Studies on professional madrasah teachers have been widely explored, but its development from the religious aspect is still limited, while professional teachers are needed in the development of quality madrasah education. This research focused on developing professional teacher of Madrasah Aliyah by strengthening Islamic behavior and Islamic psychosocial. Using ex post facto research design and involving 397 Madrasah Aliyah teachers in 12 regencies/cities of Riau Province, Indonesia. A questionnaires were made to measure Islamic behavior and Islamic psychosocial and tests to measure professional madrasah teachers. The data were analyzed using inferential statistics. The findings of this research revealed that mastery of Islamic behavior and Islamic psychosocial contributes to developing professional madrasah teachers in carrying out teaching profession. Islamic behavior and Islamic psychosocial, specifically, is predicted to improve professional madrasah teachers. However, Islamic behavior has a higher contribution than Islamic psychosocial. This study concludes that professional madrasah teachers can be developed significantly by strengthening Islamic behavior and Islamic psychosocial in madrasah teachers. This research contributes to the Director General of Islamic Education of the Ministry of Religion of the Republic of Indonesia in taking the policy to develop professional madrasah teachers in Indonesia and design lecture materials for prospective madrasah teachers.

Research on student confidence has been done a lot, but the focus in the field of personal learning models has not been found. This study aimed to determine the strengthening of personal learning models in developing student self-confidence. A total of 688 students were recruited as research samples using questionnaires as data collection techniques, and analyzed using simple linear regression. This research found that personal learning models can significantly develop students' self-confidence in Islamic Religious Education subjects. The personal learning model used by the teacher is quite strong in overcoming students' self-confidence in learning Islamic religious education. Predictable, if the personal learning model is maximally applied by Islamic religious education teachers in learning, to be "strong" for increase the self-confidence of students in learning Islamic religious education. This study concludes that the teacher's personal learning model can develop students' self-confidence in learning Islamic religious education. The findings of this study develop students' self-confidence theories by applying personal learning models in teacher education activities. In addition, opening a discussion room is very intense for other researchers in developing the self-confidence of students in the learning of Islamic education in schools.

This study aims to explore the efforts of madrasah teachers to internalize Islamic values in developing students' actual morals. Using a case study research by conducting in-depth interviews with 8 madrasah tsanawiyah teachers and analyzing them with data cleaning, transcripts, coding and categorization, and interpretation. This research resulted in: First, duha sunnah and fardhu prayer in congregation, and get used to respect the teacher, to manage the syahwiya power of students, resulting in "iffah" which gave birth to the morals of jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, and al-afwu. Second, get used to dzikrullah, and accustom shiyam sunnah, to curb the hammiya power of students, resulting syaja'ah, ‘adalah, ihsan, insyaf, rahmah, and hilm. Third, get used to muhadharah activities, and Islamic integrative learning, to educate students' powers of mufakkara, thus giving birth to wisdom and fathanah behavior. It can be concluded that the internalization of Islamic values in developing students' actual morals is duha sunnah and fardhu prayer in congregation, get used to respect the teacher, get used to dzikrullah, accustom shiyam sunnah, muhadharah activity, and Islamic integrative learning, to curb the spiritual power of shahwiya, manage power of hammiya, and educating students powers of mufakkara, thus giving birth to the behavior of' iffah, jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, al-afwu, syaja'ah, 'adalah, ihsan, insyaf, mujahadah, sabr, wisdom, and fathanah. The results of this study have implications for the theory of "Islamic moral development" which can be applied to all madrasah education in Indonesia and the Islamic world.

<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>

The purpose of this study is to analyze the model of professionalism development of madrasah teachers by strengthening the khalifah concept and Islamic psychosocial in Madrasah Aliyah Riau Province. Putting the khalifah concept and Islamic psychosocial as a variable forecasters is one approach in developing the professionalism of madrasah teachers. A total of 397 teachers were used as research samples Madrasah Aliyah teachers in 12 districts/cities throughout Riau Province. Using a quantitative research design and an ex post facto research approach, a questionnaire was established to measure the khalifah concept and Islamic psychosocial as well as tests to measure the professionalism of madrasah teachers. Data were analyzed using descriptive statistics for variable levels and inferential statistics to test hypotheses developed through t-test, ANNOVA, and linear regression. The results show that the level of khalifah concept and Islamic psychosocial teachers are at a high stage, while the professionalism of Madrasah Aliyah teachers is at a low stage. This study also concluded that the khalifah concept and Islamic psychosocial simultaneously affect the professionalism of Madrasah Aliyah teachers in Riau Province (0.470) or (47%). The findings of this study reconstruct the guidance of a prevention module as well as an intervention on the professionalism of madrasah teachers with the khalifah concept and Islamic psychosocial and applied to all Madrasah Aliyah teachers in Indonesia.