SD Plus Jabal Rahmah Mulia is one of elementary schools that prioritizes tahfidz learning by target of memorizing five juz for each graduate. Teaching memorization of Quran is not an easy, so the tahfidz teacher must use the right method. The method applied by one of the first grade tahfidz teachers at SD Plus Jabal Rahmah Mulia is Kitabah method and  Wahdah method. This study seeks to explore the steps for applying the Kitabah method and Wahdah method as well as examining factors that influence the success of students in achieving memorization target. This study uses a qualitative method with data collection techniques of observation, interviews and documentation. Data analysis technique is through the stages of data reduction, data presentation and conclusions. Results showed that the steps of memorizing the Quran with Kitabah method and Wahdah method were 1) Students wrote the memorized verse, 2) Teacher tahfidz read the first verse with the rhythm of Imam Thoha Al Junayd, repeated ten times and followed by the students, 3) After all the students memorized correctly, followed by the next verse ten times, 4) Combining the first verse and the follow-up verse five times, 5) Teacher and students repeat the entire verse ten times. The determinants of student success in memorizing are health, psychological, intelligence and motivation factors.

Since the Covid-19 pandemic, the learning activities in madrasah (Islamic school) have shifted from face-to-face learning to online learning, so the school principal still has to prioritize disciplinary rules for teachers to make the learning process run optimally even though the learning process is online. The purpose of this study is to find out the management of the madrasah principal of MIN 3 Central Aceh in improving teacher's discipline in online learning during the Covid-19 pandemic. This descriptive qualitative research employed interviews, observations and documentation as the data collection techniques. The results of the present research were: 1) unifying

MTs Swasta Madani is one of the formal educational institutions that has a tahfidz Quran extracurricular program. Tahfidz teachers implement the talaqqi method and bin-nadhar method in tahfidz extracurricular learning. Talaqqi method and bin-nadhar method are considered easy to apply for private MTs students. The purpose of this study is explaining the application of talaqqi method and bin-nadhar method in tahfiz extracurricular activities ,explaining the obstacles faced and solution. The results of this study: The steps for applying the talaqqi method where the teacher reads the Quranic verses that will be memorized by students with the correct recitation of the rhythm of Imam Thoha Al-Junayd then followed by the students. Then it is continued by using the bin nadhar method which invites students to read verse by verse which will be memorized repeatedly until they are memorized, after that it gives time for students to memorize themselves and deposit the memorization to the teacher if they have really memorized it. Constraints: the ability of each student is different so the target of memorization is not achieved evenly, lack of support from parents who do not help their children repeat memorization at home and narrow classrooms and different types of Quran manuscripts. Solution: the teacher groups students who are not fluent in reading the Quran to take tahsin classes, invites parents to control children learning the Quran and repeat memorization at home and instruct students to use a similar Quran.

The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.