Penelitian ini mengkaji reorientasi kebijakan pendidikan Islam pasca pandemi covid-19. Penelitian ini menggunakan metode penelitian deskriptif-kualitatif dengan menggambarkan secara sistematik dan faktual mengenai kebijakan-kebijakan yang diterapkan pada pendidikan Islam di masa pandemi Covid-19. Sumber data pada penelitian ini terdiri dari data primer dan sekunder. Data primer berasal dari informasi pengelola pendidikan, guru, murid, dan masyarakat awam. Sedangkan data sekunder berasal dari kebijakan-kebijakan terkait sistem pembelajaran di masa pandemi. Terlepas dari dampak dan hikmah adanya pandemi ini, sejatinya pendidikan Islam perlu mereorientasi hakikat, peran, dan merespon tantangan di era pendemi dan juga teknologi. Bagi lembaga pendidikan Islam tidak ada pilihan lain selain beradaptasi dengan kebiasaan baru (new normal life) seperti memperhatikan kebersihan lingkungan belajar, melakukan pembelajaran berbasis media sosial, dan pembinaan karakter peserta didik, serta adaptasi-adaptasi baru lainnya. Dengan demikian, pendidikan Islam dapat menjaga preferensi bagi masyarakat Islam Indonesia.

The purpose of this paper is to explore Fred M. Donner’s views on the distinction between the Qur'an and Hadith among orientalists. This study describes Donner's views on orientalist thought, especially John Wansbrough who stated that the Qur'an and Hadith originate from the same time. This paper uses a qualitative study in the type of library research with a descriptive qualitative analysis method to analyze and elaborate on the views of Fred M. Donner. The results of this study show that, in contrast to the hadiths which enthusiastically discuss political topics, the Al-Qur'an rarely provides answers about the political leadership of its followers. Second, unlike the hadiths, which are full of anachronistic allusions and explanations of earlier prophets, the Qur'an does not include any reference to events that occurred after previous prophets. Third, the textual vocabulary and preferences of the Qur'an and hadith when discussing religious practices vary. The contrast set forth above thus refutes claims made by non-Muslim academics that the hadith were created at the same time as the Qur'an or were written before it. Because the hadith was made after the date of birth of the Qur'an, in a certain setting.

Penelitian ini bertujuan untuk mengetahui kecenderungan pengelolaan kelas yang berhasil untuk milenial, serta mengetahui strategi guru dalam kurun waktu 5 tahun terakhir. Dengan hasil bahwa pengkondisian kelas bagi generasi milenial rata-rata lebih dominan tergantung kepada guru bagaimana memanajemen kelas dan mengkondisikan kelas. Penelitian ini menggunakan metode kualitatif dengan pendekatan library research: systematic literature review. Dari beberapa penelitian yang berhasil di review masalah utama terletak dalam mempersiapkan, memperagakan, dan mengelola hasil dalam proses maupun hasil akhir untuk evaluasi dirinya ketika mengajar. Namun yang perlu digaris bawahi juga adalah guru harus memahami model belajar problem based learning, karena generasi millenial yang sangat kritis, dan menyukai debat maka dengan strategi diskusi, presentasi, debat kelompok di kelas efektif dalam menggugah minat belajarnya.

In Indonesia, there are still many Islamic educational institutions that do not emphasize intercultural education. This makes social conflicts even more difficult to resolve because they are considered part of a religious vocation. From this background, this study aims to examine the role of Islamic education in the resolution of social and moral conflicts in Indonesia. This study uses a qualitative approach with an analytical descriptive method, and the tool used is a literature study. The findings of this study indicate that Islamic education responds to social and moral conflicts in Indonesia as a development of diverse (multicultural) ideals so that there are no social and moral disputes regarding traditions in all sectors of Indonesian society. So it is necessary to revitalize the process of transforming the value of Islamic education by prioritizing the elements of 1) rational and functional understanding of religion and 2) the need for an attitude of pluralism that is fostered thru intellectual and humanistic Islamic education. Thus, Islamic education can be a valuable tool in the process of social interaction if it is based on universal religious principles.

It seems that Islamic Religious Education (PAI), which is intended to instill Islamic ideals and noble morals in the whole process to produce authentic and noble Muslim people, has not materialized outwardly. The video showing students in North Sumatra brutally attacking a grandmother on the side of the road suddenly becomes a fact on the ground that does not reflect good character. Departing from this problem, the author wants to explain the concept and implementation of PAI in Islamic educational institutions in Indonesia. From these problems, the author wants to explain the concept and implementation of PAI in Islamic educational institutions in Indonesia. The combination of qualitative research and literature design is the approach taken to answer this research problem. Following are the findings of this study. 1), PAI implementation does not always run smoothly due to the following factors. First, PAI is less effective in fostering student morale. Second, the lack of understanding among students who practice the principles of their religion. Third, many students, including lecturers, are exposed to radicalism. Fourth, there is religious ritualism (individual piety). Meanwhile, the implementation of PAI as a subject in pesantren and madrasas is almost the same, it's just that in pesantren it uses more literal references to the yellow book, in contrast to madrasas which use textbooks published by the Ministry of Religion. Whereas in Islamic schools, the PAI materials are arranged with materials from the tarbiyah movement, as a distinct characteristic. While the implementation of PAI in PTKI, is built into several materials, namely, Al-Qur'an, Hadith, Akidah, and Morals courses.