Penelitian ini bertujuan untuk mengetahui dampak dari penggunaan handphone terhadap interaksi sosial remaja, studi kasus siswa kelas IX SMPN 12 Poleang Barat. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus.  Hasil penelitian menunjukkan bahwa intensitas penggunaan handphone tinggi mencapai 3-7 jam perhari. WhatsApp, tiktok dan facebook merupakan tiga aplikasi yang paling sering diakses oleh siswa. Penggunaan ini memberikan dampak positif seperti mendapatkan pengetahuan luas, mempermudah komunikasi dan melatih kreativitas anak. Akan tetapi, penggunaan tanpa adanya kontrol dari orangtua memberikan dampak negatif diantaranya ancaman pornoaksi akibat mengikuti konten yang sedang viral, membuat atau sekadar membagikan gambar yang tidak pantas di grup-grup whatsApp kelas, menjadikan remaja lebih individualis, menjadikan hubungan interaksi sosial yang tercipta baik antar teman sebaya, hingga guru dan orang tua cenderung kurang sopan, dan membuat remaja kurang peka terhadap lingkungan sekitar

The Indonesian curriculum is made so that students are able to compete at an international level. However, according to data from several survey institutions, Indonesian education is far behind compared to other countries. It is because the learning pattern is still carried out using the lower thinking skill (LOTS) model. There needs to be a change in the LOTS learning model to become learning based on high-order thinking skills (HOTS). Because of this, this study aims to examine the learning of Islam based on higher-order thinking in senior high schools in the city of Palu. This study uses a qualitative method. Data was collected through direct observation, in-depth interviews, and analysis of written documents in the form of student report cards. Interviews were conducted with school principals, Islamic religious education teachers, and several students. The results of the study show that HOTS-based learning plans in the subject of Islamic Religious Education are prepared based on basic competencies. Indicators of achieving student competence include learning objectives, learning steps based on learning models, and students' cognitive and affective changes. The core learning activities are carried out with a scientific approach, character strengthening, and reflection activities both individually and in groups. Then the implementation of HOTS-based learning also consists of preliminary activities, core activities which include Creativity, Critical Thinking, Communication, and Collaboration), and closing activities. Meanwhile, HOTS-based learning evaluation is carried out with the criteria of measuring students' high-level thinking skills based on contextual problems.

The learning process in the Palu State Islamic Education Madrasah has run as it should, although in terms of strategies, methods, and learning media used varies according to the conditions, both the material and the condition of the students, and the ability of the teacher itself is different from one another. Blended learning based learning at the Palu Model State Islamic Education Madrasah is considered effective and efficient because teachers are not preoccupied with making material designs, simply accessing the internet is needed including practice in the form of videos so that it willfacilitate teachers, both in terms of time, effort and cost. The challenge of blended learning is that teachers are required to be more creative and able to use internet networks. While the opportunity is the Madrasah Tsanawiyah Negeri Model Palu already equipped with network facilities and infrastructure that can support blended learning.

Microteaching as a learning medium and teaching practice is very important in meeting the needs of student teaching practice, especially in the Islamic Religious Education study program, Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. This study aims to demonstrate microteaching learning strategies and their contribution to the development of quality and teaching skills of teacher students. This research is qualitative descriptive and uses N Vivo Software as a tool or technique for analyzing data. The results of this study concluded that the microteaching learning strategy applied to the Islamic Religious Education study program, UIN Datokarama Palu consisted of two main strategies namely discovery learning and expository method. Discovery learning is a learning strategy that focuses on exploring student interests in carrying out the learning process. The expository method is a learning strategy by providing a general description of aspects of definitions, principles, and concepts about learning materials. The impact of implementing microteaching learning strategies using discovery learning and expository methods is being able to develop student confidence in the teaching process and being able to improve students' abilities in depth about teaching activities.