This paper examines the effect of transformational leadership and organizational culture on organizational citizenship behavior (OCB), with job satisfaction as an intervening variable. A quantitative approach is used to examine the relationship or influence between (X), (Y), and (Y1). The population in this study was 50 respondents. The results showed a significant partial effect of the transformational leadership variable on job satisfaction. The organizational culture variable has a partially significant influence on job satisfaction. The transformational leadership variable has a partially significant influence on organizational citizenship behavior. There is no significant partial effect of organizational culture on organizational citizenship behavior. This study has implications for the importance of cultural awareness of organizational citizenship behavior for each individual to build a good work team so that the achievement of organizational performance can be better than before.

Islam anticipates economic development which is considered as part of human development. Its essence is that it enables humans to control the economic environment and improve the quality of life. There are four basic teachings of Islam that deal with the philosophy of Islamic economic development: tawhîd, rubûbiyah, khalîfah and tazkiyah. In this study, using the literature review method, namely using a theory that is relevant to the research problem of Islamic Economic Development Strategies in the Covid-19 Period. The results showed that the principle of tawhid is to prevent concentrated economic power. Khalîfah The principle is to protect against environmental damage and to protect the conservation of natural resources. The principle of tazkiyah to prohibit social inequality and promote equality and justice. In line with that, it can form a continuity of development. The concept of continuity building is basically the application of the rubûbiyah principle, it is the principle of education, maintenance, and continuity of perfection, as a divine (divine) principle. Therefore, if these four principles are realized in Indonesia's development economy, the government will easily create a prosperous and just nation. Then the development strategies offered in the framework of the Islamic economic concept and system are: (1) by distributing direct cash assistance originating from zakat, donations and alms; (2) by strengthening waqf in the form of cash waqf, productive waqf, waqf linked sukuk and waqf for infrastructure; (3) through superior business capital assistance for the business sector or Micro, Small and Medium Enterprises (MSMEs); (4) through the qardhul hasan scheme; (5) increasing Islamic economic and financial literacy; (6) through the development of Islamic financial technology.

Discourse on Islamic education will never be separated from the political and cultural dynamics of a society. In the Indonesian context, the dynamics of Islamic education cannot be separated even shackled by the country's political policies and community pluralism which is a reality in Indonesia, both before independence until post-independence Indonesia. Since the first half of the 19th century, the history of Islamic education in Indonesia has begun a new phase marked by shifts and changes in almost all aspects including institutions, methods, curriculum and Islamic education orientation. At that time Islamic education was dominated by traditional educational institutions, namely boarding schools. Islamic education is an integral part of the National Education System. As part of the national education system, Islamic education gets legitimacy for sexuality and has a place to live and develop in Indonesia to meet the educational needs of the Islamic community as a majority citizen. State accommodation for the Islamic education system makes Islamic education systems and institutions have a strong foundation to be developed by supporting funds and attention from the state. Therefore, the state is obliged to develop an Islamic education system as one of the types of religious education in the national education system.