Upaya yang dilakukan untuk berhasil dalam ujian antara lain: motivasi, penguasaan materi, belajar secara sistematis, latihan, memanfaatkan waktu secara baik, berdoa.

Proses pembelajaran online selama penutupan sekolah akibat dampak COVID-19 tidak dapat dilaksanakan secara optimal karena berbagai keterbatasan sehingga pemerintah mengeluarkan kebijakan pembelajaran tatap muka terbatas. Penelitian ini bertujuan mengetahui pengaruh metode flipped classroom pada pembelajaran tatap muka terbatas terhadap hasil belajar mahasiswa di STAI Al-Haudl Ketapang. Metode yang digunakan adalah quasi eksperiment dan analisis data dengan uji Independent Sample t Test. Hasil penelitian menunjukkan adanya pengaruh metode flipped classroom terhadap hasil belajar mahasiswa pada pembelajaran tatap muka terbatas sehingga pemilihan metode yang sesuai pada pembelajaran tatap muka terbatas dapat mengoptimalkan hasil belajar siswa. Penelitian lanjutan tentang metode pembelajaran yang sesuai dengan pembelajaran tatap muka terbatas agar terus dilakukan untuk mencari formulasi yang tepat pada pembelajaran tatap muka terbatas sehingga tujuan pembelajaran dapat tercapai dengan keterbatasan jumlah waktu tatap muka antara guru dan mahasiswa. The online learning process during school closures due to the impact of COVID-19 cannot be carried out optimally due to various limitations, so that the government issues a limited face-to-face learning policy. This study aims to determine the effect of the flipped classroom method on limited face-to-face learning on student learning outcomes at STAI Al-Haudl Ketapang. The method used is quasi-experimental and data analysis with Independent Sample t-Test. The results showed an effect of the flipped classroom method on student learning outcomes in limited face-to-face learning so that the selection of appropriate methods in limited face-to-face learning could optimize student learning outcomes. Further research on learning methods suitable for face-to-face learning is limited so that it continues to be carried out to find the proper formulation is limited face-to-face learning so that can be achieved learning objectives with the limited amount of face-to-face time between teachers and students.

From the teacher's approach to students to the use of media in learning, the learning process has changed dramatically in this digital era. Islamic Religious Education teachers must improve their competence due to the stigma that they are "old teachers" who have difficulty keeping up with developments in the world of information and technology in learning. The purpose of this research is to describe the competence of Islamic Religious Education teachers in the digital age. As a result, the study clearly discusses the competence of teachers and learning in the digital era, as well as the challenges, as well as the strategies of Islamic Religious Education teachers in overcoming the challenges of learning in the digital era. A literature review from several journals and related references was used to demonstrate how a teacher should be in the digital era. Teachers in the digital age must be able to use an information and communication technology-based learning approach to make it easier for students to follow because the information they receive from cyberspace is extremely fast. Finally, Islamic Religious Education teachers must improve their ability to use technology and information-based learning media in the classroom and move away from textbooks. So that the learning process achieves its objectives and provides students with numerous opportunities to develop their learning creativity.

Media pembelajaran merupakan komponen penting dalam proses pembelajaran untuk mencapai tujuan. Proses belajar itu terjadi karena adanya interaksi antara seseorang dengan lingkungannya. Salah satu pertanda seseorang telah belajar adalah adanya perubahan tingkah laku pada tingkat pengetahuan, keterampilan, atau sikap akibat pengalaman dan latihan. Kemampuan manusia untuk belajar merupakan karakteristik penting yang membedakan manusia dengan makhluk hidup lainnya. Pendidikan Nasional bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab.  Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media puzzle terhadap hasil belajar. Pendekatan penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest design. Analisis data dengan melakukan uji paired sample t tes. Hasil penelitian menyimpulkan bahwa ada pengaruh penggunaan media puzzle terhadap hasil belajar siswa. Implikasinya, penggunaan media pembelajaran merupakan hal yang penting untuk menjadi perhatian guru dalam proses pembelajaran.

This study aims to generalize the education management system in the constellation of John Dewey's philosophy of progressivism. As a qualitative-descriptive research, this research was conducted using library research. Research data obtained through primary and secondary literature on the philosophy of progressivism John Dewey. The data collection technique is done by documentation. Researchers document the educational thinking of John Dewey's progressivism, then describe it methodologically. Data analysis was carried out by data reduction, data presentation, and data analysis. The researcher reduces John Dewey's educational thought of progressivism, presents it systematically, then analyzes this thought in the education management system. The results showed; First, humans as educational human resources must be given roles and tasks according to their talents and interests. Humans are agents of change in education. Second, education has a forward and progressive orientation. This is a form of criticism of the scholastic education management system. Progressive education can be realized through a progressive curriculum reconstruction. Third, school educational institutions are miniatures of life in society. Therefore, schools need to be in symbiosis with the community in order to realize educational goals. Fourth, humans who learn have academic freedom. In the sense that humans can learn whatever they want to develop their potential and skills. These four things are the spark of progressive educational thinking according to John Dewey. Then these four things can be realized through progressive education management.