The researcher conducted research at SMAN 1 Kecamatan Lareh Sago Halaban, sub-district, which was motivated by a learning process that still used learning resources that had not been adjusted to the feasibility of preparing these learning resources ptoperly the use of learning resourses that are less effective will of course hinder the smooth running of the learning process, the learning resourses used are based on student worksheets (LKPD) the fasibility of LKPD- based learning resources  will greatly assist students in carryng out the learning process, especially in learning  islamic religious education in class XI SMAN 1 Kecamatan Lareh Sago Halaban, this is because if the uses learning resources is adjusted to the fasibility of the preparation it will increases effectiveness in learning. The study aims to determine the effectiveness of the eligibility of studebt worksheets and the factors that challenge the fasibility of student worksheets learning resources in class XI SMAN 1 Kecamatan Lareh Sago Halaban. This type of research is desciptive quantitative. Data collection techniques with questionnaires, observasion  and interviews.

This research was motivated by a fiqh subject teacher who applied the Word Square learning strategy in the learning process he carried out, learning was still teacher-centered so that interactions between students and teachers rarely occurred, students were less thorough in finding answers to the problems given, there were still students who are less able to work in discussion groups and solve problems, and students tend to study individually. This research aims to find out: How the Word Square learning strategy is implemented in the class X jurisprudence subject at MAS Al-Manaar Batuhampar and the obstacles teachers face in implementing the Word Square learning strategy in the class This research uses a type of field research using descriptive methods. The descriptive method can be interpreted as a way of solving the problem being investigated by describing the research object based on visible facts or as they really are. Data collected through observation, interview and documentation methods. Based on the research results, it can be concluded that the implementation of the Word Square learning strategy carried out by the class X fiqh teacher at MAS Al-Manaar Batuhampar has been implemented well through appropriate procedures or steps. The steps in implementing the Word Square learning strategy consist of, firstly, an opening activity which is carried out by opening the lesson with greetings, providing motivation and dividing into discussion groups. The two core activities are carried out by delivering material, distributing Word Square worksheets, giving direction to group work and discussing assignments. The three final activities were carried out by providing enriching material and closing the learning with greetings. In implementing the Word Square learning strategy, the fiqh subject teacher also found several obstacles, namely, students who were less active, lack of student discipline and lack of mutual respect between group members.

The background to this research is that the speaking skills of grade 4 students are still lacking because many students are still embarrassed to answer questions given by the teacher and are also lazy to express opinions during lesson discussions and when called to come forward, they are asked questions and do not want to answer. Apart from that, speaking fluency, accuracy of word choice, sentence structure, logic or reasoning and communicativeness or eye contact are still relatively low. The aim of this research is to determine the implementation of speaking skills using the sociodrama method and to determine the factors inhibiting the use of the implementation of speaking skills using the sociodrama method in PAI subjects at SD N 09 Paninggahan. This research uses a qualitative approach. With data collection techniques through observation and interviews. The key informants are class IV students and the supporting informants are PAI teachers and class teachers. Data analysis in this research involves data reduction, data display, and then conclusions. Based on the research results, it was found: (1) The implementation of students' speaking skills using the sociodrama method in PAI subjects at SDN 09 Paninggahan, Solok Regency has been implemented well. This shows that in sociodrama students are fluent in speaking, students are precise in choosing words, students are in sentence structure. sociodrama is categorized as very good, students' logic and reasoning are also very good, and students' communicativeness and eye contact. (2) Factors Inhibiting Students' Speaking Skills Using the Sociodrama Method in PAI Subjects at SD N 09 Paninggahan, Solok Regency include students experiencing concentration problems, fear of making mistakes, shame and lack of self-motivation, but the most dominant is that students feel afraid of doing mistakes due to nervousness.

The background to this research is because there are several problems that occur at TPQ Baiturrahmah Nagari Padang Laweh. Among them, teachers have implemented or used the Yanbu'a method when learning to read the Qur'an, but there is still a lack of knowledge or understanding of the students regarding the Yanbu'a method in learning to read the Qur'an and the students' lack of focus in the ongoing learning which is proven by many students who fussing, walking around talking to his friend. This research aims to find out how to apply the Yanbu'a method in learning to read the Al-Qur'an and the obstacles in applying the Yanbu'a method. This research is a qualitative descriptive study. The author uses data collection techniques including observation, documentation and interviews. The key informant in this research was the TPQ teacher, the main informant was TPQ student Baiturrahmah. The results of this research prove that the TPQ Baiturrahmah teacher in applying the Yanbu'a method in learning to read the Qur'an is in accordance with the steps of the Yanbu'a method, namely first, explaining the main points of learning, giving correct examples, listening to students' reading patiently, giving warnings if there are any. wrong reading, if the child is fluent and correct, the teacher adds pages, if the child is not fluent and correct, don't add pages and it's better to repeat, learning time is 60-70 minutes. Secondly, the obstacle that educators find in implementing the Yanbu'a method is that students are often lazy and busy indoors.