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This research explores the implementation of Disaster Preparedness Areas in Indonesia, with a focus on formulating the role of critical communication elements in strengthening disaster response. The Disaster Preparedness Area involves community participation in disaster management efforts, and this research identified twelve critical communication elements. The qualitative approach was expressed with qualitative software by describing secondary data located in the Pangandaran Regency. This study bridged data limitations, important analyses, and the context of regional differences in Indonesia. The results emphasize the need for development, implementation, and education in a comprehensive communication strategy and active participation of the community. The findings are presented in the form of a radar curve with critical communication element scores on five scales. Some limitations emerged in this study, but it was able to provide valuable insights into the implementation of Disaster Preparedness Areas by prioritizing the importance of critical communication in disaster management. Recommendations can help stakeholders develop more effective communication strategies in dealing with disasters in Indonesia.This research investigates the implementation of Disaster Preparedness Areas in Indonesia, focusing on the role of critical communication elements in enhancing disaster response. Community participation is integral to the Disaster Preparedness Area, and this study identifies twelve crucial communication elements. Employing a qualitative approach, qualitative software is utilized to analyze secondary data from Pangandaran Regency, addressing data limitations and considering regional differences in Indonesia. The results underscore the necessity for the development, implementation, and education of a comprehensive communication strategy, along with the active involvement of the community. Findings are visually represented through a radar curve, presenting scores for critical communication elements across five scales. While certain limitations are acknowledged, the study provides valuable insights into Disaster Preparedness Area implementation, emphasizing the significance of critical communication in effective disaster management. Recommendations are outlined to assist stakeholders in devising more impactful communication strategies for disaster management in Indonesia.

This study is an evaluation that aims to analyze the development of religious and moral values aspects of early childhood. The method used is a qualitative method, where data are collected through in-depth discussions with a logical model evaluation analysis in early childhood religious and moral values (NAM) development programs. The results of the study found three important things, namely first, so far value-based learning for early childhood is done through understanding religious symbols, daily routine worship practices, and daily prayers, while moral strengthening is done through fairy tales containing good values. Understanding and strengthening religious moral values in early childhood is implemented variably according to the needs of each school. This study also identified some weaknesses in the cultivation of religious and moral values in early childhood, namely routine activities that can obscure children's understanding and children's lack of enthusiasm due to mistakes in approaches that are not adapted to psychological development. Variations in teaching methods that are not appropriate for children's psychology can cause a distorted understanding of religious and moral values to become shallow. A holistic and diverse approach that takes into account the needs and characteristics of each child is needed to ensure that the cultivation of religious and moral values is effective and sustainable.

The Covid-19 pandemic that has hit the world, including Indonesia, has prompted changes in education policy, from a face-to-face model to a distance learning model. Distance learning through online media has generated a lot of educational discrimination. Schools in urban areas are generally able to design online learning well because they are supported by smartphone facilities owned by all students and the ease of internet networks. However, in rural schools, online learning is quite tricky because not all students have smartphones and internet network problems. This study aims to determine the implementation of learning during the Covid-19 Pandemic in private schools. This research is qualitative research with a case study approach with cyclic analysis at the Junior High School of Muhammadiyah Tonjong. This study found that online learning during the Covid-19 pandemic made the world of education experience discrimination. Online learning at the Junior High School of Muhammadiyah Tonjong during the Covid-19 Pandemic ran without structured planning, and incomplete smartphone devices make learning ineffective. It causes the quality of students in the mastery of teaching materials is less than optimal and reduces student achievement. Optimization of online learning activities is carried out by assigning individual and group assignments to all students. In practical learning, students are requested to make videos in groups.

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.

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.

The transmission of religious ideology from the Middle East is generally represented as a transnational Salafi ideology that adheres to Wahhabism and supports radicalism. Focus this study to determine the influence of transnational ideology in the Ittiba’u as-Sunnah Islamic Boarding School (IS-IBS) which has a Salafist ideology. This study uses a qualitative approach. It applies using observation, interviews, focus group discussions (FGD) and triangulation to check the validity of the data. Data analysis uses process analysis proposed by J. David Creswell. This study describes how the influence of transnational religious ideology that brings radicalism on the IS-BS institution? The results of the study indicate that, first, IS-IBS as an Islamic boarding school has the potential to be influenced by transnational ideology because Salafism has been embedded in its local curriculum. Second, the transmission of ideology occurs in IS-IBS through purification and coaching models, which are two types of mission that seek to purify Islamic teachings. Third, to anticipate the influence of radical ideology, IS-IBS implements the al-wala’ wa-al-bara’ concept policy in its teaching and learning activities. So, IS-IBS has a strong commitment to nationalism and stays away from radical values ​​because of its loyalty to the country.

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

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 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 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

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