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The role of Islamic Religious Education teachers has a very important position in education, so that in this study the role of Islamic Religious Education teachers in educating character at Al-Huda Middle School, Jatimulyo is described. The purpose of this study is to determine the role of Islamic Religious Education teachers in educating character at Al-Huda Middle School, Jatimulyo. The method used in this study is a field research type reviewed from the method and level of discussion, so this study is classified as descriptive research. Data collection methods used in this study are interviews, observations, and documentation. The results of this study show 3 important parts of the teacher's role, namely teachers as educators such as role models in every movement of an Islamic religious teacher in their daily lives. The role of teachers as educators is implemented through teachers in speech; saying good and correct words, speaking gently and politely, teachers in deeds. The implementation of Islamic Religious Education Values ​​at Al-Huda Middle School Jatimulyo is implemented through the instillation of character values ​​such as congregational prayer, welcoming students at the school gate, becoming a prayer leader, social concern, which is seen when teachers raise funds for our brothers and sisters who are affected by disasters or calamities.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This research analyzes the efforts of Akidah Akhlak teachers in reducing smartphone addiction through classical guidance services in Islamic religious education (PAI) learning at MTsN 3 Magetan. The method used was qualitative observational, with data obtained through interviews, observation, and documentation. The results show that classical guidance methods such as Team Game Tournament (TGT), Student Teams Achievement Division (STAD), and Jigsaw were effective in fostering student engagement and reducing smartphone use during class. Supporting factors include school regulations, teacher-parent collaboration, and interactive learning environments, though external environmental influences remain a challenge.    

Active, Creative, Innovative and Fun Learning Training (PAIKEM) is a strategy designed to improve the quality of learning through an approach that involves students actively and creatively. This article aims to describe the implementation and results of PAIKEM training for elementary school teachers in Padang Cermin District, Pesawaran Regency, Lampung. Training was carried out in three stages: preparation, implementation and evaluation. The methods used include simulations, group discussions, and practical assistance in class. The results of the training show an increase in teachers' understanding of PAIKEM principles, increased skills in applying creative methods, and increased student participation in the learning process. This training makes a significant contribution to the development of teacher competence and the quality of learning in elementary schools. To ensure the sustainability of the impact of training, continued assistance and synergy between schools, government and the education community is needed.

This study aims to evaluate the effectiveness of training on the use of technology in learning, with a special focus on the use of the Kahoot! platform to improve teachers' knowledge, attitudes, and motivation at SDIT Annawawi Metro. The training was held for three days, from December 5 to 7, 2024, at the SDIT Annawawi Metro Hall and was attended by 26 teachers and the principal. The research method used was a quantitative approach with a pre-post questionnaire design. Pre-training and post-training questionnaires measuring knowledge, attitudes, and motivation towards the use of technology in learning were distributed before and after the training. The data collected were analyzed using descriptive statistics and t-tests for paired samples. The results showed a significant increase in all measured variables. The mean score on the post-training questionnaire increased significantly compared to the pre-training questionnaire, indicating that the training was successful in improving teachers' competence and confidence in integrating technology in learning. Statistical analysis revealed a significant difference (p <0.05), which supports the hypothesis that learning technology training improves teachers' knowledge and positive attitudes towards the use of technology in learning. The conclusion of this study shows that the use of technology, especially Kahoot!, effectively improves the quality of learning and can be further integrated into learning programs in schools. Recommendations for further studies include the implementation of similar training in various educational contexts and long-term evaluation of its impact on teaching practices.

This study aims to describe how Islamic Religious Education (PAI) teachers at SMP N 2 Watumalang Wonosobo play an important role in improving student literacy through library utilization. The research method used is descriptive qualitative by collecting data through interviews, observations, and documentation. The results of the study indicate that PAI teachers at the school effectively function as facilitators who help students access and utilize learning resources in the library, as well as encourage students' reading interest and literacy skills through religious activities at school. However, there are still several challenges, such as the minimal collection of books in the library, low student reading interest, and the role of PAI teachers who have not been maximized in integrating literacy activities into learning. For this reason, more intensive efforts are needed from PAI teachers, librarians, and schools in developing effective literacy programs to improve student literacy through the school library.

