A wide range of studies have examined the impact of collaborative learning (CL) on critical thinking skills in various learning subjects. However, very few of them are conducted in the field of Islamic education. Thus, the current study aimed at examining the impact of CL on learners' critical thinking skills in addressing Islamic radicalism as well as their critical thinking retention. Subsequently, this study also investigated learners' perspectives on CL. A mixed method approach was applied. 40 learners, 18 male and 22 female learners, from an Islamic education department at a university in Bengkulu, Indonesia, were engaged as the samples of experimentation, and 9 of them were purposively selected to be the participants for the purpose of a qualitative investigation. The quantitative data were analyzed using paired sample t-test and independent sample t-test, and the qualitative data were analyzed using an interactive model of analysis. The findings revealed that CL had a positive and significant impact on learners' critical thinking skills. CL also supported the retention of their critical thinking skills. Subsequently, the learners perceived that CL was contributive to their emotional awareness, learning motivation, cognitive development, and broad-mindedness. Grounded in the current findings, further studies can proceed to construct a theoretical CL model which incorporates components such as critical thinking, learning motivation, cognitive development, and social competence.

This study aimed to investigate the relationship between minority Muslim families and those of non-Muslims in Banjarasri, Kalibawang, Kulon Progo Yogyakarta; and to find out the religious diversity motivation of the Muslim families. This study used descriptive qualitative method by applying a phenomenological approach. The data were garnered using observation and interview. This study revealed that the acculturation of arts, cultures, and social community made Muslim families and non-Muslim families live side by side. The religious motivation of Muslim minority for the sake of maintaining their faith rested upon both extrinsic and intrinsic motivations. Extrinsically, it could be seen from the strong influence of the mosque administrators, the power of various religious activities to enhance religious awareness, and the solid cohesiveness of the group to strengthen as well as protect religious motivation. Intrinsically, the religious motivation of Muslims in Banjarsari was basically the effect of self-awareness by reasons of their minor position, so that such motivation yielded strong inner capacity from each Muslim family to revive and get more deeply into Islam.

The discussion of educator behavior has been studied in many studies both from literature and empirical studies, but so far there have been no studies that specifically examine the personality of educators needed by the present education process in terms of aspects of Islamic Psychology. Departing from the search above, this article aims to conduct a study of this matter. Based on the review and analysis of the content of the literature used as a reference for this study, it was concluded that, to become a complete education each educator must have a personality such as: always draw closer to God in any situation or condition; master extensive knowledge; smart, honest, safe in carrying out their duties, patient and sincere in guiding students, creative in choosing learning methods, can be role models, open to krikit, authoritative, fair, non-discriminatory, pleasant, and polite speech. This personality can be referred to as your sainthood in Islamic psychology, which is a personality that is bound by a strong belief in God by carrying out religious teachings.

This research was a descriptive research, conducted by using a quantitative approach. The research aimed to study the administrative innovation carried out by the teachers in MAN (Islamic Senior High School) Rejang Lebong and the obstacles faced by the teachers in conducting the innovation. Data was obtained by delivering questionnaires to 54 teachers in MAN Rejang Lebong. Questionnaires consisted of two parts, i.e.: 1) data regarding teacher’s innovation and 2) data regarding teacher’s obstacles in conducting the administrative innovation. Data was processed by using a percentage and a likert scale to determine the interval. The findings in this research explained that the teachers in MAN Rejang Lebong have conducted the administrative innovation. However, the innovation conducted has not been optimally done, i.e. 61,5%, with a 62,15% innovation on prota (annual program); a 61,67% innovation on promes (semester program); a 58,72% innovation on syllabus; a 63,75% innovation on RPP (Lesson Plan). The obstacles that are interrupting the teachers in conducting the innovation, i.e. i) time constraint due to the teacher’s tight performance schedule, ii) ever-changing curriculum, iii) the lack of carrying capacity, facilities, and infrastructure, iv) leadership, and v) technical guidance and administrative management.Abstrak Penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif yang  bertujuan untuk mengetahui inovasi administrasi yang dilakukan guru di MAN Rejang Lebong, dan hambatan-hambatan apa saja yang dihadapi guru dalam melakukan inovasi administrasi tersebut. Data diperoleh dengan cara menyebarkan angket kepada 54 guru MAN Rejang Lebong. Angket terdiri dari dua yakni untuk mendapatkan data mengenai inovasi guru dan data mengenai hambatan guru dalam melakukan inovasi administrasi. Data diolah dengan persentase dan rumus skala likert untuk menentukan intervalnya. Temuan penelitian ini menunjukkan guru-guru MAN Rejang Lebong telah melakukan inovasi administrasi, akan tetapi inovasi yang dilakukakan belum maksimal, yaitu sebesar 61,57%, dengan 62,15% inovasi pada Prota, 61,67% inovasi pada promes, 58,72% inovasi pada silabus, dan 63,75% inovasi pada RPP. Adapun faktor-faktor yang menghambat guru-guru tersebut dalam berinovasi yaitu keterbatasan waktu karena padatnya jadwal kinerja guru, kurikulum yang sering berubah, kurangnya daya dukung, sarana, dan prasarana, masalah kepemimpinan, dan kurangnya bimtek dan pengelolaan administrasi.

