The process of learning Islamic Religious Education in SLB N Banjarnegara is an educational interaction between students and the school environment. In this case, schools are given the freedom to choose the most effective learning strategies, methods and techniques according to the characteristics of the subjects, characteristics of students, characteristics of teachers, and resources available at the school. With this freedom, researchers are interested in conducting further research related to the implementation of Islamic Religious Education learning for students in SLBN Banjarnegara. This study aims to describe the implementation of Islamic Religious Education learning for students in SLBN Banjarnegara. This type of research is field research (Field Research) with a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. While the data analysis method uses Data Reduction, Data Presentation, and Conclusion Drawing. Based on the results of the research conducted by the author on the implementation of Islamic Religious Education learning for students with special needs in SLB N Banjarnegara. There are three results from this study, including (1) The concept of Islamic Religious Education learning for students with special needs (2) implementing the application of Islamic Religious Education learning with various strategies (3) Constraints and supporters of the Islamic Religious Education learning process for students with special needs. For the implementation process, the teacher delivers material that is adjusted to the abilities of the students. Meanwhile, the methods used by the teacher are lecture methods, questions and answers, and practice. In addition, it is supported by using media so that students are interested and focused on following the learning. In addition, the teacher also does not give many assignments or questions but rather does more repetition. Meanwhile, the evaluation carried out on mentally retarded children is adjusted to the abilities of the students themselves. The evaluation tools used by the teacher do not specifically have documents.
 

The study aims to investigate the role of Islamic Religious Education (PAI) teachers in overcoming moral decadence of students at SMK Ngesti Widhi Husada Kendal. Moral decadence is often a major concern in the context of education today, especially among vocational high school students. The study used a qualitative approach by conducting in-depth interviews and observations of several PAI teachers at the school. The results of the study show that PAI teachers play a significant role in guiding and directing students to face the moral challenges they face, such as unhealthy use of social media, conflicts between students, and other problems related to moral values. PAI teachers serve as good role models for students, provide moral guidance, and work together with school staff and parents to create a conducive learning environment in efforts to prevent moral decadence.This study also identifies inhibiting and supporting factors in the role of PAI teachers, including collaboration with colleagues, support for facilities and infrastructure, and challenges such as lack of student awareness and lack of family support. The implications of this study indicate the need for a holistic approach in strengthening the role of Islamic Religious Education teachers in supporting the formation of character and morality of students at SMK Ngesti Widhi Husada Kendal.

This research aims to: 1) Understand the concept of implementing Istighosah SMK Takhassus Al Qur'an Wonosobo in instilling religious values ​​in its students; 2) knowing the implementation of Istighosah in instilling religious values ​​in students at Takhasus Al Qur'an Vocational School, Wonosobo; 3) To find out the supporting and inhibiting factors. This research uses qualitative field methods to examine complex and dynamic problems. This method was chosen so that data obtained from sources through direct interviews could be filtered more naturally and produce scientific answers. The results of this research show that Takhasus Al-Qur'an Vocational School applies the concept of Istighosah as an effort to instill religious values ​​and religious character in students. This program requires all students to take part in Istighosah activities which are held every day before learning begins. Takhasus Al-Qur'an Vocational School holds Istighosah as a means to foster spiritual awareness and instill religious values ​​in its students. Through this program, it is hoped that students will be able to integrate these values ​​in their daily lives. In instilling religious values ​​through istighosah activities, there are supporting and inhibiting factors for the implementation of Istighosah in instilling students' religious values. The successful implementation of Istighosah to instill religious values ​​in students is supported by good cooperation between teachers, adequate facilities and infrastructure, as well as a supportive environment so that the cultivation of religious characters can continue to be integrated into students' daily lives. There are several obstacles that hinder the effective implementation of Istighosah to instill religious values ​​in Takhasus Al-Qur'an Vocational School students, including students' limited understanding of Istighosah, lack of self-control, and lack of habit in carrying out Istighosah prayers.