Abstract. Pedagogical competence is the main ability that educators must have to manage learning effectively. This research aims to discuss the meaning of pedagogical competence, the application of learning theories, and the role of information and communication technology in Islamic Religious Education (PAI) learning. The research method used is literature analysis and theoretical study. The research results show that pedagogical competence includes the ability to understand student characteristics, design learning, and carry out comprehensive evaluations. The application of learning theories, such as behavioristic, cognitive, constructivist and humanistic, has been proven to support the effectiveness of PAI learning. Behavioristics helps build positive habits, cognitive improves deep understanding, constructivists encourage active participation, and humanistics develops students' potential holistically. Apart from that, the use of information and communication technology, such as e-learning, video conferencing and multimedia, is able to encourage learning that is innovative, interactive and in line with the needs of students in the digital era. Thus, the development of PAI teachers' pedagogical competence needs to continue to be improved through targeted training, optimal use of technology, and strengthening learning strategies to produce learning that is relevant to the needs of the times Abstrak Kompetensi pedagogik adalah kemampuan utama yang harus dimiliki oleh pendidik untuk mengelola pembelajaran secara efektif. Penelitian ini bertujuan membahas pengertian kompetensi pedagogik, penerapan teori belajar, serta peran teknologi informasi dan komunikasi dalam pembelajaran Pendidikan Agama Islam (PAI). Metode penelitian yang digunakan adalah analisis literatur dan kajian teoritis. Hasil penelitian menunjukkan bahwa kompetensi pedagogik mencakup kemampuan memahami karakteristik peserta didik, merancang pembelajaran, serta melakukan evaluasi secara komprehensif. Penerapan teori belajar, seperti behavioristik, kognitif, konstruktivistik, dan humanistik, terbukti mendukung efektivitas pembelajaran PAI. Behavioristik membantu membangun kebiasaan positif, kognitif meningkatkan pemahaman mendalam, konstruktivistik mendorong partisipasi aktif, dan humanistik mengembangkan potensi siswa secara holistik. Selain itu, pemanfaatan teknologi informasi dan komunikasi, seperti e-learning, video konferensi, dan multimedia, mampu mendorong pembelajaran yang inovatif, interaktif, dan sesuai dengan kebutuhan peserta didik di era digital. Dengan demikian, pengembangan kompetensi pedagogik guru PAI perlu terus ditingkatkan melalui pelatihan yang terarah, penggunaan teknologi secara optimal, dan penguatan strategi pembelajaran untuk menghasilkan pembelajaran yang relevan dengan kebutuhan zaman.

In the world of education, we learn many important lessons. Despite this, many Indonesians still lack access to quality education, especially in underserved areas. This shows that they need to be made aware of the importance of education. So that students can actively realize their potential, education is an effort that is deliberately created to provide a conducive learning environment. This includes developing spiritual strength, religion, self-control, personality, intelligence, noble character, and abilities that are beneficial to oneself, society, nation and state. This literature study aims to examine the influence of the personality competence of Islamic Religious Education (PAI) teachers on the formation of morals in various senior high schools (SMA) in Indonesia. In the process of instilling morals in students, the teacher's personality competence is very important, considering that teachers are role models that students can emulate and emulate. This research uses a literature review method by analyzing various relevant scientific sources. It is hoped that the results of this discussion will provide an understanding of the influence of PAI teachers' personality competencies on student morals. The PAI teacher's personality competency acts as an internal driver that influences student behavior and morals. By understanding how these competencies influence us, we can gain valuable insight into improving the quality of education at the Senior High School (SMA) level.

This research was motivated by the researcher's interest in the efforts made by PAI teachers to develop students' critical thinking abilities so that students become more active in the learning process. This research uses qualitative methods with a type of field study (field research) through a descriptive qualitative approach. Data collection techniques use observation, interviews and documentation. The analysis was carried out according to experts, namely Milles and Hubberm, through data reduction, data presentation and drawing conclusions and researchers used triagulation as a form of checking the validity of the data obtained. The results of the research show that the critical thinking abilities of class VIII students at SMPN 40 Takengon are good, this can be seen when students are active in asking questions and fulfill the indicator criteria contained in critical thinking. Efforts made by PAI teachers to develop students' critical thinking skills include teachers asking students stimulating questions through a random system, secondly giving opportunities to students, thirdly using group/collaboration methods. Supporting factors for PAI teachers in developing critical thinking skills are cellphones, training/workshops, and teacher creativity. The inhibiting factors include limited time, different student abilities, creating a conducive atmosphere, and limited facilities and infrastructure.  

