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The Islamic education system as a whole has components that can create an ideal Muslim figure, this is because the Islamic boarding school education system is based on the Qur’an and hadits. So that, the IDIA Prenduan has also created a unique system to support graduate competencies that are expected to be useful and have the potential to solve every problem in society. The researcher formulates the problem that is the focus of the research as follows:1. What are the efforts in improving the competence of graduates through niha’ie program among female intensive students at IDIA Prenduan? 2. What are the supporting and inhibiting factors for improving the competence of graduates through niha’ie program among female intensive students at IDIA Prenduan?This research uses a qualitative approach to the field type. Meanwhile, data collection techniques use interviews, observation, documentation. The data analysis technique is in the form of interactive analysis by Miles and Huberman with stages consisting of data reduction, data presentation, and drawing conclusions. Regarding the validity of the data, researchers used triangulation techniques. From the research results, it can be seen that the efforts in improving the competence of graduates through niha’ie program among female intensive students at IDIA Prenduan are: cergam (religious speech), congregational prayer practice, amaliyah tadries, muqobalah syakhsiyah, fathul kutub. The supporting factors are the provision to maximize when involved in these activities. While the inhibiting factors include the existence of clashes between ma'had programs and faculty programs.   Keywords:The Effort, The Competence of Graduates.  

The results showed that 1) The application of the boarding school program to the learning achievement of PAI at SMP Muhammadiyah Banjarnegara was carried out by the first teacher of the worship practice program, namely the midnight prayer in congregation, morning prayer and morning dhikr, rote deposit, congregational midday prayer, afternoon prayer, evening prayer, muroja'ah memorization, maghrib prayer, tadarus and evening prayer. Second, teaching the book, namely the program teaching the book, which proves that students can understand more deeply about the science of monotheism, worship, muamalah, and morals. The four programs for developing English and Arabic skills have been proven to be able to increase PAI learning achievement because more PAI material relates to the Al-Qur'an and Hadith so that mastery of Arabic is important. The learning achievement of Islamic boarding school students is relatively good, this can be seen from the acquisition of report cards which have a value above 80. 2) The obstacle to the application of the boarding school program on Islamic education learning achievement is the existence of scouting activities, the practice of midnight prayers and obligatory prayers which require supervision, low student participation and relatively weak student memorization. 3) Solutions to the constraints of implementing the boarding school program on Islamic education learning achievement, namely dormitory programs and activities carried out regularly, teachers providing assistance in worship, giving awards or rewards to students who are role models for other students, strengthening the physical and psychological aspects of students and the existence of support full of subject teachers and tahfidz teachers for the sake of creating hafidz as the school wants.

This thesis aims to: 1) find out the implementation of strengthening the learning of Islamic religious education and morals at SMA Negeri 1 Wonosobo; 2) to find out about programs of Islamic religious and moral education activities at SMA Negeri 1 Wonosobo; 3) to find out strategies for strengthening the learning of Islamic religious education and morals at SMA Negeri 1 Wonosobo; 4) to find out the supporting and inhibiting factors in strengthening the learning of Islamic religious education and morals at SMA Negeri 1 Wonosobo.This thesis uses a qualitative research approach where the type of research is descriptive. Data collection techniques using the method of observation, interviews and documentation. As for data analysis using data reduction, data presentation, and drawing conclusions.The results showed that: 1) The implementation of strengthening the learning of Islamic religious education and morals at SMA Negeri 1 Wonosobo is carried out almost every day and routinely, as a habituation activity to shape the character of students with noble character. 2) Programs to strengthen the learning of Islamic religious education and morals consist of routine daily programs, namely: congregational prayers, weekly routine programs, namely: Friday prayers, women's affairs, religious literacy every Friday morning, and KKI activities (Islamic study groups), and programs annual routine, namely: Maulid Nabi, isro' Mi'raj, and Ramadhan Islamic Boarding School. 3) Strategies carried out by the school in increasing student motivation using various models of methods, including lectures, discussions and questions and answers, and through pamphlets and social media. 4) The supporting and inhibiting factors of strengthening the learning of Islamic religious education and morals make the benchmark for the success of activities carried out in schools.

