One component of the language that Arabic learners first face is ashwat or sound. with sound teaching strategies that the teacher does correctly and precisely, will help students overcome difficulties in learning ashwat arabiyah. mastery of language sounds becomes important, because sounds are the basic thing for mastering listening skills. Therefore, the purpose of this study is to describe the strategies and steps of teaching ashwat arabiyah and their influence on the mastery of maharah istima'. Using a descriptive-qualitative design, this study reveals three basic steps in ashwat teaching, namely: presentation of pronunciation models, giving exercises/drills, and practicing language use. as for The teaching of language sounds is the most basic activity to develop listening skills. there are five phases of listening learning, including; Phase recognition, initial comprehension, mid-comprehension, advanced comprehension and Assessment/taqwim. there are 13 steps of listening learning related to ashwat teaching, including hearing and saying, listening-writing (dictation), listening-doing, hearing-guessing, expanding sentences, finding objects, whispering chains, completing stories, identifying keywords, identifying topic sentences, abbreviating/summarizing, paraphrases, and answering questions.

Learning is the central point of interaction between teachers and students. On this basis, the learning that takes place is ideally carried out in a fun way (conducive learning climate). One of the efforts that can be carried out to liven up the learning atmosphere is through the teacher's humorous approach to students. This study aims to describe the urgency and implementation of humor in Islamic religious education learning. The type of research approach is qualitative research with a literature study method. Sources of data and study analysis materials are based on scientific references through credible websites, such as Google Scholar, DOAJ, and SINTA. The results of this study indicate that the urgent humor approach is applied by educators in the PAI learning process as an attraction and increasing student enthusiasm for learning, as well as minimizing the level of academic stress in students. Likewise, the main aspect that can be considered in implementing humor is the material being taught, the age of the students, the right time, and most importantly the humor provided must be educative.

This paper discusses the influence of scientific socialism ideology on Islamic inheritance law in Somalia which is regulated in The Family Code 1975. This paper begins with a discussion of scientific socialism as a state ideology, then its influence on Islamic family law in Somalia and the application of scientific socialism ideology in inheritance law. The method used is descriptive with a theoretical approach that is explored through information media. The results of this study indicate that the deviation of family law regulations in Somalia from what is described in the Qur'an begins based on the concept of a state of scientific socialism that they apply. The purpose of implementing the ideology of scientific socialism in Somalia was to shift rigid customary rules and as a form of political cooperation with the Soviet Union. As a result, the application of the rules of family law has changed, especially in terms of inheritance. For example, there is no difference in the share of inheritance between husband and wife, sons and daughters, grandfather and grandmother, father and mother, even siblings, and half-siblings.

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The religion of Islam is a religion of mercy for the whole of nature. Islam is a religion that is godly Allah Almighty and has a messenger, or Prophet Muhammad SAW. Islam determines a law or fiqh in performing worship with 4 (four) foundations, namely: the Qur'an, Hadith, Ijma' and qiyas. Emotional readiness is a situation of a state to live well in a case that cannot be changed, but with the mental courage of oneself being able to change things that should be changed, and also the wisdom to appreciate a difference. According to the Islamic view, some of the causes of young marriage are to carry out the sunnah of the Prophet, to open the door of sustenance, to perfect religion, to gain peace, and to obtain offspring. The reasons for marrying young in Bathin III Ulu District are parental demands, challenging economic conditions, low education, association, environment, understanding of customs, youth regulations, number of siblings, guardian wishes, matchmaking, clerical directions, and educational authority.