Islamic Religious Education (PAI) plays an important role in the formation of students' character and understanding of religious teachings. However, in practice, not a few students face difficulties in understanding PAI material, both in terms of cognitiveness and affective. These difficulties can be caused by a variety of factors, such as differences in academic ability, lack of motivation, or socio-cultural problems. Therefore, the right strategy from PAI teachers in overcoming learning difficulties is very necessary. This article aims to identify various strategies that PAI teachers can apply to help students overcome learning difficulties. Based on a literature review, there are several approaches that have proven to be effective, including the use of varied learning methods, the use of educational technology, the provision of intensive guidance, and the strengthening of student motivation and character. In addition, the importance of constructive evaluation and feedback in the learning process is also one of the keys in improving the effectiveness of PAI learning. By implementing these strategies, it is hoped that the learning difficulties faced by students can be overcome, and the quality of PAI learning can be improved.

This research was motivated by field observations at MAN 2 Payakumbuh City in October 2021, which found that most students did not perform dhuha prayer. The reasons found include lack of facilities such as clean mukena, laziness, and lack of understanding of the virtues of dhuha prayer. This habit shows the low awareness of students of the importance of familiarizing dhuha prayer as part of daily life. This study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The research informants consisted of MAN 2 Payakumbuh students as key informants, and PAI teachers as supporting informants. The results showed that PAI teachers' efforts in developing students' disciplinary character through habituation of dhuha prayers included the application of punishments such as ruku for several minutes and additional assignments, such as memorizing verses of the Qur'an. In addition, teachers provide motivation, advice, and good examples. Support from the school, teachers, and student guardians is a supporting factor for the success of this program. However, there are obstacles such as differences in student characters, lack of collaboration between teachers, and lack of parental support. One of the main obstacles is the lack of understanding provided by other teachers about the importance of dhuha prayer, which results in low participation.

Teachers not only educate and deliver content during teaching and learning activities, but they also conduct student assessments, which is a crucial component of the teacher's learning process. An affective evaluation considers behavioral traits such as attitudes, feelings, emotions, interests, and values. Affective assessment implementation has been described as tough and complicated when compared to other domain evaluations. The purpose of this study is to identify the elements that impact instructors' challenges in recognizing the application of emotional evaluations. This study employs a qualitative technique, which is a means for gathering in-depth, meaningful data. Because meaning is actual data, concrete data, and there is worth beneath the visible facts. In teaching and learning activities, teachers not only teach and provide material, but also carry out an assessment process for students, which is an important component in the teacher's learning process. The research results show that teachers as informants in this research do not fully understand the instruments and measuring tools used to carry out affective assessments in schools, which results in the emergence of various forms of difficulties felt by teachers when carrying out affective assessments.

This study, titled "Islamic Religious Education Teachers' Strategies in Teaching Sex Education at SMP Swasta Budisatrya Medan," is based on observations that many students at SMP Swasta Budisatrya Medan face challenges in understanding sex education content that is not explicitly stated in the curriculum. This research aims to analyze the strategies used by Islamic Religious Education (PAI) teachers in delivering sex education to students. The research method used is descriptive qualitative, with data collected through observation, interviews, and documentation at SMP Swasta Budisatrya Medan in the 2023/2024 academic year. Primary data sources are derived from observations and interviews, while secondary data sources are from school documents and archives. Data analysis techniques include data reduction, data presentation, and conclusion/verification. The results show that the strategies used by PAI teachers in teaching sex education include integrating relevant content into appropriate lessons, using lecture and discussion methods, and developing materials based on the teachers' personal experiences. These strategies are effective in enhancing students' understanding of sex education, despite challenges such as the lack of specific references and supporting teaching media. It is recommended that teachers continue to develop culturally and socially sensitive teaching strategies to address challenges in sex education.