Discipline in an educational institution is an element that is needed as well as the most effective means in the learning process. Discipline provides many benefits for maintaining a balance between the child's inclination and desire to do something with the rules needed in the environment. And efforts that can be made in instilling a disciplined attitude towards children are providing good examples and habituation to actions that are carried out every day. This research focused on student discipline and the supporting and inhibiting factors of female student discipline at IDIA Prenduan Sumenep. This study uses descriptive qualitative research with a case study type of research. Sources of data in this study were obtained from leaders, naibah, ustadzah and female students. by using interview and observation methods. From this method the researcher analyzed the data and information obtained from the informants, by reducing the data, presenting the data and finally concluding so as to produce information that is in accordance with the focus of the research. Discipline that is applied in the IDIA environment is divided into 3 parts, namely the sharia field (worship) such as congregational prayers, tahajjud prayers, tadarus muajjah and other worship activities. In the field of language, such as female students, they must use the official language (English and Arabic) as everyday language, and in the field of qonun (regulations on clothes that may be used both inside and outside the dormitory, and time for studying. Factors supporting a growing awareness in female students, character or personality that is formed in female students, motivation that can raise the spirit of female students, and tazwidul mufrodat agenda, inhibiting factors that are inherited from home or bad behavior, lack of knowledge of nahwu and sorof, and wrong and socializing or wrong in choosing Friend.  

This article discusses the internalization of religious values for students, research studies through literature review, with research design as a guideline in conducting research to achieve research objectives. Literature review research begins with identifying problems, then collecting libraries and screening the libraries obtained, then the data obtained will be presented in the form of data tabulations and analyzed. Based on the analysis that has been carried out that the internalization of religious values for students can be instilled through several activities such as imtaq activities which include the value of worship with mahdoh worship, through congregational prayers, zakat fitrah expenditure, while ghoiru mahdoh is through the slaughter of sacrificial animals, arofah camps or free medicine and social services in orphanages and istighosah. The value of jihad (ruhul jihad) is earnestly seeking knowledge in the classroom and outside the classroom. The value of trust by obeying all rules and being responsible and sincere with jariyah charity, social services. The moral value of politeness, meeting teachers greeting and shaking hands and discipline by worshiping on time, leaving school on time, and the value of example by setting a good example to students, so teachers are also khotmil and get spiritual flush from the principal. The strategy of internalizing religious values for students through imtaq activities is divided into two, namely inside the classroom and outside the classroom.  

This study aims to determine the strategy of Islamic religious education teachers in carrying out student religious moral development: a case study of SMK Saraswati Salatiga. In this study using qualitative methods sourced from the method of observation, interviews, and documentation. The data collection used in this study was carried out through primary data and secondary data, namely in the form of observations and interviews with school principals, Islamic religious education teachers, and students. These findings indicate that the implementation of student religious moral development carried out by Islamic religious education teachers in schools includes extra-school and social activities, congregational prayers, and reading the Koran and Asmaul Husna. Through this strategy, the implementation of the religious moral development of students at the Saraswati Salatig Vocational School is going well and is an action that is an affective rational action, traditional rationale, and oriented to religious values.

 Children in orphanages represent a vulnerable group requiring special attention in emotional, social, and moral aspects. This study aims to implement students' social care values through the narasi Project (narasi aksi rasa asih dan inspirasi) at the Sunan Kalijaga Orphanage, Malang. The method employed was a social action approach integrated into the Civic Education course. The activity was conducted on March 10, 2026, involving eight foster children as the target partners. The program comprised a prophetic storytelling session as a character education medium, canvas painting and clay workshops to foster creativity, an ice-breaking session, congregational Maghrib prayers, iftar together, and symbolic cash donation handover. The results indicated that the or orphaned children responded enthusiastically to all activities, particularly the storytelling and creative sessions, reflecting improvements in self-expression, social interaction, and moral values. For the students, this project demonstrably enhanced empathy and social responsibility. Flexibility and adaptability in program implementation were identified as key success factors. In conclusion, the synergy of character education, creativity, and social action can create an inclusive and meaningful learning environment while strengthening civic values among university students.

 Children in orphanages represent a vulnerable group requiring special attention in emotional, social, and moral aspects. This study aims to implement students' social care values through the narasi Project (narasi aksi rasa asih dan inspirasi) at the Sunan Kalijaga Orphanage, Malang. The method employed was a social action approach integrated into the Civic Education course. The activity was conducted on March 10, 2026, involving eight foster children as the target partners. The program comprised a prophetic storytelling session as a character education medium, canvas painting and clay workshops to foster creativity, an ice-breaking session, congregational Maghrib prayers, iftar together, and symbolic cash donation handover. The results indicated that the or orphaned children responded enthusiastically to all activities, particularly the storytelling and creative sessions, reflecting improvements in self-expression, social interaction, and moral values. For the students, this project demonstrably enhanced empathy and social responsibility. Flexibility and adaptability in program implementation were identified as key success factors. In conclusion, the synergy of character education, creativity, and social action can create an inclusive and meaningful learning environment while strengthening civic values among university students.