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.

Researchers conducted research at MTsN 01 Solok against the background of the current many complaints from educators regarding the teaching of Al-Qur'an Hadith material, especially in terms of reading the Al-Qur'an. This research aims to find out how many students still do not read the Al-Qur'an fluently and the efforts made by teachers to overcome this problem at MTsN 01 Solok. These problems are researched using descriptive qualitative research methods which are aimed at describing and analyzing phenomena and events, social activities, attitudes, beliefs, thoughts of people individually and in groups using field research. To analyze the data, researchers grouped it based on existing problems. Based on the findings of research conducted by researchers, it shows that several obstacles faced by students at MTsN 01 Solok regarding Tutoring for Learning to Read and Write Al-Qur'an, one of which is that many of the students are not correct in pronouncing Makhorijul letters, fluency in reading Al-Qur'an. -Qur'an, provisions on recitation and methods in writing the Koran. The efforts made by the teacher in tutoring to read and write the Al-Qur'an before starting learning are that the teacher applies before starting the first 10 minutes of learning, students are asked to read the Al-Qur'an in turns and other students listen before learning begins.

At SLB Muftia Rahma Tilatang Kamang there are problems regarding conducting PAI learning for children with special needs,because teachers have difficulty conveying subject matter because of the diverse students, teachers who have graduated from guidance and counseling education, lack of school facilities and infrastructure, many teachers are unable attend as well as students of different levels combined in one class. The type of research used is qualitative research. The teacher as a key informant and the principal of the SLB Muftia Rahma Tilatang Kamang school as a supporting informant. Data collection techniques used are observation, interviews and documentation. The data analysis techniques used are data reduction, data display and data verification. To test the validity of the data, source triangulation and technique triangulation were used. The results showed that the implementation of PAI learning for children with special needs at SLB Muftia Rahma teachers understood the characteristics of students, mastered the subject matter by applying approaches, strategies and learning methods, developed curriculum adapted to students' conditions, prepared lesson plans and used learning media, communicated with effective, empathetic and polite as well as evaluating with questions and answers and demonstrations. The problems faced by the teacher are conveying subject matter to students, inviting students to work together and managing time for students.

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.