Vol. 3 No. 2 (2020): DARAJAT: Jurnal PAI

Education is a conscious endeavor and aims to develop human qualities. As a goal-conscious activity, its implementation is in a continuous process in every type and level of education, all related to an integral educational system. Education as a system is nothing but a functional totality that exists in an organized system and cannot be separated from a series of elements or components that are dynamically related in a unit. From the above background a problem arises, so that the authors formulate the problem as follows, 1) How is the implementation of the discussion method in the Qur'an-Hadith subject at MTs Hidayatul Muttaallimin Wonoayu Sidoarjo ?; 2) How is the cognitive development of students in the Qur'an-Hadits subject at MTs Hidayatul Muttaallimin Wonoayu Sidoarjo ?; 3) How is the effect of the discussion method on students' cognitive development in the Qur'an-Hadith subject at MTs Hidayatul Muttaallimin Wonoayu Sidoarjo?

The cognitive development of students in the subject of Qur'an Hadith at MTs Hidayatul Muttaallimin Wonoayu Sidoarjo is quite good. This is evidenced by the results of research which show that the percentage of students 'cognitive development in the Qur'an-Hadith subject is 80%, which is quite good. That there is an effect of the discussion method on students' cognitive development in the Qur'an-Hadith subject. MTs Hidayatul Muttaallimin Wonoayu Sidoarjo. See changes in the initial value before using the discussion method and by using the discussion method

The problem of the quality of educators is an important discussion in the advancement of the world of education. This can be seen from the unequal quality of educators in each education unit. Especially the pedagogical competence of teachers. The development of pedagogic competencies of educators in educational institutions is a must, considering that educators are active resources in learning. While the principal as a leader who has a function as a manager has a strategic role in empowering educators in schools, so that teachers have the competencies that have been determined in the National Education Standards. Based on these problems, the focus of this research is: The principal's strategy in developing pedagogical competence of educators in State Senior High School 1 Negara Bali.

This type of research is qualitative research with a single case study type i, because this research has a subject background in one scene; in State Senior High School 1. Data sourced from documentation and informants determined by snowball sampling. Data collection techniques using interviews, observation and documentation study. Data analysis by reducing data, presenting data then drawing conclusions. Data validity was checked by source triangulation.

This research resulted in the following: The principal's strategy in developing the pedagogic competence of educators in State Senior High School 1, in terms of the pedagogical competences studied included: First, Mastering learning theory and the principles of educational learning by 1. Following Technical Guidance and Training , 2. Socializing the principles of learning. Second, developing a curriculum related to the subject being taught through 1. Teacher organization, 2. Forming a Curriculum Development Team, 3. Supervising. Third, make use of information and communication technology in learning that is taught through workshops

Indonesia is known as a pluralistic society (pluralistic society). The plurality of Indonesian society can be seen from the diversity of ethnicities, cultures, ethnicities, religions and even schools of thought in religion and so on. From this plurality, it provides opportunities for the community to potential in a positive direction and will also become a negative potential. Responding to the existing potential, it is certain that the Indonesian people hope that this diversity will become a potential that leads to positive things. Therefore, to achieve positive things from plurality, special attention is needed, especially in the field of education, in the field of education, it must pay attention to differences and even provide insights related to multiculturalism itself. from here, Islamic Religious Education has an important role in efforts to provide multicultural-based learning services. To realize multicultural-based learning, there are at least five things in the multicultural-based PAI learning component, namely: first is the aspect of learning objectives, learning objectives are directed at knowledge and understanding of the reality of diversity that exists in society and especially the diversity of school members themselves. Second, namely learning resources and materials, learning resources and learning materials PAI should match the color of the learning sources as well as the material by providing various references and also, for example, in the material of fiqh giving views from several schools of thought. The third is learning strategies and models, strategies and learning models must provide opportunities for students to become subjects in seeking knowledge from various references through interactive learning strategies, cooperative learning, quantum teaching, quantum learning, contextual teaching learning and so on. The fourth is learning media, this learning media can use electronic-based media, for example through television which contains news about people's lives that are different from where students live, then community phenomena related to the diversity phenomenon can be used as material for analysis in the classroom. The fifth or the last one is learning evaluation, this learning evaluation focuses on the process of student knowledge and understanding of the differences that exist in students and Indonesian society

Islamic boarding schools are not only as religious-oriented educational institutions (tafaqquh fi al-din), but more than that, they teach the values ​​of life both religiously and socially oriented so that they have multi-complex duties and roles compared to other educational institutions. Islamic boarding schools do not only teach knowledge / knowledge in a cognitive manner, but go beyond that in an affective manner. praxis and actualizing it directly in real life so as to form a strong character that is able to bring students to become individuals who are ready to face the challenges of the times. The values ​​taught in the Islamic boarding school if concluded will shape the santri into someone with strong character as follows: 1. Obedient and obedient to religious and state orders; 2. Able to bring himself to be a person who is responsible both to himself and to his community; 3. Being a successful person in terms of hablun min al-Allah (relationship with Allah) and hablun min al-nas (relations between human beings); 4. Personal sensitive to the surrounding environment; 5. Become a person who has a spirit of nationalism

Abstract: In this paper, the author will discuss one side of moral education that is often overlooked in the planning, development and evaluation of moral education programs, namely developing a school culture that has the spirit of shaping morality in an Islamic perspective represented by one of the ahlak figures. More specifically, the author will discuss how to develop a morality culture in the school environment, understand the challenges, find the implementation of effective strategies for developing this culture for the formation of national morality. The author tries to dig back into Ahmad Amin's thoughts in his work, al ahklaq, to ​​answer the problem of ahlak. As for the morality itself, Ahmad Amin provides a definition as an accustomed will, so that education must be taught with habituation, exemplary, and knowledge of morality. Regarding the value of superior behavior according to Amin, including: honest, brave, simple, fair, confident, obedient, take advantage of time, and like to help