Muslim children are part of the Muslims. They are the successors and propagators of the da'wah of the Muslims. It is an obligation for parents and teachers to provide them with the ability to read, write and understand the Qur'an as a guide for the lives of Muslims. With the literacy of Al-Quran from an early age, it is expected the generations of Muslims to understand and literate the guidelines of his life. However, children are different from adults. Early childhood teachers should choose the right techniques for early childhood. Children love the sound playing, fun, and freedom from stress. In this case, is offered one of the techniques favored by early childhood, that is storytelling techniques. This research method descriptive analytic with a qualitative approach. So that's this method can produce a clearer picture of Al-Quran literacy strategies for early childhood. In operational research, researchers conduct interviews, observation literature studies. The results showed that 75% of children in group A enjoyed Quranic literacy with storytelling techniques and in group B children 41,6% liked it too. Thus Al-Quran literacy through storytelling techniques is a fun and meaningful activity.

To accomplish the mission of spreading the message of the Quran, prospective Islamic teachers need to be equipped with the ability to translate the Qur'an. However, in reality, they face difficulties in understanding the messages of the Qur'an because of their low Arabic language skills. This research aims to find practical steps to improve the competence of prospective Islamic teachers in translating the Qur'an. This research involved 35 prospective Islamic teachers, consisting of 20 men and 15 women from various districts at a tertiary institution in West Java Indonesia. Data were collected using surveys, observations, and semi-structured interviews. Data were thematically identified, coded, evaluated, categorized, and analyzed using the analytical tool of content analysis. This research produced six learning steps (summarized in an acronym TARJIM as developed from the Tamyiz method). The Tamyiz method was a hypothetical model that was used as the foundation of this action research. These steps were able to improve the ability of prospective Islamic teachers in translating the Qur’an from the beginner level to the skilled level as many as 27 (77.14%) participants, from the basic level to the skilled level as many as five (14.28%) participants, and from the basic level to advanced level as many as three (8.57%) participants. Moreover, the six steps provided skills for the prospective teachers in translating the Qur'an verses that have exegetical nuances. The findings show that the six steps were effective steps to increase the competence of translating the Qur'an for prospective teachers of Islamic Religious Education.

This study aimed to describe the implantation Islamic values in the activity of Prior Learning Students in Junior HighSchool of PGII 1 Bandung. The problems discussed in this study are the application of implantation Islamic values in the activity of Prior Learning Students in Junior High School of PGII 1 Bandung. The method used is qualitative, the main instruments are the interview and observation. Data analysis performed in this study is descriptive and analytical. The results showed that the implantation Islamic values in the activity of Prior Learning Students in Junior High School of PGII 1 Bandung has been carried out and implemented through prior learning which includes discipline, reciting of Asmaul Husna, reciting of Qur'an and prayer after it, singing of Indonesia Raya, reading stories or hadith, reading books, dan reciting salaam to the teacher.

The Master Plan Activity of Serayu River Voyage (SRV) for tourism development in Banyumas Regency were expected to be completed within five years from 2008 to 2012, but during the period until 2013, most programs and activities have not been implemented. The results showed that the Master Plan of SRV in the framework of tourism development in Banyumas Regency has not been implemented properly. The cause is the absence of good coordination between agencies, the lack programs and activities integration, supporting documents have not been revised, absence of good socialization, and the lack of private sector contribution. The factors that constrain and support implementation of the Master Plan is described as follows. Supporting factors: competent human resources (implementor) already available at the managerial level and have intellectual tourism, it is only need to add personnel in the sector of culture; the availability of adequate budget; institutions that have been effective and efficient; High community response; High commitment of Banyumas Regent and cooperation related parties (stakeholders); and natural conditions of Serayu tend to calm and the river slope condition is small. The constrain factors: regulatory policies; integration of programs and activities; coordination and socialization implied sectoral ego that need to be addressed.

Al-Quran literacy in early childhood is introduced through learning and experiences related to the child's world and according to its development. Good and pleasant experiences will have a positive impact on children's development. Playing is the main thing for early childhood learning. This study uses playing techniques to introduce Al-Quran literacy for early childhood. The purpose of this study was to find out about Al-Quran literacy learning for early childhood using play strategies. In this study, teachers and students were the main participants. The method used is descriptive analytical with a qualitative approach. The research instrument used to obtain research data includes written tests, observations, questionnaires, and interviews. In operational research, researchers conduct interviews, observations coupled with literature studies, then try to understand and analyze it. The strategy to play in learning Al-Quran literacy for early childhood is proven to cause pleasure, providing opportunities for children to explore and express their feelings. For all students in group A, the play activities obtained results (total) of undeveloped students (BB) of 10.4%, students who started developing (MB) of 36.4%, students who developed according to expectations (BSH) of 34%, and very well-developed students (BSB) of 19.2%. Whereas for all students of group B, the play activities obtained results (total) students who have not developed (BB) of 6.8%, students who are developing (MB) of 34%, students who develop according to expectations (BSH) of 36.4%, and very well-developed students (BSB) of 22.8%.