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This article reviews the concept of destiny in Islamic aqeedah with an emphasis on understanding and in-depth study of it. Beginning with an introduction to the concept of destiny, the article discusses the definition of destiny according to Islamic teachings and explains the concepts of divine decree and human freedom. Aspects of divine provisions such as Al-Qadar and destiny are accompanied by the importance of sincere obedience to destiny. Meanwhile, the aspect of human freedom highlights the wisdom behind the granting of freedom and the role of humans in determining their own destiny through choices and actions. The article also explores the relationship between divine decree and human freedom and how this relationship can be understood in the context of everyday life. The article concludes by emphasizing the importance of applying the concept of destiny in daily life and maintaining a balance between accepting destiny and exercising human freedom responsibly.

Based on the results of research carried out by the author, it can be concluded that (1) The ability to recognize hijaiyyah letters in early childhood at the Az-Zahra Mondang Kindergarten has not yet developed (BB) as much as 1 child or 4.17%, the ability to recognize hijaiyyah letters in early childhood begins Developing (MB) 11 children or 45.83%, the ability to recognize hijaiyyah letters in early childhood Develops According to Expectations (BSH) 10 children or 41.67%, while the ability to recognize hijaiyyah letters in early childhood Develops Very Well (BSB) 2 children or 8.33%. (2) The ability to recognize hijaiyyah letters in early childhood using the iqra' method at Az-Zahra Mondang Kindergarten in cycle I classically, namely Not Yet Developed (BB) there are no children, the ability to recognize hijaiyyah letters in early childhood Begins to Develop (MB) 7 children or 29.17%, the ability to recognize hijaiyyah letters in early childhood is developing according to expectations (BSH) 12 children or 50.00%, while the ability to recognize hijaiyyah letters in early childhood is developing very well (BSB) 5 children or 20.83%. In cycle II, classically, namely Not Yet Developed (BB) there were no children, the ability to recognize hijaiyyah letters in early childhood began to develop (MB) 1 child or 4.17%, the ability to recognize hijaiyyah letters in early childhood Developed According to Expectations (BSH) 10 children or 41.67%, while the ability to recognize hijaiyyah letters in early childhood is developing very well (BSB) for 13 children or 54.17%. So it can be concluded that implementing the iqra' method can increase the recognition of hijaiyyah letters in early childhood at Az-Zahra Mondang Kindergarten.

Administration is very necessary for the continuity of the teaching and learning process in the world of education. All of that cannot be separated from the activeness of those who master the administration in the school. People often underestimate the field of administration, even though if the administration is held by less skilled people then the administration will be messy and will not run properly. People who hold administration are people who have been trained in their field (people who have received knowledge or training). Administration is not only in financial terms but also in our neatness and order in bookkeeping. Administration is not only carried out within a certain time but every day systematically. The success of education in schools must be supported by orderly, directed, and planned school administration services. Where in its implementation must follow the direction of the development of an increasingly modern era and growing technological media. For this reason, there needs to be a clear and programmatic division of administrative tasks in each school to create a better school later.