terhadap nilai-nilai kebangsaan, keberagaman, keadaban, toleransi dan persamaan. Berdasarkan hasil penelitian dapat disimpulkan; 1) Rendahnya minat dan motivasi belajar Mahasiswa terhadap pendidikan Pancasila dan kewarganegaraan;    2) adanya indikasi Mahasiswa  yang terpapar ideology khilafah; 3) pembelajaran pendidikan Pancasila dan kewarganegaraan masih belum terintegrasi dengan moderasi agama.

This paper examines and describes the implementation of multicultural education components in the 4.0 revolution era. Multicultural Education provides an understanding of various types of educational activities as an integral part of universal culture. Multicultural education emphasizes a philosophy of cultural pluralism into the education system based on the principles of equality, mutual respect, tolerance, acceptance and understanding. Tolerance in diversity and moral commitment to social justice. Multicultural Education is perceived as an endeavor to achieve the shared life of diverse and heterogeneous human beings in an era of globalization which is full of new challenges. Through multicultural education, students are taught that diversity is a necessity that must be maintained and maintained. The components of multicultural education are directly related to learning objectives, materials, methods, media and evaluations that explain to students about the phenomenon of diversity. The component must be prepared in the implementation of multicultural education that will provide understanding to students such as gender, religion, social, ethnic and urban society. By using qualitative research methods researchers can explain and analyze how the implementation of multicultural education components in the 4.0 revolution era. Keywords: Multicultural Components Educational Implementation, Revolutionary Era 4.0

Islamic religious education is part of national education taught in schools, especially in Islamic educational institutions with the aim that students believe in, understand and practice Islamic values correctly. This study aims to analyze Islamic Religious Education (PAI) in the national curriculum. The method used in this research is descriptive qualitative research. With this method, researchers can freely understand, analyze and describe research data accurately with regard to Islamic education in the national curriculum. The results showed that Learning Islamic religious education is a mandate of the law that must be taught to students who are Muslim. The objectives of Islamic education are very relevant to the goals of national education. The existence of an integrated Islamic religious education curriculum with the national curriculum. Keywords: National Curriculum, Islamic Religious Education, Education Curriculum