Learning is the central point of interaction between teachers and students. On this basis, the learning that takes place is ideally carried out in a fun way (conducive learning climate). One of the efforts that can be carried out to liven up the learning atmosphere is through the teacher's humorous approach to students. This study aims to describe the urgency and implementation of humor in Islamic religious education learning. The type of research approach is qualitative research with a literature study method. Sources of data and study analysis materials are based on scientific references through credible websites, such as Google Scholar, DOAJ, and SINTA. The results of this study indicate that the urgent humor approach is applied by educators in the PAI learning process as an attraction and increasing student enthusiasm for learning, as well as minimizing the level of academic stress in students. Likewise, the main aspect that can be considered in implementing humor is the material being taught, the age of the students, the right time, and most importantly the humor provided must be educative.

This article aims to analyze the teacher's efforts in increasing students' motivation to learn Arabic. The background of the research is at the Al-Kinana Modern Islamic Boarding School, Jambi City, to be precise in class VIII students. The focus of this research is not only discussing the teacher's efforts in increasing students' learning motivation, but also analyzing the various obstacles or obstacles experienced by students during the Arabic learning process. This study uses a qualitative approach with descriptive analytical study method. The research data collection instrument used interview and observation techniques. Then the data were analyzed through data reduction techniques, data presentation, and data verification. The results of this study conclude that the efforts of Arabic language teachers in increasing students' learning motivation in Arabic subjects for class VIII Pondok Pesantren Modern Al-Kinanah Jambi City are quite good, this can be seen from the various efforts made by teachers, such as: using the Lecture Method, Questions and Answers and Discussion while teaching Arabic learning. Then, give assignments to students individually, give praise (appreciation) to students who answer questions correctly, and give marks to each Arabic learning exercise. The obstacle faced by the teacher is the unpreparedness of the students in receiving the subject matter, and there are some students who pay less attention to the learning material when the teacher explains the material, and some are sleeping while the learning is taking place. Efforts made by teachers in overcoming these problems are by activating the classroom atmosphere by giving assignments and direct questions about Arabic learning materials.

The success of a learning is in line with the selection of the curriculum to be used. The 2013 curriculum mandates the essence of a scientific approach in learning. In this case, it is necessary to develop attitudes, knowledge, and skills of students. The purpose of this study is to provide insight and an overview in designing and compiling a curriculum using a scientific approach to learning Arabic and providing examples of the application of this scientific approach to several schools that have implemented a curriculum with a scientific approach. The research method used is library research, where data collection methods are taken from various sources, namely from books, journals, and other sources that discuss the scientific approach in learning Arabic. The results of this study are the development of the syllabus, the development of a class-based testing system, the integration of life skills into the syllabus, and modifying the learning model. Teachers have been fully involved in developing the syllabus and learning. This can be seen from the ability of teachers in developing learning experiences into learning activities. So in this case, schools must complete the guidelines for implementing the 2013 curriculum. Guidance and training and monitoring of the implementation of the 2013 curriculum must be carried out continuously and sustainably.

<p>This research aims to develop and quality teaching materials for mathematics student worksheets based on Yogyakarta culture in rectangular materials for grade VII of junior high school students that can be valid, practical, and effective.<strong> </strong>This research is a development that refers to 3D development models, namely: define, design, and develop. The result shows that (1) there are the development of teaching materials for math worksheets (LKS) based on Yogyakarta culture on rectangular material fulfills the criteria of validity, practicality, and effectiveness; (2) based on the validity aspect of the math worksheets teaching materials, valid criteria were obtained which were reviewed from the material experts' assessment and it was obtained that the value is 3.1 and the results of the material experts' assessment by mathematics lectures and teachers obtained valid criteria with an average of 3.00; (3) based on the practical aspect of math worksheets teaching materials, students' responses were very practical with an average value 3.27; (4) based on the aspect of effectiveness by comparing the average value of students work and the Minimum Mastery Criteria (KKM) set by the school, the result of student value was more than the KKM. After using mathematics LKS teaching materials, 100% scored above the Minimum Mastery Criteria with an average of 88.57. The teaching materials for math worksheets based on Yogyakarta culture meet the criteria of validity, practicality, and effectiveness to improve the learning achievement of grade VII at SMP IT Masjid Syuhada.</p>

The Covid-19 virus pandemic that has shaken the world has affected all aspects of life, whether political, economic, social, and educational. During this Pandemic, many schools were forced to close and forced to go online. In the new order era, several pesantren were opened and learning was conducted offline (outside the network). One of them is Pesantren Tahfiz Daarul Quran Takhasus II Cikarang. Pondok Pesantren Tahfiz Daarul Qur'an Takhasus II Cikarang is an Islamic boarding school whose focus of learning is memorizing the Qur'an. At the beginning of the pandemic, Islamic boarding schools adopted a policy of repatriating their students as an effort to prevent the spread of the virus and carry out online learning (on the network). The result of this study is that learning tahfiz during the pandemic, both offline and online, is carried out using the sorogan and sima'i techniques. The difference is when online, the allocation of study time is reduced to 2 meetings via WhatsApp Video Call. And when offline learning, tahfiz returns to 4-5 meetings with students using masks and health protocols. The conclusion of this study is that offline Tahfiz learning is more effective than online Tahfiz learning, this can be seen based on the quantity of memorization and student learning motivation which is better when learning Tahfiz face-to-face or offline.