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This study discusses the implementation of hadiths regarding the responsibilities of educators in the professional policies of Madrasah Ibtidaiyah (MI) teachers. Hadiths emphasize that teachers have a moral and spiritual mandate to educate and shape the character of students in accordance with the standards of educators. This study aims to analyze the relationship between the values of professional responsibility and the values of educators' responsibility in the hadith with the standards of professionalism for MI teachers. The method used is a qualitative approach through a literature study of hadith books, Islamic education books, and education policy documents. The results of the study show that the values of trustworthiness, exemplary behavior, justice, and sincerity in the hadith are in line with pedagogical competence and professionalism as moral and religious obligations. The implication is that the integration of hadith values is important in the development of MI teachers in order to create competent educators with Islamic character

This study aims to analyze the implementation of hadith values ​​in strengthening disciplinary policies and character building of students at MIS Teladan 1 Ujung Kubu. The hadith of the Prophet Muhammad SAW is used as a normative and pedagogical basis in the formulation of disciplinary policies that are educational, humanistic, and oriented towards fostering noble character. This study uses a descriptive qualitative approach with data collection techniques through direct observation, in-depth interviews with the principal, teachers, and students, and documentation studies of madrasah rules and programs. The results show that the values ​​of hadith are implemented systematically through the habit of time discipline, instilling manners in daily interactions, teachers' exemplary behavior as role models, and strengthening religious activities such as congregational prayer and prayer habits. The hadith-based disciplinary policy has been proven to contribute positively to strengthening student character, especially in aspects of discipline, responsibility, religious attitudes, and social behavior. This study concludes that the integration of hadith values ​​in disciplinary policies is effective in supporting the goals of Islamic education in elementary madrasas.

This study examines the influence of Islamic education policy on the development of students' religious character at MAS Laboratory IAIN SU Medan. The background of this study lies in the importance of Islamic educational institutions in shaping not only students' intellectual capacity but also their spiritual and moral identity. The study also examines how educational policies relate to curriculum, learning processes, institutional culture, and teacher roles contr To get data from teachers, students, and school administrators, a qualitative descriptive approach was used, which included observations, interviews, and documentation. The results show that students' development of religious character is significantly impacted by the adoption of Islamic education policies. Key elements that support students' faith, self-discipline, and moral principles include teacher modeling, consistent religious practices in school activities, and integrated learning between religious and general courses. Nevertheless, issues like uneven policy implementation and low teacher proficiency continue to impede the best possible results. According to the study, maintaining and enhancing kids' religious character formation in Islamic educational contexts requires professional teacher development, continuous policy execution, and close community, parent, and school involvement.

The role of school administration is very important in carrying out the basic functions of Islamic educational institutions. School administration as the center for managing teaching and learning activities also covers various fields ranging from resource management, financial management, to planning and implementing academic policies. This research aims to identify the role of school administration in improving the operational effectiveness and quality of Islamic education. The method used in this research is library research, which aims to collect, analyze and compile information from various literary sources in order to obtain a comprehensive understanding of the topic being researched. The data analysis technique used is descriptive-qualitative, with the aim of describing and interpreting information obtained from the literature. This research shows that the role of school administration is very important in improving the operational effectiveness and quality of Islamic education. Good administration includes technical management, creating an environment that supports the moral and spiritual development of students. With effective implementation, it is hoped that schools will be able to provide Islamic education that is not only of academic quality, but can also shape students' character in accordance with Islamic values. It is hoped that this research can become a reference for policy makers and Islamic education practitioners in formulating better management strategies, so as to improve the overall quality of Islamic education.

Conflicts occur in the school environment not only cause obstacles, but also provide solutions in the implementation of school policies. This article discusses the sources and resolution of conflict in the implementation of conflict management policies in schools. This research aims to identify the sources of obstacles in implementing conflict management policies in schools and provide solutions in the form of policy-based solutions that can be implemented effectively. This research is a qualitative approach, descriptive research, and literature study data collection method. Previous research that discussed the same issue showed a lack of training for educators and limited resources. The findings show that: First, the conflict management policy implemented in schools is done by identifying the sources of conflict. Second, conflict resolution in schools can be done by avoidance, accommodation, confrontational approach, compromise, and collaborative problem solving

This research examines the implementation of student recruitment policies at the Musthafawiyah Purba Baru Islamic Boarding School, North Sumatra, in order to improve the quality of education. As one of the largest Islamic boarding schools in Indonesia, Musthafawiyah faces the challenge of competition with other educational institutions in recruiting quality prospective students. This research uses a qualitative descriptive method with data collected through interviews, observation and documentation studies. The research results show that Musthafawiyah implemented a strict selection which included academic tests, Al-Quran reading and writing tests, and motivational interviews, to attract potential students. However, this policy faces obstacles in the form of negative public perceptions and limited resources. This research recommendation includes strategies to improve the promotion process and improve facilities to strengthen the attractiveness of Islamic boarding schools. By implementing strategic recruitment policies, it is hoped that Musthafawiyah will be able to maintain the quality of education and continue to attract the interest of prospective students from various regions.

This research aims to describe the implementation of literacy culture programs in elementary schools. This research uses a qualitative phenomenological approach. The subjects were school principals, teachers, students selected using purposive sampling techniques. Test the validity of the data using triangulation techniques by comparing the results of observations, interviews and documentation. The research results show that: 1) The policy of implementing a literacy culture in elementary schools using the government's School Literacy Movement program. This is based on Minister of Education and Culture Regulation no. 23 of 2015 which focuses on character development. (2) Implementation of literacy culture in elementary schools. This is based on the habituation stage which involves 10 minutes of reading the Koran and story books before learning. The activity development stage carried out was responding to the contents of reading books by reading independently, giving appreciation to students' literacy achievements, and having a school literacy team. The learning stage involves getting used to reading textbooks and using various strategies that support learning.  

At the National Teacher's Day commemoration event in 2019 the Minister of Education and Culture or the Ministry of Education and Culture initiated the concept of "Free Learning Education". This concept is a response to the needs of the education system in the era of the industrial revolution 4.0, Minister Nadiem Makarim said that freedom to learn is freedom to think, freedom to think is determined by the teacher, so the main key that supports the new education system is the teacher, where the teacher is tasked with shaping the future. front of the nation. The concept of Freedom to Learn is no longer an idea but rather a policy that will be implemented. Freedom to learn is a word that is often interpreted and explained as freedom in its true sense. The point of the problem is that there are still restrictions everywhere, especially in education, educators and students cannot feel sufficient autonomy to determine the direction of policy in learning and teaching because they are still regulated by regulations which make the implementation and evaluation process plans carried out seem limited and tie. The concept of Freedom of Learning is an agreement in reconstructing the national education system, by reorganizing the education system in order to support the progress of change and progress of a nation that adapts to changing times.