Islamic education goes into future options, and became a reference in developing the potential of learners and the embryo of world civilization; the progress of Islamic civilization was born of Islamic education quality. Therefore, islamic religious education should be managed professionally, based saintek and quality. Islamic educational system urgently reformulated in accordance with the dynamics of the times, the needs of the market, and based on local wisdom, thus bringing forth a superficial scientists clerics and scholars scientist. Methodology used in this research is qualitative research, this research works in Parepare city, with sample of excellent school and Pesantren Al- Badar. The result of study is the integration of the educational system, good educational system and system seed boarding school education, relevant done as an attempt to find the ideal model of islamic education and real in the era of globalization.

School committees in public primary schools have several issues such as the selection and appointment of administrators, partnerships and political will of the principal, procedures for school committee involvement, and increased participation of school committees in carrying out their main duties and functions to improve the quality of education services. The purpose of this study is to build community and school mind-set to work together to improve the quality of education, to establish an inclusive school for school committees, to find strategies to increase the participation of school committees in improving the quality of education services in schools, to find strategies to increase external stakeholder's participation in improving the quality of education service contributions; and to create standard procedure of synergy of school and school committee in improving quality of Public Primary School education service in Parepare City. The research methods used are mixed research (a combination of quantitative and qualitative) and field research. Objects studied are as many as 75 school committees and Public Primary School managers in Parepare City. This research was conducted by collecting data through questionnaire, observation, interview, document study, triangulation, FGD, and workshop. The result of this research is the selection strategy which refers to Permendikbud Number 75 of 2016 and is undertaken democratically; the principal establishes a joint commitment with the school committee to advance the quality, designs the respective authorities and responsibilities, develops a transparent, accountable, and ICT-based administration system, and develops quality standards and operational standards of quality education service procedures.

This study aims to examine strategies used by Islamic education teachers to increase learning interest and practice of Islamic education on students of SMPN 1 Lanrisang, Pinrang. Increasing interest to study and practice Islamic education course on public school’s students is important for academics and practitioners. Therefore, a proper design of learning strategies is needed to increase interest and practice of the course. This article employed a qualitative method with a phenomenological approach by looking at the phenomena in the field. The results of interview and data analysis show some factors causing students’ low interest in learning Islamic education, including students’ low awareness during the learning activity, memorization system and indoctrination, tight schedule, national exam, a monotone learning strategy, and lack of family support. In addition, students seldom perform worship of mahdhah, while they often perform mu’âmalah. To increase the learning interest, the teachers of SMPN 1 Lanrisang used specific learning strategies such as lecture, debate, role-play, simulation, demonstration, contextual-based, problem-based, habituation and togetherness.

The pregnant activities, namely, the existence of classes for pregnant, can add insight and knowledge about pregnancy, pregnancy care, childbirth, and postpartum through educational counseling conducted by competent health workers. During the pregnancy, the women should remain in harmony with others to avoid stress, and the most important point is to always consume nutritious food for health. Good behavioral education for pregnant women includes social accommodation, forming friendships with family and neighbors, helping others, and tending to control emotions during pregnancy. Nutritional education during pregnancy includes knowledge about nutritional issues for pregnant women, how to consume nutritious foods and drinks, and the benefits of nutrition for mothers and fetuses. All pregnant women studied used a Sanro (shaman) to accompany them during pregnancy until delivery, even though there were medical personnel. Local wisdom becomes part of the approach in childbirth, to accompany them during pregnancy until delivery, even though there are health workers. Prenatal education models are still used by the pregnant women, especially in rural areas of Indonesia.

Sekolah umum seperti SMA Negeri 10 Enrekang membutuhkan pendidikan karakter dan Pendidikan Agama Islam (PAI) yang efektif dan masif. Kurikulum 2013 menegaskan PAI sebagai mata pelajaran inti dalam membentuk karakter peserta didik di sekolah. Peserta didik pada jenjang SMA berada pada masa adolesen yang secara kejiwaan masih labil. Masa ini peserta didik (muslim) membutuhkan PAI dalam mengawal perkembangan psikologisnya. Realitas di SMA Negeri 10 Enrekang, peserta didik kurang fokus belajar PAI disebabkan berbagai variabel yang mengitarinya. Di sisi lain, karakteristik PAI bersifat kompleks yakni doktrin, keyakinan, pengetahuan, pengamalan, dan akhlakul karimah. Berbagai persoalan yang lahir dalam pembelajaran PAI, baik dari aspek materi dalam kurikulum 2013, motivasi belajar peserta didik, kompetensi pendidik, dan aspek lainnya. Kurikulum 2013 dalam bidang PAI semestinya bersifat adaptif dan merangkum perkembangan psikis peserta didik dan relevan dengan realitas sosial. Pendidik PAI dituntut memiliki multi-kompetensi, yakni kompetensi pedagogik, profesional, kepribadian, sosial, religius, cybernetik, enterpreneurship, dan manajerial. Kompetensi pendidik PAI tersebut dinilai lebih berpeluang dapat meningkatkan motivasi belajar peserta didik. Kompetensi pendidik PAI dapat menguasai perangkat pembelajaran, prosedur, sistematika, desain media dan sumber belajar, setting strategi dan metode pembelajaran, desain evaluasi pembelajaran, dan manajemen kelas.