This research on the Development of the Model of Integration of Islamic Values in Learning is a contribution to the thought given to the leaders of the Iqra Islamic Boarding School 'Barung-Koto Pulai Koto XI Tarusan, West Sumatra Province, and the results were presented in and disseminated at the Iqra Islamic Boarding School curriculum development workshop. The point is that curriculum development that is integrated with Islamic values in all subjects in learning is an absolute thing to do in PP Iqra '. To strengthen Islamic values, it becomes the soul of the entire academic community. The critical issue that is accommodated by the curriculum is educators and educators who do not yet understand about the boarding school problems, and this is what encourages leaders to provide guidance specifically through workshops, specialized training on nursing, with the intention of uniting the vision and mission, so that the boarding school program can succeed well . Another support that is no less important is the availability of facilities and infrastructure as well as the components needed in building Islamic boarding schools.Penelitian tentang Pengembangan Model Pengintegrasian Nilai-Nilai Islam Dalam Pembelajaran ini merupakan sumbangan pemikiran yang diberikan  kepada pimpinan Pondok Pesantren Iqra’ Barung-Koto Pulai Koto XI Tarusan Propinsi Sumatera Barat, dan hasilnya disampaikan  dalam dan diseminarkan dalam acara workshop pengembangan kurikulum Pondok Pesantren Iqra'. Intinya bahwa penyusunan kurikulum yang terintegrasi dengan nilai-nilai Islam diseluruh mata pelajaran dalam pembelajaran merupakan hal yang mutlak untuk dilakukan di PP Iqra’.  Sebagai upaya memperkokoh nilai-nilai Islam menjadi jiwa seluruh sivitas akademika. Persoalan yang penting disampung kurikulum adalah  tenaga pendidik dan kependidikan yang belum memahami tentang persoalan Pondok Pesantren, dan hal ini yang mendorong pimpinan melakukan pembinaan secara khusus melalui  workshop, pelatihan khusus tentang kepesantrenan, dengan maksud menyatukan visi dan misi, sehingga program pesantren dapat berhasil dengan baik. Pendukung lain yang tidak kalah pentingnya adalah ketersediaan sarana dan prasarana serta komponen yang diperlukan dalam membangun Pondok Pesantren.

Mental retardation in the village of Karangpatihan Balong Ponorgo appears due to conditions of poverty, the cause of it all is that the community cannot access sufficient nutritious food, causing defects in the fetus and newborn. Inadequate nutritional intake in pregnant women has a close relationship with the birth of babies with mental retardation conditions. The poverty that hit Karangpatihan village is a special concern that must be resolved by the village government, an attitude of independence must be instilled in the mentally retarded community in order to overcome the poverty that occurs. The planting of independence carried out by the village government must be social and in the form of community empowerment programs in the form of making splashed batik, catfish cattle, goats and doormats. The form of religious independence of the mentally retarded community is as follows: how to make mentally retarded people have the ability to worship or religious activities, especially in ablution and congregational prayers, starting from mentoring, training, understanding until independence appears according to the abilities of each mentally retarded citizen.

El Hakim Hard Air College of Economics (STIE) Solok Regency, West Sumatra Province has unique features in the education program, namely; the existence of a model of internalizing Islamic values in each subject, particular in vision and mission has Islamic characteristics, namely "creating professional Muslim human resources", in the structural aspect places specific officials in the pesantren in charge of managing the field of developing Islamic values and formally there are courses containing Islamic values such as; Islamic economic morals, mu'amalat economics, financial basics in al Quran and al-hadist, etc. This research is focused on developing a model design to internalize Islamic values in learning. The results were found in the application of the design model of internalizing Islamic values in the semester learning plan (RPS), the learning process and the evaluation of learning outcomes in business ethics courses.

Abstract The thesis is written with the purpose to understand the thinking of Ibn Sahnun about the ethics of teachers and its relevance to the teacher’s code of ethics act in Indonesia. The ethics of a teacher is a major element in educational activities, because education is not only a transfer of knowledge but also a transfer of value. Embedded ethics within the teacher, make it easier to implement their obligations in the process of education, thus to achieve the purpose of education. The study is also expected to provide useful information for the advancement of Islamic education. Furthermore, it also provides a fresh perspective and improve the quality of education in Indonesia. The research is using qualitative approach with literature research (library research) and the source of data the is the primary and secondary data. Data collection technique is done with the documentation. The data analysis technique used is the descriptive analysis and content analysis. While validity test used an adequate reference and discussion with colleagues (focus group discussion). The results showed that the ethics of teachers, according to Ibn Sahnun is an attitude reflected on the teachings of Islam according to the Qur’an and Hadith, then those behaviours applied in the teaching of the student. Behaviours of teachers are: 1. Fair and do not discriminate between students, 2. Be cautious to God, 3. Sincere and receive wages properly, 3. Being a role model and always give the guidance to the students. Thus, the relevancies between Ibn Sahnun’s thinking and code of ethics act of the teacher are 1. Teacher’s ethic a stable emotional and adults towards the students, 2. Teacher’s ethic Wise and dignified towards the students, 3. Teacher’s ethic a Role model and sincerity towards the students. Keywords: Ethics Teachers, Ibn Sahnun, Act Code of Conduct Teachers.   Abstrak Tesis ini ditulis dengan tujuan untuk mengetahui pemikiran Ibnu Sahnun tentang etika guru serta relevansinya dengan undang-undang kode etik guru di Indonesia. Etika seorang guru merupakan unsur utama dalam kegiatan pendidikan, karena pendidikan tidak hanya transfer of knowledge tapi juga transfer of value. Dengan tertanamnya etika dalam diri seorang guru, mempermudahkan ia melaksanakan kewajiban-kewajibannya dalam proses pendidikan, sehingga dapat terwujudnya tujuan pendidikan. Penelitian ini juga diharapkan dapat memberi sebuah infomasi yang bermanfaat bagi kemajuan pendidikan Islam. Selain itu juga dapat memberikan sebuah pandangan baru dan memperbaiki kualitas pendidikan di Indonesia khususnya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Dan sumber data yang digunakan adalah sumber data primer dan sumber data sekunder. Dan teknik pengumpulan data dilakukan dengan dokumentasi. Adapun teknik analisis data yang digunakan adalah analisis deskriptif dan analisis isi (content analisis). Sementara teknik keabsahan data data dilakukan dengan kecukupan referensi data dan diskusi dengan teman sejawat (FGD). Hasil penelitian menunjukkan bahwa etika guru menurut Ibnu Sahnu adalah sebuah prilaku guru dicerminkan dari ajaran-ajaran Islam (menurut al-Qur’an dan Hadist, kemudian prilaku tersebut diaplikasikan dalam berhubungan dengan peserta didik. Diantara prilaku guru tersebut adalah: 1. Berlaku adil dan tidak melakukan diskriminasi terhadap anak didik, 2. Bertakwa kepada Allah, 3. Menanamkan sikap ikhlas dan diperbolehkan menerima upah, dan ke 3. Menjadi uswah hasanah serta senantiasa memberikan perhatian kepada anak didik. Disamping itu, adanya relevansi antara pemikiran Ibnu Sahnun dan Undang-Undang Kode Etik Guru. Beberapa temuan yang memiliki relevansi adalah: 1. Etika guru dengan memiliki emosional yang stabil dan dewasa terhadap anak didik, 2. Etika guru yang arif, bijak, dan berwibawa terhadap anak didik, 3. Etika guru yang menjadi Suri tauladan dan menanamkan sikap ikhlas terhadap anak didik Kata Kunci: Etika Guru, Ibnu Sahnun, Undang-Undang Kode Etik Guru.