Modern society is experiencing a spiritual emptiness that caused by dichotomous thinking between religion and science. Therefore, it is important to do the transformation from dichotomous understanding and education into nondichotomous. This effort can be used as an alternative to solve the problems of the education system and the dichotomous life system. Some of the advantages of nondichotomous for education system and the life system is the realization of : integration, interconnection, holistic, integrated, comprehensive, one system, one entity, strong, collective, religious, humane, peaceful, familiar, humble, thorough, work hard, work smartly, work well, work completely, and work sincerely. While the weaknesses of the dichotomy in the life of the nation lead to several things: separation, stand-alone, partial, incomplete, divided, fragmented, dispersed, collapsed, weak, individual, secular, radical, anarchist, haughty, arrogant, incomplete, fast lackluster, quickly surrendered, carelessly, incomplete result, selfishness and despair. Thus the nondichotomousreligious education and science in line with the basic principles of the theological-dogmatic and philosophical-methodologicalKeywords: Religious and Science Education, Dichotomic, Nondichotomic. AbstrakMasyarakat modern mengalami kehampaan spiritual, hal ini disebabkan oleh pemikiran dikotomis antara agama dan sains. Oleh karena itu, penting dilakukan transformasi dari pemahaman dan pendidikan dikotomis ke nondikotomis. Upaya inidapat dijadikan salah satu alternatif untuk mengatasi permasalahan sistem pendidikan dan sistem kehidupan dikotomis. Beberapa kelebihan nondikotomik

Morals and akhlaq are formed through caracter education, in other it's able to form productive, creative, and noble personality. The character of a nation is faced with complex problems. Among them are some high school sudents caught carrying machetes just before gang's brawl, and the next case is the beating by the youth of the klitih group to a person named Agung Styobudi in the Sleman city. Based on the facts, the researchers tried to express and compare the concept of character education between the perspectives of Ki Hajar Dewantara and KH Imam Zarkasyi with a socio-historical approach and analyze the relevance of thinking to the 2013 curriculum, which is expected to be a solutions. The research resulted in several concepts: the concept of character education according to Ki Hajar Dewantara, is a science that studies the good and bad of human attitudes, so that it can be applied in everyday life, the orientation is a liberating science. Meanwhile, character education according to KH Imam Zarkasyi: is a philosophy of life that includes sincerity, simplicity, independence, ukhuwah Islamiyah, and freedom, the orientation is religious values, which contain elements of belief (i'tikad), elements of character, and elements of feelings. The basis of the concept of character education Ki Hajar Dewantara and KH Imam Zarkasyi both produced the concept of character education which was implemented in the 2013 curriculum according to the cognitive, affective, and psychomotor domains, which followed the achievement of graduate competency standards. The analysis of the relevance of character education from the thoughts of the two figures according to the 2013 curriculum resulted: The concept of character education KH Imam Zarkasyi is more relevant to the 2013 curriculum, due to the many conformities of the concept of character education which is based on the teachings of noble character and Islamic teachings, the main learning method is habituation, while the content and teaching resources include religious and character subjects and are based on the achievement of graduate competencies.

This research is a type of field research using qualitative research methods. This research was conducted in PBA IAIN Sultan Amai Gorontalo. The data in this research was obtained through three ways, namely: observation, interview, and documentation. The results of this research found that the implementation of the curriculum of PBA Study Program refers to KKNI and SN-Dikti at IAIN Sultan Amai Gorontalo in online lectures are still not running to the maximum. Not yet the maximum implementation of the curriculum is caused by several things, namely: first, diversity of perception and unfulfillment of all components in rps compiled by lecturers, because there is no special assistance for lecturers to compile RPS referring kkni. Second, the changes in online lectures that occur suddenly cause the Study Program and lecturers are not ready in planning the adjustment of lectures, thus impacting on the unclear direction of the online lecture process. The regulation of curriculum implementation refers to KKNI and SN-Dikti which can be input for PBA Study Program in online lectures, consisting of three lecture halls, namely room 1 for independent activities, room 2 for collaboration activities, and room 3 for virtual face-to-face activities.

The use of technology to innovate in learning methods and media has been widely carried out, including in the learning process of the Al-Qirā'ah Al-Asāsiyyah course at the Arabic Language Education Study Program at UIN Sunan Kalijaga Yogyakarta in the third semester. The purpose of this study is to describe students' perspectives on the advantages and challenges of using online-based evaluation tools: Socrative, Quizizz, and Google Form in the learning process at Al-Qirā'ah Al-Asāsiyyah courses. This study is a descriptive quantitative research that uses a questionnaire to collect data. This study revealed several advantages of using the online-based evaluation tools, such as being easy to use, effective, and can motivate students. Meanwhile, the challenges that must be faced are students must be connected to the internet network, the lack of variety in Arabic fonts, and the lack of variety in types of questions. Among the three types of evaluation tools offered, students prefer Quizizz over others.