The purpose of this study was to explore a jigsaw type cooperative learning model in improving mathematics learning outcomes of third-grade elementary school students. This study uses a classroom action research method with a cycle system consisting of planning, implementation, observation, and reflection. The pre-cycle research data shows, of twenty-nine students, twenty people achieved a minimum mastery learning with a percentage of 68.9%. Cycle 1 data shows, twenty-two students achieved minimum mastery learning with a percentage of 75.8%. Cycle 2 data shows that twenty-five students achieved minimum mastery learning with a percentage of 86.2%. It can be concluded that the Jigsaw type cooperative learning model is proven to be able to improve mathematics learning outcomes of third-grade students on multiplication subjects in elementary school. Jigsaw also proved capable of improving both pedagogical content knowledge and verbal communication skills.

Counselling guidance has been extensively researched for educational purposes to develop the students' knowledge, affective, and skills. Counsellors or counselling guidance teachers train students in achieving these three domains through teaching or training. The purpose of this study is to link counselling guidance and behavior change in students in a private high school located in South Tangerang, Indonesia majoring in social studies. A quantitative approach with a correlational design was chosen in the study. This study involved 30 students of the 11th grade. Convenience sampling is used in the participation recruitment. The results of the study, in general, show that there is a significant relationship between counselling guidance and changes in the student behaviors, such as students trying their best to answer teacher exams, submitting assignments on time, responsibilities when working together, entering class on time, obeying rules, confident in presenting their work in front of the class, willing to share their resources, sympathize and empathize without discrimination.

The purpose of this study was to describe the parenting style of teachers in improving students' Al-Qur'an memorization skills. The research method uses descriptive qualitative. The research subjects included students aged 7-8 years, parents and teachers at the Shigor Putra Tahfizh Islamic Boarding School Daarul Qur'an Tangerang. Collecting data through observation, interviews, and documentation. The validity of the data was through triangulation, and data analysis was carried out through the stages of reduction, data display and verification. The results of the study concluded that the teacher's upbringing of students in memorizing the Qur'an at SD I'daad Shigor Putra Tahfizh Daarul Qur'an Islamic Boarding School in improving students' ability to memorize the Qur'an is through habituation, with (1) the intention to memorize in the form of prayer, (2) make a target of memorization every day. , (3) reading memorization to friends, and (4) Maintaining memorization by listening to other people's/friends' memorization before submitting it to the teacher

Think-Pair-Share (T-P-S) is intended to give students time and structure to think and work on the topic to be studied, which is done in pairs with peers to discuss the topic, and finally, during the third step, students synthesize and share ideas with a group or class. The purpose of this study was to illustrate the improvement of Islamic Cultural History learning outcomes through the use of Think-Pair-Share cooperative learning methods for students. This practical action research on seventh-grade students uses Kurt Lewin's action research model. Participants in this study were seventhgrade students at one private junior high school in West Jakarta, Indonesia. Data were analyzed using descriptive statistics. The findings show that generally, student performance gets better, and students are more actively involved with the use of the Think-Pair-Share type of cooperative learning method. The research has also shown that T-P-S is empirically able to improve students' cooperation while increasing students' academic content. The findings of this study suggest that teachers consider using the Think-Pair-Share type of cooperative learning model for less challenging subjects for students.

Pendidikan Islam dan pendidikan Nasional pada  masa awal kemerdekaan menjadi dua sistem yang berbeda. Keduanya berdiri sendiri, pendidikan Nasional mendapatkan perhatian lebih dari pemerintah, di mana pendidikan Nasioanl sebagai institusi yang menaungi sekolah-sekolah dan perguruan tinggi umum, sedangkan pendidikan Islam sebagai institusi yang kurangan mendapatkan perhatiaan, dimana pendidikan Islam menangani madrasah dan pesantren-pesantren. Tentunya dengan perhatian yang berbeda menjadikan terjadinya ketipangan diberbagai lini yang dapat dilihat secara jelas pada dua lembaga tersebut. Pada perkambangan selanjutnya kedua institusi ini mendapatkan perhatian yang sama dengan munculnya perundang-undangan maupun peraturan pemerintah,  yang menjadikan pendidikan Islam teritegrasi dengan sistem pendidikan Nasional. Tentunya dengan perubahan tersebut  diharapkan dapat berdampak positif terhadap perkembangan dan kemajuan pendidikan agama Islam khususnya pada sekolah umum.