In order for children to have good moral and avoid violations of moral transgression, there needs to be coaching early moral value to the children in the family. The family environment is a place where children are raised and are the first to live by a child in their life, so that what the children see and feel in the family will be able to influence the growth and development of a child’s soul. In order for the child to have good moral then the first step we must keep to our children has so that the children have strong faith. The process of building the values of the faith to be implanted to children can be started from birth to adulthood. When born is introduced a good sentence or can we say the sentence Toyibah, then after they grow and develop into children, then the first we must do is the values of religion related to the faith so that the child believes in the presence of God and can know God with his confidence. Along with that, children are guided by the moral value itself such as a good-spoken way of good dress, such as the values of honesty you eat a simple live koi fish, patience and others. Moreover, in order that children have good moral values also in the family, especially between mother and father must maintain the harmony of relations between the two is to be a example and his children.

Learning activities performed by teachers should be able to create a fun and efficient teaching and learning atmosphere. On the other hand, learning activities are also required to be directed to the moral development of a child in order to have a good personality. This training aims to determine the moral development of the child through the study of the sexual Aqidah in MI Ma'arif Candran. The subject of this study was the students and teachers of MI Ma'arif Candran. The approach used in this research is a qualitative approach, using a descriptive method. The results of this study showed that in the moral development of the child through the study of sexual Aqidah implemented by the teacher at MI Ma'arif Candran is to develop a learning plan that adjusts to the situation, the characteristics of students and the potential of students by using methods and strategies consisting of: Habituation methods, methods of ethics, methods of advice, control mechanisms, and sanctions.

Any types of assessment administred by Islamic Education Subject teachers should comprehensively covered three aspects namely cognitive (knowledge), psychomotoric (skills), and affective (attitude). However, assessing the affective element of a subject is not an easy task to do. This research delves into teachers' perspective regarding affective assessment and affective assessment model in Islamic Education Subject learning. This research employs an Explorative-Descriptive Qualitative approach by conducting interviews with Islamic Education Subject teachers and students. This research shows that 1) Affective assessment is critical for observing students' spiritual attitudes; 2) Affective assessment helps observe the development of students' social attitudes; 3) Affective assessment supports the student's learning performance. In the assessment process, the teachers orchestrated a closed observation model: observation checklists technique, Likert scales for self-assessment questionnaires, and portfolios by assigning tasks corresponding to the study materials that had been taught. This study concluded that the assessment models that have been used in assessing the affective aspect are inadequate. However, the assessment models are excellent and easy enough for the teacher's utilization to observe spiritual and social attitudes continuously in supporting the students' performance.