Pembelajaran Membaca Al-Qur’an DenganMetode UmmiVolume 6No. 2, 1 September 2020209Pembelajaran Membaca Al-Qur’an DenganMetode UmmiYazidul Busthomi,Syamsul A’dlom, danJazirotul MukaromahInstitut Agama Islam Al-Qolam Gondanglegi Malang, IndonesiaEmail: busthomi@alqolam.ac.id, Email: samsuladlom06@gmail.comAbstract: Al-Qur'an is the holy book for Muslim religions throughout the world. As an eternal scripture, also as a guide for all mankind. Whoever speaks based on the Qur'an, then he is speaking the truth. So whoever turns away from the Qur'an, and moves on to other directions, of course, is completely lost. learning to read the al-Qur'an is a process of interaction between educators and students in an activity of arranging letters or words by seeing, recognizing and understanding the life guidelines, namely al-Qur'an to obtain information contained in writing so that it provides benefits for students. The ummi method is one of the lessons compiled by Ustadz Masruri and Ustadz Ahmad Yusuf, a consortant of Islamic education (KPI). This method emphasizes the quality possessed by ustadz and ustadzah, through a learning process that is easy, fun and touching. The ummi method is a system consisting of 3 system components, namely a practical book on the ummi method, quality management of the ummi method, and certified teachers of the ummi method. All three must be used simultaneously if you want to get optimal results from this method

This paper talks about the system of fiqh schools in Bahtsul Masail, especially in the context of the institution-based trend of fiqh schools in the modern era. Based on historical, normative, and sociological perspectives, this paper concludes that Bahtsul Masail has created a distinctive and unique system of fiqh schools, so that it has strong arguments to be called “the NU fiqh school”

Islamic boarding schools in the village of Malang Ganjara n Gondanglegi are Islamic educational institutions with a Salaf Islamic curriculum so far believed to be a place of religious education, proven to be one of the places where preaching education still exists. However, curriculum development and evaluation i n this Islamic boarding school, there is still no data that can be ascertained, so it is interesting to study. So the researcher raised a title "development and evaluation of educational curricula in Malang Ganjaran Gondanglegi boarding school". Based on t he background of the problem stated above, the problem formulation can be taken, namely: 1) How is the development of the Islamic religious education curriculum in the Islamic boarding school of Ganjaran Gondanglegi village in Malang ?. 2) What is the eval uation of the Islamic religious education curriculum in the Islamic boarding school of Ganjaran Gondanglegi village in Malang ?. This study uses a qualitative approach. Data was collected through interviews, participant observation and documentation. From the results of this study it was found that the development of the Islamic religious education curriculum in the Ganjaran village Islamic boarding school is by developing a curriculum plan with clear objectives, developing curriculum plans according to the characteristics of the santri, preparing the lesson schedule, determining the teaching materials to be taught, determining the material that must be read by santri, provide a source of teaching and learning processes, prepare prospective Islamic religious education teachers, and in the application of educational curriculum is strongly influenced by the ability of the teacher. The evaluation of the Islamic religious curriculum in the Ganjaran village boarding school was carried out twice in the development of its curriculum, using measurement instruments in the form of standard tests, teacher - made tests, oral tests, and questionnaires.

Scholars differ about the necessity of witnesses in divorce. There are those who oblige, say the Sunnah, and while others say that divorce does not need a witness. These differences stem from an understanding of related sacred texts that are also diverse. In addition, those with their opinions hold their own logic. In Indonesia itself, the witness' obligation is regulated in positive Islamic law or KHI. Divorce must be resolved through the Religious Courts. This means that the existence of witnesses in the divorce process in Indonesia is a necessity, as a form of efforts to protect the rights of all related parties. Imam al-Shafi'i in his magnum opus, al-Umm, said that witnesses in divorce and reconciliation were the same as the position of witnesses in the sale and purchase agreement or other trade transactions that were highly recommended for the benefit of the people.

Being a teacher is a really noble job. He is responsible not only to make human children smart in the field of science, but also to have good morals in this life. A human child who at first does not understand anything, in front of a teacher is educated to understand life better and know the world. On his shoulders are the duties and responsibilities for the future sustainability of a generation that is smarter and more civilized. So noble is the job of a teacher as well as how heavy the task and responsibility of being a teacher is. This is why not everyone can be a successful teacher. Only certain people who have a love for children or students and are highly dedicated to the world of education are able to become teachers. This is the personality of a teacher who successfully teaches and educates in front of his students, the figure of a favorite teacher who is loved by his students. According to the perspective of Islamic education, in addition to serving as coaches and educators of students, teachers also have duties and roles as follows: 1.Corrector, 2.Inspirator, 3.Informer, 4.Organisator, 5.Motivator, 6.Initiator, 7. Facilitator, 8.Supervisor, 9.Demonstrator, 10.Class Manager, 11. Mediator, 12.Supervisor, 13.Evalator.