This study aims to find out the implementation of the 2013 Islamic Religious Education curriculum which is applied at the Special School for Muslim Cendekia, Tangerang Regency. The case study focuses more on the classification of mentally retarded and autistic children. This type of research is a qualitative field research with descriptive analysis. The research carried out only focuses on analyzing and providing an overview of the situation that occurs based on the actions and words of the sources interviewed or observed. This field research uses information obtained from informants or respondents through data collection instruments such as interviews, documentation, observation and data validity. The approach applied in this study is a psychological approach to behavioristic theory by analyzing the stimulus-response relationship. While the data analysis technique of this research uses four steps, namely, data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that: First, SKh Muslim Cendekia has implemented the 2013 PAI Curriculum but in practice modifications are made to certain things. Second, the implementation of the 2013 PAI Curriculum at SKh Muslim Cendekia still adheres to basic aspects such as planning, implementation, and assessment. However, the planning and implementation aspects were slightly modified. Third, the problems in implementing the 2013 PAI Curriculum at SKh Muslim Cendekia include PAI materials, the use of methods and media that have not been devoted to children with special needs, and the making of syllabus and lesson plans which are still an obstacle for teachers. The solution to overcome these problems is to build communication between the organizers in this case the Banten Province Special Education Office, Supervisors, Schools, and PAI Teachers to sit together.   Keyword : Implementation, curriculum of 2013, children with special needs

The purpose of this study is to describe the implementation of the Lalaran Nadzhom method in learning Nahwu at Al-Barkah Al-Islamiyah Islamic Boarding School, South Tangerang City. This study is qualitative research. Data collection is done by interview, observation and documentation. Data analysis with descriptive analysis. Validity check is done by triangulation of data. The background of this research is the application of the Lalaran method has become a tradition in memorizing Nadzhom Nahwu for a long time. The use of the Lalaran method is still used and applied in Islamic boarding schools to this day. The students have the freedom to express the chants or notes in the Nadzhom verses that they memorize. This can motivate students in memorizing Nadzhom. The research formulation in this study is one, namely the application of the Lalaran Nadzhom method in learning Nahwu at Al-Barkah Al-Islamiyah Islamic Boarding School. The results showed that the implementation of the Lalaran method in memorizing Nadzhom Nahwu was carried out in several stages, there are planning, implementation and evaluation stages. Tujuan penelitian ini adalah mendeskripsikan pelaksanaan metode Lalaran Nadzhom dalam pembelajaran Nahwu di Pondok Pesantren Al-Barkah Al-Islamiyah Kota Tangerang Selatan. Penelitian ini merupakan penelitian kualitatif. Pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Analisis data dengan analisis deskriptif. Pemeriksaan keabsahan dilakukan dengan triangulasi data. Latar belakang penelitian ini adalah penerapan metode Lalaran telah menjadi sebuah tradisi dalam menghafal Nadzhom ilmu Nahwu sejak lama. Penggunaan metode Lalaran masih tetap digunakan dan diterapkan di pondok pesantren sampai saat ini. Para santri memiliki kebebasan untuk mengekspresikan lantunan atau nada-nada pada bait Nadzhom yang mereka hafalkan. Hal ini dapat memotivasi santri dalam menghafal Nadzhom. Adapun rumusan penelitian dalam penelitian ini ada satu, yaitu penerapan metode Lalaran Nadzhom dalam pembelajaran ilmu Nahwu di Pondok Pesantren Al-Barkah Al-Islamiyah. Hasil penelitian menunjukan bahwa pelaksanaan metode Lalaran dalam menghafal Nadzhom ilmu Nahwu ini sangat berpengaruh pada pembelajaran dipondok pesantren tersebut, kemudian lalaran dilaksanakan seelah sholat isya` dengan menggunakan kitab-kitab nahwu seperti imrithi, jurumiyyah, dan alfiyah ibnu malik.

