Penelitian ini bertujuan untuk mengetahui model bermain yang diterapkan oleh guru TK Rusyda selama masa darurat Covid-19, Pola kerjasama guru dan orang tua dalam mengelola bermain AUD di rumah, Kendala yang dihadapi selama proses belajar dan bermain di rumah. Metode penelitian yang digunakan adalah metode kualitatif, dengan pendekatan studi kasus. Adapun hasil penelitian menunjukkan bahwa terdapat tiga model permainan yang digunakan selama masa darurat Covid-19, yakni model satu arah (hanya mengirimkan tugas, tanpa komunikasi), model dua arah (komunikasi kepada satu orang tua dan anak), dan model multi-arah (komunikasi dengan banyak anak). Terdapat empat pola kerjasama yakni kerjasama sebagai guru Pendamping, Kerjasama sebagai fasilitator, Kerjasama menciptakan Friendly E-Leraning, kegiatan Jumat parenting. Kendala yang dihadapi di antaranya kesalahan mindset orang tua tentang kegiatan bermain yang di anggap bukan dari bagian belajar, kurangnya pemahaman tentang penggunaan teknologi, orang tua memiliki kesibukan dalam bekerja, kurangnya referensi pemilihan permainan.

The aims of this research is: 1) the rules related to distance learning during the Covid-19 emergency period, 2) type of learning innovations applied by Islamic study teachers, 3) obstacles faced by Islamic education teachers during e-learning. This research was conducted at MTS. PAI. The research method used is a qualitative research method, with a descriptive study model. The results of the study indicate that the policies adopted in MTS. PAI during the emergency period Covid-19 is still carrying out learning, but carried out with a distance-based internet network system. This policy is always implemented in accordance with government regulations. The variety of learning innovations applied are 1) Innovation In intra curricular activities, such as the presentation of learning with multimedia. PAI learning that emphasizes the motto 'friendly'. online-based discussions and assignments, Application of project-based methods, evaluation of learning based on activities. 2) Innovations in Extracurricular activities, such as routine reading and memorizing the Koran. The obstacles faced are 1) mindset errors, 2) Lack of competence, 3) teacher and student unpreparedness in facing E-Learning learning.

This study aims to analyze (1) implementation of character education strengthening programs in learning, (2) Implementation of character education strengthening programs outside of learning, (3) factors encountered in implementing character education strengthening programs in SD Rusyda medan. The research method used is a qualitative research method with a descriptive study approach. The results of the study indicate that SD Ruydda Medan has implemented the provisions of Perpres No. 87 of 2017. In character learning is packaged in the form of material that is explained in harmony with other subject matter. These character values are contained in the teacher learning tool, which is therefore not just insert material, but becomes material that has its own target achievement. Meanwhile outside program learning takes place in activities that involve physical activities such as flag ceremonies, and extracurricular activities such as scouting, arts and martial arts. Constraints faced are the lack of training from the ministry of education on character education strengthening programs, the lack of teacher and parent collaboration on character education.

This study aims to analyze the learning process through educative interactions in Islamic education. This research uses research method library Research. (Library Studies), where the data sources used are books, or research journals related to Educational Interaction. Data collection is of course done with documentation techniques. The results of the study explain that the process of educative interaction is a process that contains a number of norms, all of which the teacher must transfer to students. There are several principles of educative interaction, namely the principle of motivation, the principle of perception, the principle of focus, the principle of integration, the principle of problem solving, the principle of seeking, the principle of learning while working, the principle of social relations, and the principle of individual uniqueness. The attitude of professional educators is not limited to mere technical competence, but also to their personality and character. Learning attitude is very dependent on the teacher as a leader in the teaching and learning process. The attitude of learning is not just an attitude shown to the teacher, but also to the goals to be achieved, subject matter, assignments and others.

This study aims to analyze the modernization of Islamic education in the curriculum and Human Resource aspects of Madrasahs. The focus of the discussion is more on the historicity and development. This research is a library research (Library Study), where the data sources used are books, or research journals related to the modernization of education in the curriculum and human resources aspects of Madrasahs. Data collection is of course done with documentation techniques. Namely tracing all library documents such as books, research reports, research journals, and so on. For data analysis, the researcher used content analysis techniques, meaning that the data obtained from various sources were then analyzed for the material to be drawn conclusions. The results of the research show that the existing reforms have greatly enlightened the name of the madrasa in the midst of the life of the Indonesian people. If in the past, madrasas were marginalized by the colonialists, now madrasas are included in the body of the National education system. Madrasas are institutions whose existence is equivalent to general education. From the aspect of human resources, madrasas have also developed, both in terms of qualifications and competence.