This research aims to analyze the implementation of the 2013 Curriculum in Islamic Religious Education (PAI) subjects at the Junior High School (SMP) level. The 2013 curriculum, introduced by the Indonesian government, prioritizes a competency-based approach with a focus on developing students' attitudes, knowledge and skills holistically. In the context of Islamic Religious Education, the implementation of this curriculum is expected to shape the character and personality of religious students and develop their understanding of Islamic teachings in a comprehensive manner. The research method used is descriptive qualitative with a case study approach in several junior high schools in Indonesia. Data collection was carried out through observation, in-depth interviews with PAI teachers, and analysis of documents related to the implementation of the 2013 Curriculum. The research results showed that the implementation of the 2013 Curriculum in PAI subjects faced several challenges, including limited resources, teacher readiness, and diversity in student abilities. However, several schools have demonstrated success in adapting this curriculum well, especially through ongoing teacher training and the development of creative and contextual learning materials. Other findings from this research indicate that the use of active and collaborative learning methods, such as group discussions and projects, can increase student participation and understanding in PAI lessons. Apart from that, the integration of information and communication technology (ICT) in the learning process also contributes positively to the effectiveness of implementing this curriculum. Overall, this research concludes that although there are various challenges in implementing the 2013 Curriculum for Islamic Religious Education subjects in junior high schools, efforts to increase teacher competency and use innovative learning methods can optimize student learning outcomes. Recommendations are given to the government and education stakeholders to continue to support teacher training programs, develop relevant teaching materials, and improve educational facilities and infrastructure to support the successful implementation of the 2013 Curriculum.

Guru memiliki peranan yang paling utama dalam berlangsungnya proses pembelajaran, Seorang guru mempunyai tugas akan mengubah tingkah laku dan meningkatkan kualitas peserta didik menjadi pribadi yang lebih baik, membimbing, mendidik, dan mengarahkan peserta didik untuk senantiasa bertaqwa kepada Allah SWT. Artikel ini bertujuan untuk mendeskripsikan bahwa guru memiliki kedudukan yang lebih tinggi dan istimewa           dalam perspektif pendidikan Islam. Metode penelitian yang digunakan   dalam artikel ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kepustakaan. Untuk memperoleh data, penelitian ini menggunakan sumber data buku, jurnal, dan sumber lainnya yang dikumpulkan dari beberapa referensi terkait dengan judul artikel ini. Teknik yang digunakan dalam pengumpulan data yaitu dengan cara mencari sumber referensi yang terkait dengan pembahasan artikel ini, kemudian menganalisis isi dari data – data yang sudah terkumpul, Setelah menemukan sumber referensi, isi data yang terkumpul dianalisis dengan menampilkan, melatih dan merekonstruksi untuk memperoleh konsep baru yang komprehensif dan relevan. Hasil penelitian ini menunjukkan bahwa guru memiliki kedudukan yang lebih tinggi dalam perspektif Islam,  dalam Al Quran terdapat ayat yang menyatakan bahwa Allah  akan memberi kedudukan serta derajat yang lebih tinggi kepada orang–orang yang berilmu, orang yang mengajar akan mendapat pahala yang sama dengan sedekah, seorang guru akan mendapatkan kebaikan yang berlimpah dan tentunya ilmunya akan membawa manfaat yang baik untuk dirinya dan juga anak didiknya.  
 

The quality of the learning process and good learning outcomes is the key to the success of an educator in delivering material. The importance of various skills that must be owned by a student, made researchers moved to conduct this research. The purpose of this study is to find out and describe the meaning of learning strategies, to find out the types of learning strategies and to find out how to develop innovative strategies in thaharah (cleanliness) learning. The method used in this study is to use a qualitative approach to the type of library research. Sources of data for this research come from articles, journals, books, and several other scientific works. The results of this study are by using innovative learning strategies the learning atmosphere becomes fun and can make students motivated and enthusiastic about participating in learning. There are several types of learning strategies including: expository learning strategies, inquiry learning strategies and cooperative learning strategies. This innovative learning includes uncleanness, hadast (large, medium, small) as well as procedures for ablution and tayammum. Innovative learning strategies used in thaharah learning can use games, show videos and practice. This can make students understand more about what is being studied.