Students' collaborative thinking skills in the elementary schools still need attention to be improved. Most elementary school students have difficulty in cultivating this skill. Even though, this skill is one of the 21st century skills, namely 4C (creative thinking skill, critical thinking skill, communication skill and collaborative thinking skill). This study aims to improve the students collaboration thinking skills under the implementation of a cooperative learning type, namely a quantum teaching model. This research was conducted by using quasi experiment in the form of non-equivalent (pre-test and post-test) control group design. The sample in this study were students of the Integrated Islamic Elementary School, Al-Musabbihin, Medan City, totaling 55 students. To test the difference of the students' collaborative thinking skills in the control class and experiment class under the implementation of quantum teaching model, we used statistics analysis tools, namely homogeneity test and independent sample t-test. The results of Levene Statistic for homogeneity test showed a significance value of 0.762 > 0.05, which means the two classes are homogeneous. The independent sample t-test showed that the score is 0.007 < 0.05, which implies the difference between the two classes is significant. It concludes that the implementation of quantum teaching model can improve the students' collaboration thinking skills in Islamic Religious Education Learning. Therefore, increasing the teachers skills in developing quantum teaching learning materials needs to be improved simultaneously through government policy programs or independently through deliberation activities for teachers of Islamic religious education subjects.

Hypocritical behavior needs to be watched out for because it is symptomatic in the community, especially now with access to global relationships without any boundaries of place and time where it is associated through social media, people who are infected with this disease are very difficult to guess, can only be known with certain signs namely: lying, treasonous, broken promises, riya, like to slander and spread lies. The purpose of this study is to explore broadly regarding with detail concept of hypocricy from several vital point of views i.e. from Al-Qur’an, Hadith, and Islamic interpreters. Furthermore, it is also highly urgent to avoid ourselves and teenagers from being a hypocrite. Hence, recognizing signs and characteristics of hypocrites is also crucial in order for us to be more alert toward this issue. Many studies about hypocricy have been conducted by many researchers in various condition including education, politics, and so fort. In this study, hypocracy is also discussed from Islamic education perspective.

This study aims to delve deeper into the evaluation of education, especially Islamic education, contained in the traditions of the Prophet Muhammad SAW which is narrated in two major books, namely the Book of Sahih Bukhori and Sahih Muslim. This research was conducted by classifying the hadiths in the two books into groups of hadith indicated as hadiths about the evaluation of education. As a finding, there are three terms in the two major hadith books, namely Al-Hisab, Al-Bala ', and Al-Imtihan. In the Saheeh Bukhari and Saheeh Muslim books the traditions of the evangelization of education are clearly explained. so that it can be concluded that Islamic Education related to evaluation has been clearly described through the Prophet's hadiths narrated in the books of Sahih Bukhari and Sahih Muslim. 1 Meaning: And He taught Adam the names (objects) entirely, then presented them to the angels, then Allah SWT. said: 'Name me the things if you are truly righteous. They answered, "Glory to You, there is nothing we know but what you have taught us, surely you are the Knower, the Wise From the above verse some conclusions can be drawn. First, Allah SWT. In the 1 QS. al-Baqarah [2]: 31-32.Musriaparto, Nawir Yuslem, Syamsu Nahar 438 verse acts as a teacher who gives lessons to Prophet Adam. Second, the angels because they did not get a lesson from Allah SWT. As received by Prophet Adam, they could not name the objects that had been given to the Prophet Adam. Third, Allah SWT has asked the Prophet Adam to demonstrate the teachings he had received before the angels.Fourth, the verse implies that the material to be tested (evaluated) must be the material that has been taught. The Terms of Evaluation of Islamic EducationTerms that can be used in Islamic evaluations are as follows: a. Validity, which is an evaluation carried out based on the things that should be evaluated, covering all specific fields desired and investigated. So that it does not only cover one field, test questions must give a representative (overall) description of the child's ability to do so.b. Reliable, that is, evaluations that must be trusted, namely providing accuracy with information about the true abilities of students, the questions displayed do not only carry various interpretations. c. Efficiency, which is an easy evaluation in the administration, evaluation and interpretation. The Book of Ṣaḥīḥ al-BukhārīThe book Ṣaḥīḥ al-Bukhārī is a collection of books (books) of Hadith compiled by Imām al-Bukhārī (full name: Abū Abdullah Muḥammad Ibn Ismāil Ibn Ibrāhīm Ibn al-Mugīrah al-Ja'fari) who lived between 194 and 256 Hijriyah. The full title of this book is al-Jāmi 'al-Musnad al-Ṣaḥīḥ al-Mukhtasar min' Umūr Rasūlillahi wa Sunnanihi wa Ayyamihi. Attempting to collect the Ṣaḥiḥ traditions in his book, Imām al-Bukhārī uses scientific and legal research rules that cause the Ṣaḥīḥ of his traditions to be accountable.He tried earnestly to examine and investigate the circumstances of the narrators of the hadith, and to obtain with certainty the divinity of the...

This study describe and analyze 3 research focuses. First, to describe the teacher creativity development program at Madrasah Tsanawiyah Negeri 2 Medan. Second, to describe the implementation of the development of teacher creativity at Madrasah Tsanawiyah Negeri 2 Medan. Third, to describe the results achieved in the development of teacher creativity at Madrasah Tsanawiyah Negeri 2 Medan. This study uses descriptive qualitative methods, namely to describe, describe and reveal the results of research regarding the development of teacher creativity. Data collection techniques using interviews, observation, and documentation. The interactive model data analysis technique from Miles and Hubermen uses three stages, namely: data reduction, data presentation, and drawing conclusions.

The goal of this research was to examine the Planning of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Organizing of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Implementation of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, and the Monitoring of Teacher Compet The data collection technique used interviews, observations, and documentary studies, while the standard data validity suggested by Lincoln and Guba consisted of credibility, transferability, dependability, and confirmability to strengthen the validity of the data found and the authenticity of the research. The technique used in planning teacher competency development is to collect all recommended programs, then discuss and discuss and decide which programs will be carried out, such as workshops, training, outbound, and programmatic delivery of teachers for every training held by the Ministry of Religion or other agencies.