The distance learning can greatly improve student’s cognitive development, but its success in increasing students' affective competence have not been conclusively reported. This study aims to investigate students’ affective aspects, parents, and teacher perspective on islamic religious education using asynchronous learning. Data were collected using questionnaires, interview, and observation. The data were analysed using descriptive analysis. The results show that there was a change on students’ competence in terms of affective religious aspects. Initially 60% students have negative attitudes and decreased to 30% after they had experienced asynchronous distance learning with commitment of learning establishment. The parents in their interview expressed that they were greatly assisted by the commitment of learning their children formed. The asynchronous learning with learning commitment can be considered successful to help students improve their attitudes. This study shows that e-learning accompanied by a learning commitment between student and teachers turns out to be able to give positive results on the part of students' affective on islamic religious education.

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This research aims to gain an overview of the students character development through culture and climate management in an Elementary School Bandung, West java, Indonesia. This research used naturalistic qualitative approach. The research participants were students, teachers and the principal. Research data collected were in the form of interviews, observation and documentation. The results showed that before carrying out the study, teachers have understood and recognized the character values and interpolated them together into learning plans. Before starting the learning, teachers put an attempt to customize the learning climate by doing Duha prayer, reading the names of God (Asma'ul Husna), reading holy Qur'an, and exposing Islamic activities one day earlier. In the implementation of teacher-learning, teachers integrated the character values, gave meaning about the learning materials to a view of religious teachings and carried out learning earnestly. Meanwhile in evaluation, teachers assessed students' ability to master the learning material and character development.

Character education in Islam has existed since Prophet Muhammad’s period. “Pesantren” or Islamic boarding school is a place of character building in obedience to “Kaffah” Islamic teachings. The character education in schools here means, a process of building good character or Akhlakul Karimah by presenting education model of pesantren but realized in formal institutions. It is deemed as solution for children who do hesitate to have boarding school education because of several reasons. This study aims to describe the implementation of character education management in senior high schools around boarding schools environment located in Banyumas, Central Java. The approach used in this research is a qualitative with descriptive method. The character education in Banyumas has implemented four modern management functions in a proportional way by upholding the tutor role of Pesantren.. The cooperation has been running simultaneously and run conventionally, while still adhering the management principles even need a various ongoing renewal efforts.