Covid-19 has made significant changes in the education world, especially in the process of teaching and learning activities, a result of curriculum changes and the compaction of learning materials, the potential of children, especially those in disadvantaged, frontier, and outermost (3T) areas of Indonesia Might lose their right to learn, this causes learning loss. This program aims to help elementary school students in 3T and non 3T areas to get good education quality rights during the Covid-19 Pandemic. The method used in the mentoring model is PAR (Participatory Action Research). The target of this assistance consists of 5 schools in Musi Rawas Utara, SDN 1 Maur, SDN 3 Maur, SDN Batu Gajah, SDN Bingin Rupit Ulu, SDN Tanjung Beringin. The results of the mentoring of this Program are; 1) Initial assessment related to learning difficulties during Covid-19 and the models and strategies used by teachers in the process of teaching and learning activities, 2) Implementation of psychosocial assistance for teachers, students, and parents through home visits and invitations to schools 2) Assisting learning modules in the form of two components, namely the literacy and numeracy modules, activities in the form of assistance to teachers, parents and students throughout learning activities at school and visits to parents and students.

The curriculum becomes an important component in education. Therefore, the development of curriculum in Islamic education is an inevitability, because change must happen with the times. Therefore, the purpose of this writing will be to review the policy of developing of islamic education curriculum, especially in Indonesia by taking into history and regulations. This article uses library research method with content analysis approach.  The results showed that the Curriculum Development of Islamic Education in the historical review from the independence period to the reform era continues to change according to the conditions and needs. The development of Islamic education curriculum is divided into 3 periods; i.e.  first,  the old order period, there were 3 changes, namely the curriculum in 1947, 1952, and the curriculum in 1964; second, the new order period, there were 4 changes, the curriculum 1968, 1975, 1984, and curriculum 1994; third, the reform period, there have been 3 changes, the 2004 curriculum (KBK), curriculum 2006 (KTSP), curriculum 2013 used until now. While in the review of islamic education curriculum regulation there are 4 categories,  first,  the regulation of madrasah curriculum follows Law Number 20 of 2003 about national education system; second,  the regulation of pesantren curriculum follows Law Number 18 of 2019 about Pesantren; third,  the regulation of islamic religious college curriculum induces Law Number 12 of 2012 about higher education; and  fourth, the regulation of Islamic religious education curriculum for schools / public campuses induces Law Number 20 of 2003 about natioal education system.

The Covid-19 pandemic results social changes significantly in the world of education, from offline learning to online learning. In order not to experience cultural lag, this article offers a functional structural theory initiated by Talcott Parsons to examine the implementation of online learning, through the AGIL (Adaptation, Goal Attainment, Integration, Latency) scheme. This article recommends to all involved and interested parties to immediately adapt to online learning, so that the online learning can meet the educational and learning objectives that have been proclaimed. Therefore, integration between three educational centres is needed, such as school, families and communities; so that education as a cultural pattern inherent in Indonesian society is maintained even during the Covid-19 pandemic. More than that, the implementation of online learning must maintain a new cultural pattern during the Covid-19 pandemic, namely complying with health protocol standards.

The most urgent problem to be resolved is equity of education, especially for children with special needs. Education for All is a principle of education that should be a priority in Indonesia. But this is still far from reality. the limitations of human resources inhibiting inclusion education. So this study aims to develop a model of human resource management in inclusive education in primary schools in East Java. This Research uses qualitative approach with study multicase. Subject of Research that used by differ its characteristic that is SDN Mriyunan 1 Gresik and SDN Lemah Putro 1 Sidoarjo. Data collecting Technique that used observation, interview, and documentation. Informant in this research amount to 20 people, its: headmaster, teacher, shadow teacher, and student. The results of this study indicate that Model of Human resource management of inclusive education include 3 planning, empowerment, and human resource assessment. Human resource planning begins with conducting needs analysis, recruitment, selection and placement that is satisfied with willingness and ability. Empowerment and development of human resources can be done with two models, namely models that are individual and model of a group. Human resource appraisal is conducted by evaluation and monitoring and evaluation, after which it is not followed by giving compensation or reward in the form of material or non-material.

The most basic right given by Allah SWT to mankind that is attached to him is a basic right. In the of Islamic teachings, the al-Qur'an and As-Sunnah focuses on the rights of neglected people. Intruth, with the presence of Islam one of the objectives is to lift the dignity of mankind and provide teaching with friendly teachings. Previously in the time before Islam came, people were treated unnaturally and employed arbitrarily without paying attention to aspects of human values. Therefore, this paper to explore the nature of Human Rights Islamic perspective with its principles and maqashid al-shari'ah.