This study aims to explain the implementation of online learning and teacher strategies in improving students' critical thinking skills in PAI subjects at SMPN 1 Sumbergempol Tulungagung and SMPN 3 Tulungagung. The research method is qualitative. The research approach is phenomenological. The type of research is field research. The research design was a multi-site study. Data were obtained by in-depth interviews, participant observation, and documentation. The research data is then organized into categories, described into units, synthesized, arranged into patterns, selected priority data, and made conclusions so that they are easy to understand. The results showed that WhatsApp, Telegram, Google Classroom, Zoom, Google Meet, One Drive, Google Form, and Microsoft Office 365 teachers were integrated. The strategy used by the teacher is to design learning and implementation of learning that directs critical thinking. The teacher sharpens thinking levels from C1, C2,3 to C4, C5, C6. The task given is to find material from the internet and analyze it. Students will use critical, analytical, comparative, selective and creative reasoning.

This article is focused on examining the systems approach and Pai's learning design models. Today teachers are required to be able to make appropriate learning plans according to the needs of students. The technique used is the result of documentation of existing reference sources and other written information. Analysis of research data using descriptive analysis, content analysis, and comparative analysis. The results of this discussion explain that the PAI learning system approach is a component that integrates with each other, functions cooperatively, and influences each other. In the PAI learning system approach, there are several planning components, namely: a. Establish PAI learning objectives, b. Determine the strategy for organizing the contents of Islamic Education lessons, c. Planning the roles of teachers and students in learning, d. Determine the PAI learning strategy, e. Determine the technique of evaluating the learning outcomes of Islamic Education. Meanwhile, the PAI learning model designs are: a. ASSURE learning design model, b. ADDIE learning design model, c. Kemp learning design model, d. PPSI learning design model, e. The Dick and Carey learning design model, f. The Briggs learning design model and examples in the form of management lesson plans are attached to the research results.

This article focuses on discussing total quality management in Islamic educational institutions. Teamwork in handling projects to improve or develop the quality of education is carried out through empowering employees and their work groups by giving them greater responsibility. The researcher uses a literature study conducted on several data findings from well-known journal publications such as Google Book, Google Scholar, Taylor & France, Elsevier, and other publications that discuss total quality management issues. To get answers to this research problem, researchers involved coding systems, data interpretation, and high-level evaluation to obtain valid and reliable data. The results of the research show that the existence of cooperation in an educational institution is the main capital in achieving quality and stakeholder satisfaction through a process of continuous quality improvement. Teachers, staff and everyone else in educational institutions also provide services to colleagues and fellow internal customers. Bad internal relations will hinder the development of an institution. Total Quality Management (TQM) transforms school institutions into a team to achieve one goal which is to satisfy all customers. The role of parents in motivating children from an early age is a big capital for children's success in school.