The aim of this research is to find out how Islamic Religious Education teachers at SDN 02 Maek, Limapuluh Kota Regency contribute to the implementation of mandatory student prayers. Data was collected for this research using qualitative descriptive methodology through observation, interviews and documentation. Even though elementary school learning hours are limited to performing midday prayers in congregation at PAI schools, teachers still carry out their role in helping students perform obligatory prayers, according to research findings. This is what happened to the Islamic Religious Education Teacher at SDN 02 Maek. At SDN 01 Maek, PAI professors participate in student prayer in several ways, including: The instructor provides information about prayer and applies it to students' actual situations. Islamic Religious Education Teachers convey information by connecting what they have learned so far with what students already know. Religious Education in Islam Teachers inspire students to participate in obligatory prayers by providing examples and inspiration regarding the importance of doing so. Religious Education in Islam By requiring children to pray every day at every school level, teachers provide direction and guidance. Religious Education in Islam Teachers educate by encouraging students to understand the meaning of each movement in prayer. Teaching the Islamic faith Instructors work with parents of students. Religious Education in Islam Instructors assess their students' ability to perform the required prayers.

Education is the key to all quality progress and development, because with education humans can realize all their potential both as individuals and as citizens of society. The low quality of the teaching and learning process and outcomes indicates that the interaction between students and learning resources, such as teachers and the environment, is not effective so that the learning outcomes achieved are not optimal, resulting in low educational quality. Education is a process for someone to gain knowledge, experience and behavior. Apart from that, the role of education is also an important factor in a person's ability to solve problems in their life with the values ​​in society.

Each person has a different character, especially within the scope of the school, all students have different behavior and characteristics, so a Pai teacher plays a very important role in improving the honorable morals of each student at Dharma Utama Middle School, Sukasari village. In improving the quality of students' morals towards anyone, a PAI teacher educates and instills nobility by using interesting learning methods so that students do not get bored and fed up. A pai teacher most importantly instills the qualities of honesty, patience in students in studying, and in learning the pai teacher is also required to understand various learning methods so that students are active, responsible and disciplined. Slowly, lazy students will think, their hearts will be touched if the method applied is appropriate and relevant for every student at Dharma Utama Middle School. The first method used is a direct learning strategy and the second is cooperative learning (creating groups in learning). 

The research that has been carried out is entitled "Creativity of PAI Teachers in Forming Environmentally Caring Character at Nurul Hadina Patumbak Middle School" which is based on the fact that currently there is still some evidence that shows that students' concern for the school environment is still minimal, namely that there are still some students who throw rubbish carelessly After having snacks from small stalls around the school, the classroom yard still looked dirty, and students did not picket. So with the creativity of PAI teachers, researchers want to see or research what creativity PAI teachers use in forming students' environmentally caring character at Nurul Hadina Middle School, Patumbak. This research uses qualitative research methods with descriptive research type and data collection techniques, namely observation, interviews and documentation. In data analysis there are three steps carried out, namely data reduction (collecting data), data display (presenting data), and verification (drawing conclusion). The results of the research reveal that PAI teachers' creativity in forming environmentally caring character at Nurul Hadina Patumbak Middle School can be classified by carrying out habituation activities, providing warnings and advice, and leading by example. The habituation activities carried out include getting used to collecting rubbish, picketing, cleaning toilets and caring for plants.

Moral education today is very worrying and declining. Many behaviors violate immorality, causing chaos for oneself and public unrest. The development of modern science and technology has caused moral values ​​to be neglected due to a lack of cultivation and practice of moral learning. Strengthening character is considered important in overcoming moral problems amidst the complexity of social life. Seeing the survival of a nation can be seen from the character of a nation. Islamic Religious Education Teachers do not just teach but must be able to develop moral norms or character in their students and have a big responsibility in forming students' religious character. They act as facilitators, leaders and role models for students in understanding, practicing and internalizing the teachings of the Islamic religion. Islamic religious and moral learning is focused on building character with full compassion for all elements of the universe. This research is qualitative research with a descriptive approach, researchers carry out research in the field by making observations. The aim to be achieved in this research is to determine the role of PAI teachers in shaping students' religious character.

This study aims to explore the role of Islamic Religious Education (PAI) teachers in creating an active, effective, and fun classroom atmosphere at MTs Jam'iyah Mahmudiyah Tanjung Pura. The research method used was qualitative with a case study approach, collecting primary data through in-depth interviews with PAI teachers, students, and other related parties, as well as secondary data from relevant documents. The results showed that PAI teachers applied various strategies in classroom management, including creating positive interactions and using diverse learning techniques to prevent student boredom. The results of observations and interviews revealed that teachers' active participation in the teaching and learning process is essential to maintain students' motivation and engagement. Thus, the role of PAI teachers is not only as teachers but also as facilitators who support the development of students' potential through an interesting and interactive learning environment.