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Islamic Religious Education plays a pivotal role in the formation of students’ character, particularly within the setting of vocational health education. In light of the introduction of the Love-Based Curriculum initiated by the Indonesian Ministry of Religious Affairs, there is a pressing need for instructional strategies that effectively integrate the values of love, compassion, tolerance, and empathy into PAI teaching. This study seeks to provide a comprehensive description and critical analysis of the love-oriented PAI learning model implemented at SMK Kesehatan Athalla Putra Palembang, while also examining the challenges encountered and the solutions undertaken in its execution. The research adopts a qualitative field study approach, with data collected through classroom observations, in-depth interviews with teachers and students, as well as document analysis. The findings indicate that several strategies have been employed, including interactive lectures, collaborative group discussions, socially oriented project-based learning, and the utilization of media designed to promote compassion. The successful implementation of the Love-Based Curriculum in this context is shaped by factors such as teacher competence, institutional support, and the adequacy of educational facilities. Nevertheless, a number of obstacles were identified, namely time constraints, limited professional training for teachers, and resistance to pedagogical change. Despite these challenges, the applied strategies proved to be effective in enhancing both student motivation and character development. Accordingly, it is recommended that the institution reinforce teacher professional development programs, establish a more structured syllabus, and institutionalize love-based values within both assessment practices and the broader school culture.

This study aims to obtain data on the music learning process using the Learning By Doing method with the melodica as a musical instrument for visually impaired sixth-grade students at SLB-A Pembina Tingkat Nasional (Special School for the Blind). Learning By Doing emphasizes the active involvement of students in the learning process. This is particularly relevant for visually impaired students, as they rely more heavily on their sense of hearing and touch to receive information. To gain a clear understanding of the stages of music learning using this method, the researcher employed a descriptive approach. Several data collection techniques were used, including interviews, observation of learning activities, document analysis, and field notes. The study was conducted over the course of one semester. The results of the research show that the implementation of the Learning By Doing method in music education involves three main stages: the planning stage (lesson plans and syllabus), the implementation stage (interactive learning and hands-on practice), and the evaluation stage. The application of Learning By Doing increased student engagement and understanding of basic musical tone concepts, and also supported their musical skills, auditory abilities, and experience in recognizing expression through sound. Thus, the Learning By Doing method is effective in teaching music to visually impaired students because it provides a concrete and meaningful learning experience.

Systematic mathematics learning planning is very important in supporting the achievement of student competencies, especially in the implementation of the Independent Curriculum. This study aims to describe the process of planning Mathematics learning at MAN 2 Padang City in the context of implementing the Independent Curriculum and the 2013 Curriculum. The method used is a qualitative approach with a descriptive design. The research instruments are in the form of interview guidelines and observation sheets. Data collection techniques are carried out through in-depth interviews with Mathematics teachers and the Deputy Head of Madrasah for Curriculum, as well as direct observation of learning planning documents and activities. The results of the study show that the planning stages start from the preparation of the Madrasah Operational Curriculum (KOM), academic calendar, details of effective weeks, Annual Program (Prota), Semester Program (Promes), analysis of CP, TP, KD, and KI, preparation of KKTP and KKM, to the development of Learning Objective Flow (ATP) and syllabus. Although planning has been carried out systematically and collaboratively, teachers still face challenges in developing contextual ATP and compiling an applicable syllabus. Thus it can be concluded that the Learning planning is very effective, namely 91.74%. Therefore, further training is needed to improve the quality of learning planning based on the Independent Curriculum.

This study explores the implementation of the Problem-Based Learning (PBL) model in Islamic Religious Education at Elementary School 13 Pulau Rimau, including its supporting and inhibiting factors. Using a qualitative descriptive case study, data were collected through observation, interviews, and documentation involving teachers and students. The study found that effective implementation of PBL requires thorough planning involving syllabus, lesson plans, objectives, methods, media, and resources. The learning process follows five main PBL stages and assesses students' attitudes, knowledge, and skills. The research recommends teachers to improve and develop their use of PBL to enhance student-centered learning and ensure more meaningful educational experiences.