Abstrak: Cyber tecnology merupakan nama lain dari pendidikan di era revolusi industri 4.0, munculnya kecerdasan buatan (IoT) dengan memanfaatkan Artificial Intellegent. Keepannya bukan sesuatu hal yang muhal jika peran guru akan tergantikan oleh Artificial Intellegent dan munculnya degradasi moral sejak dini. Padahal moral merupakan fondasi dasar sebuah karakter diri. Berdasarkan hal tersebut peneliti mengkaji tentang cyber tecnology, analitis pendidik dan alterasi pendidikan karakter. Penelitian ini menggunakan pendekatan deskriptif kualitatif jenis library research, yaitu mengumpulkan data yang bertujuan sebagai obyek penelitian. Teknik yang pakai dalam pengumpulan datanya dengan cara mengumpulkan bahan-bahan pustaka yang relevan dengan objek pembahasan yang dimaksud. Hasil dari penelitian menunjukan bahwa pembelajaran di era industri 4.0 sebenarnya sama dengan pembelajaran konvensional, hanya saja dalam diperbarui dengan pemanfaatan sistem digitalisasi sehingga muncullah istilah blended learning yang memadukan pembelajaran konvensional dan pembelajaran e-learning, di era industri 4.0 kehadiran seorang pendidik sangat dibutuhkan, sebab pada hakikatnya pendidik bukanlah orang yang memberi peringatan, mentransfer ilmu penngetahuannya belaka, melaikan masih banyak peran dan fungsi pendidik, yang paling urgen dari pendidik adalah menjadi panutan (uswah) bagi peserta didiknya dalam pembentukan karakter. Pendidikan karakter di era Industri 4.0 bisa diterapkan melalui keteladanan, Targhib (motivasi), pembiasaan dan tadzkirah (peringatan). Kata kunci: Pembelajaran 4.0, Analitis Figur Pendidik, Pendidikan Karakter.

Based on a note before the research, many students have a lack of dedication to Arabic vocabulary in its semen and memorizing the meaning. You can see it when students are asked about one of the teaching vocabulary, few of them can answer correctly. The objectives in this research are to find out the effectiveness of the Bingo game method on mastering Arabic vocabulary in its pronunciation and memorizing the meaning at Hashem Al-Ash’ari Islamic Intermediate School Lumajang for the school year 2021/2022 AD. In this research, the researcher used the quantitative approach of its experimental type, which is a pre-experimental design in the form of a single group, a tribal and post-test, data collection, unstructured personal interview, multiple-choice test, documentation, and method for selecting a sample with a saturated sample. As for the results of the research, the Bingo game method is effective in improving the mastery of Arabic vocabulary in its pronunciation and memorizing the meaning in the Hashem Al-Ash’ari Islamic intermediate school in Lumajang for the school year 2021/2022 AD as much as the average N-gain (N-gain) Brucene between 56-75 means 67.09, so it entered an effective category Sufficient by reason. So, the research hypotheses in this research are that the hypotheses of Al-Khayari (Ha) are acceptable and the null hypotheses are rejected (H0).

Today, many students are not familiar with algebra. They consider algebra to be a scary lesson. Not even a few who really hate this lesson. Starting from there, algebra material always tries to be presented in a more pleasing form. Appearances that feel new are indeed worth showing to increase the love of algebra. The concept of algebra, consciously or unconsciously, has actually been taught from an early age in kindergarten, Play Group. For example when studying while playing / singing accompanied by a knock on a table, chair or other object. By paying attention to the sequence of repeating beats, the teacher can simply explain the concept of algebra to the child according to his level of reasoning. One difficulty in solving problems is to explain the answers we try to find from the unknown. In algebra if they are numbers, they are often explained by letters such as 'a' or 'x'. This usually leads to misunderstanding. In arithmetic, letters are used as abbreviations for measurements, for example if the length of the garden is known to be 12 m. which means 12 meters. sometimes 3a + 4b which means '3 apples and 4 bananas'. In the context of algebra, 3a + 4b means 3 times a plus 4 times b, that is, a and b do not represent apples and bananas, they stand alone for unknown numbers. If ‘a’ is 5 and ‘b’ is 2 then 3a + 4b will be 3x5 + 4x2 = 15 + 8 = 23.