Conflicts are unavoidable in human life. Thus, for human beings, the attitude of forgiveness is of importance to be well-embedded and sustainably constructed. Resting upon the aforesaid premises, the present study conducted a library research to reveal how forgiveness is viewed from the perspectives of positive psychology and Islam. 102 scientific works reviewed, 58 works were finally selected to be scrutinized in depth. This study revealed that the discourses in the field of positive psychology imply that forgiveness attitude is of importance to be embedded in human beings and continuously constructed by virtue of its positive natural impacts on mental health, good relationships, physical health, and positive well-being. Furthermore, as informed by Islamic teachings, the attitude of forgiveness is also suggested to be well and continuously embedded. As the best Islamic role model for the end-time people, the Prophet Muhammad PBUH already exemplified that humans are indeed to always be forgiving and even to pray for others for the sake of good things that Allah SWT will bestow to. It is worth noting that both positive psychology and Islam encourage humans to be forgiving individuals.

This article aims to reveal the importance of faith in education as the basis of the Social intelligence of learners although it can not be measured concretely through quantitative data. This domain is a benchmark of the success of the educational process in Islam as the goal of Islamic education itself. This article use literature research, which examines the subject through the literature related to the focus of the problem that result the conclusion as follows: First, Man created by God was born as a person who brings potential social intelligence. The multi-dimensional social intelligence that God bestows on human beings is able to assume his duty as chalif and dedicate himself totally in the form of faith and piety to Allah; Secondly, the education of faith becomes important and the main thing is given to learners, by: introducing the name of Allah SWT and His Apostle; gives the description of ​​who the creator of the universe is through examply stories; introducing the Almighty of Allah SWT; to be an example for children in both worship and friendship; respect the abilities of the children; positioning them not as objects but as learning partners; and give a positive appreciation of all the advantages possessed by learners.

This study applied a library research to explore and understand in-depth information as regards the essence of al-rahmah in Qur’anic verses as well as to integrate the concepts of al-rahmah with educational psychology concepts using a normative qualitative approach by analyzing the meanings of al-rahmah repeated 338 times in the Qur'an. The present study made efforts to find new concepts, especially on ideal educators’ personalities. Very contrary to the conclusion drawn by Amaechi stating that Islam provides both the ideological framework and the network platform upon which violent elements develop, the current study concluded that educators who have the characteristics of al-rahmah are those who have three religious personalities such as rabbany, nabawy, and insany that are bound by a strong belief in the power of Allah, observe the Islamic law well, and are fully aware that Allah always oversees their activities. With the aforesaid personalities, good educators are also associated with having high spirituality and religiosity (fearing of Allah and having noble characters), having good competences, extensive knowledge as well as being intelligent, being future-oriented, communicative (conveying knowledge with patience, sincerity, and with understandable methods), open to critic, authoritative, fair, non-discriminatory, and pleasant, and having polite speech

Tak ada yang memungkiri keluarga dalam hal ini orang tua memiliki peran yang strategis dalam pendidikan. Terlebih dalam aspek akhlak. Sekolah sebagai lembaga mitra orang tua untuk mendidik anaknya. Artinya keduanya sama-sama memiliki tanggung jawab agar anak menjadi manusia seutuhnya. Namun, masih sulit ditemui relasi antara keduanya berjalan sebagaimana mestinya. Sekolah menuju barat sebagai tujuannya, keluarga justru tidak tahu malah berjalan ke utara. Masih terjadi pragmentasi antara keduanya. Artinya belum terbangun komunikasi yang baik agar keduanya dapat berkolaborasi, menapaki jalan mencapai tujuan pendidikan.