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There are many myths existed in some areas in Indonesia that forbid government officers entering in certain places. This leads to the development of those areas blocked. This research explores and compares between the myth of Kiskendo cave and Betetor village in Kendal district Central Java including how does the origin of those myths, what are the effects of those myths to the surrounding community, and the shifting of its meaning in the society. This study uses phenomenology approach, and data was gathered through in-depth interviews and observation. Analysis was conducted during and after field work using descriptive analysis. Results of this study illustrate that structure of the myth story of Kiskendo cave comes from the story of pewayangan, while the myth of Betetor village is from the story of Kiai Rujak Beling Sabuk Alu who was chased by Dutch army and he enters to Betetor village. The myth of Kiskendo cave does not affect on the government officers’ attitude including police, army, and civil servant. In addition, this myth does not influence to the social change in the village. On the other hand, the myth of Betetor village influence on the government officers’ attitudes, they are afraid to enter the village. However, nowadays they are no longer afraid to enter the village; even some residents become civil servants.

The focus of this research is the standardization of mastery “kitab kuning” in the Salaf Boarding School “Nurul Hakim” West Nusa Tenggara. The specific study was conducted at Darul Hikmah Li Ma’had Aly Al Fiqh wa Al-Da’wah. The findings of the research showed that the jargon “al-mukhafadlat ‘ala al-qadim ash-shalih wa al-akhdzu bi al-jadid al-ash- lah” or sticking to the old traditions and opening it up to contemporary phenomena inspired boarding school to follow the development of increasingly complex and global challenges. Ma’had ‘Aly Darul Hikmah Li Al Fiqh wa Al-Da’wah still refers to “kitab kuning” as the standard control by mahasantri. Benchmarking was based on the evaluation conducted each year by MPK-OS and set by the Majlis Kiai. Orientation for the determination was in accordance with the “kitab kuning” or study program taught in the Ma’had. The evaluation model which was developed in Ma’had ‘Aly was not different from the evaluation model which was developed at public universities, namely the evaluation of mid-semester and final semester. Another evaluation was an evaluation of each chapter in each study on the “Kitab Kuning” with sorogan model it was implemented in salaf pesantren students. Nev- ertheless, the standardization of control of the “Kitab Kuning” was in the hand of boarding school authorities as a part of developed formal education program.

Kajian dampak sertifikasi guru terhadap kompetensi perlu terus dilakukan, termasuk kajian terhadap guru mata pelajaran PAI (Pendidikan Agama Islam) di Madrasah Tsanawiah. Salah satu tujuan dari penelitian ini adalah untuk mengetahui perbedaan kompetensi guru PAI MTs yang berstatus tersertifikasi dan guru PAI MTs yang belum tersertifikasi. Metode penelitian ini menggunakan pendekatan kuantitatif dengan analisis Anova dua jalur. Populasi dalam penelitian ini adalah seluruh guru PAI MTs negeri dan swasta di Kabupaten Banjar Kalimantan Selatan. Sampel dalam penelitian ini dipilih secara random dengan teknik strata berjumlah 60 orang guru PAI dan untuk sampel siswa sebanyak 120. Salah satu hasil enelitian adalah diketahui terdapat perbedaan kompetensi guru PAI yang tersertifikasi dan kompetensi guru PAI yang belum tersertifikasi. Hasil analisis lanjut diketahui bahwa kompetensi guru PAI yang belum tersertifikasi lebih baik daripada kompetensi guru PAI yang sudah tersertifikasi

The Research on the Implementation of Religious Education was conductedat the SD Luar Biasa Part B (SD-LB B) Sidakarya Denpasar, Bali Province. Theresults of this study indicate that the religious education implementation at theSD-LB B Sidakarya is still less attention. It can be seen from the teaching materials that still use the public school textbook and there is no RPP or specialized reference books for SD-LB B, religious teachers concerns to a religion teacher. The supporting factors in the process of learning is good spirit for student availability of classrooms, school infrastructure and the location is not far from the student environment. The problem Inhibiting in the learning rocess is the lack of teaching tools, no specific reference books for deaf and dumb there isnt good attantion for religioous teaching is still not getting the attention of the series.

The problem which are the subject of current research is how to implementcurriculum management performed by Madrasah Diniyah Nurul Ummah (MDNU)and what supporting and obstructing factors in implementing the curriculummanagement. The objective of the reserach is to find out curriculum managementimplmented by MDNU and to understand supporting and obstructing factors in theirimplementation. Current research uses qualitative approach by using observations,in-depth interviews and documents / literature reviews to collect data. The resultsshow that in general curriculum management developed by MDNU is curriculum ina broader sense, in terms of objectives, contents, methods or learning processes andstrategies in learning evaluation system. However, in their implementation still holdits salaf tradition which is developing holy book in group into Qiroah Kitab, SoroganIndividu.Key words : Management, Curriculum, Madrasah Diniyah Nurul Ummah

This study aimed to describe the implementation of Curriculum 2013 in Madrasa tsanawiyah (MTs). The preparation includes readiness head MTs, the readiness of teachers, as well as enabling and inhibiting factors in the implementation of Curriculum 2013 MTs. The subjects of this study were MTs in Central Java. This study used a qualitative method with the following results; (1) generally head MTs and subject teachers at the school has been able to implement the K-13, both from the aspect of the facility and in the course of learning in the classroom. (2) supporting factor in the implementation of the curriculum in 2013 at MTs, including the existence of a workshop K-13 by the schools and by the working group of Madrasah (KKM), while inhibiting factor in the implementation of the curriculum in 2013 was the absence of mentoring supervisor madrassas and no handbook of teachers and learners, especially on the subjects of religious education.

This research was conducted at SMA Catholic Soverdi under umbrella ofCatholic foundation in Badung district Bali Province. Focuses of this study are,implementation of religious education was seen from the aspects of curriculumimplementation, influencing factors of curriculum implementation. Thisis a qualitative research. Finding of the research depicts that developmentof the religious education’s curriculum uses curriculum set by ministry ofeducation. This affects in developing of atmosphere of religious life at school.Substantially, implementation of curriculum on religious education areable to provide services for students, namely giving religious education fitwith students’ religion, and the teacher’s religion is the same as student’s religion.DI SMA KATOLIK SOVERDI KABUPATEN BADUNG BALIKeywords : Relegius education, curiculum

The focus of this research is the implementation KTSP and factors thatsupport and hinder the implementation of the MTs KTSP Malang I. This re-search uses a qualitative approach with case studies. The results showed,that in general the implementation KTSP accordance with the standardsprovided by BSNP. Success in the implementation of KTSP is heavily infu-enced by human resources professionals and teachers who are committed tothe progress of the madrasah. Some constraint factors inhibiting the com-munication are the less fuent in the management of KTSP.Keywords: Curriculum, KTSP, Implementation KTSP