Learning applied in Indonesia from elementary school to undergraduate level generally uses face-to-face or direct learning methods. However, after the Covid-19 disease outbreak, all methods change to online learning methods at all levels and cultures. This affects all aspects of learning such as comfort, understanding and learning outcomes. To find out the difference in the results using face-to-face methods and online methods, a study was carried out on classifying learning media users from elementary school to university level using the k-means method. This study aimed to determine the differences in learning outcomes between the semester before the Covid-19 pandemic and the semester during the Covid-19 pandemic which applies online learning. The results of grouping data on online learning media users showed that all levels of education were considered sufficiently ready to implement online learning. As well as cultural differences in Indonesia have not had an impact on the commitment of schools to implement online learning during the Covid-19 disease outbreak.

This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country’s education system and language affects the government’s literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.

Pesantren is proven to have high resilience and adaptability. This is evidenced by its development which is so dynamic that it can exist to this day. Pesantren has to deal with the challenges of this 4.0 era which is so synonymous with automation due to the birth of technology, digitization, intelligent technology, the speed of information flow, and so on. However, pesantren is still able to adapt until finally, new variants of pesantren appear, such as virtual pesantren. The birth of this virtual pesantren is really clear evidence that pesantren can maintain its sustainability amid this sophisticated era, although on the one hand it must be admitted that virtual pesantren is not fully capable of displaying the character of pesantren as a whole, including in terms of learning. Thus, pesantren continuously tries to adapt themselves to the times and seeks to utilize technology as a tool to support the goals of the pesantren itself. Virtual pesantren is an example of the phenomenon of how pesantren survive and adapt to this 4.0 era.

The use of technology has the potential to build more intensive learning and make it easier for teachers to carry out student learning assessments. The present study was aimed to analyze the extent of the benefits of web-facilitated learning as a form of technology product to grow teacher skills incorrectly identifying basic competencies. This study surveyed the activities of the Islamic Religious Education Teacher Working Group (KKG) in Surabaya and analyzes it using the Miles and Huberman model. The results showed that the use of web-based facilitated learning in this study is quite effective. This was based on five main factors, namely usability 83%, usefulness of content 86%, adequacy of information 87%, accessibility 82%, and interaction 81%. The total average score was 83% and shows very good quality. Several issues regarding the barriers to implementation were discussed.

Penilaian pembelajaran merupakan bagian penting dalam pembelajaran. Hasil penilaian pembelajaran dapat memengaruhi strategi pembelajaran yang akan guru terapkan dalam pembelajaran selanjutnya. Tujuan penelitian ini adalah untuk mendeskripsikan sistem penilaian pembelajaran di dua negara yaitu Korea dan Belanda untuk dijadikan inspirasi bagi penilaian pembelajaran Pendidikan Agama Islam di Indonesia. Penelitian ini merupakan kajian pustaka dengan model kualitatif yang diawali dengan pencarian sumber, penilaian dan konstruksi. Hasil penelitian menunjukkan bahwa Korea menganut system penilaian terpusat berupa CSTA (College Scholastic Testing Assessment), sedangkan Belanda menganut system penilaian demokratis dimana guru dapat menyusun kurikulumnya sendiri bahkan bentuk, metode dan teknik penilaiannya sendiri. Sedangkan inspirasi untuk penilaian pembelajaran Pendidikan Agama Islam di Indonesia menjadi diskusi dalam penelitian ini

The journey of pesantren to become an educational institution recognized by, and being part of, the configuration of national education is long and winding. This study aimed to analyze the impact of pesantren recognition and response for it. The method in this study used qualitative methods with a historical approach. Data collected through document analysis and analyzed by content analysis. Regarding the research results are, first, the impact of policies that emerged from soekarno's time to Joko Widodo's time, they are; The pesantren diploma was not recognized by the Indonesian government after independence until the issuance of the pesantren law. Pesantren need to establish a new general institution in order to gain the legitimacy of the diploma. Second, Pesantren responds to national education policies in two forms. First, by establishing public institutions according to the national education framework under the Ministry of Religious Affairs or the Ministry of Education (formal). Second, incorporate the general curriculum into the pesantren curriculum periodically and evaluate the curriculum to always be in accordance with the needs and challenges of education (mu’adalah). Finally, the government's policy of issuing the pesantren law has very significant implications for financial assistance.

Penelitian ini bertujuan untuk mengungkap strategi dan implementasi literasi karakter religius pada pelajaran matematika di MI Darussalam Deru Sumberrejo Bojonegoro. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Pengumpulan data dilakukan dengan teknik observasi, wawancara, dokumentasi dan partisipatif. Teknik analisis data dengan metode reduksi, menyajikan dan menyimpulkan data yang didapatkan. Sedangkan informan penelitian yaitu Kepala Madrasah, wakil kepala madrasah bidang kurikulum, guru matematika dan siswa di MI Darussalam Deru Sumberrejo Bojonegoro. Hasil penelitian mengungkapkan bahwa dalam implementasi literasi karakter religious didapatkan beberapa strategi pembelajaran yang digunakan (1) Strategi pembelajaran tak langsung, guru menyisipkan nilai karakter religious dalam pembelajaran matematika; (2) Strategi pembelajaran kontekstual, nilai karakter religious ditanamkan melalui kegiatan literasi dalam pembelajaran matematika secara kontekstual. Sedangkan implementasi literasi karakter religious mengerucut kepada tiga aspek yaitu hubungan hamba dengan Allah SWT, hubungan manusia dengan manusia dan hubungan manusia dengan lingkungan. Ketiga aspek tersebut dikemas dalam aktivitas pembelajaran menjadi redaksi religious yang sesuai dengan konteks kehidupan sehari-har

The learning assessment process is still an interesting discussion theme, especially with the presence of the term AfL (Assessment for Learning) which is a development of the AoL (Assessment of Learning) concept. The purpose of this article is to describe the implementation of AfL in two different regions, Hong Kong and New Zealand with the indication that there are several studies showing that AfL is running well in these two regions. The results of the description are then linked to the context of the assessment of Islamic Religious Education learning in Indonesia today. This research is a literature study with a qualitative model that begins with the search for sources (heuristics), assessment (criticism) and construction. As a result, Hong Kong presents an assessment system in the form of BCA (Basic Competency Assessment) and SBA (School-Based Assessment); while New Zealand implemented several policies to strengthen the implementation of this AfL. When referring to the implementation of AfL in the two regions, Indonesian Islamic Education requires teachers who are prepared and competent in carrying out the assessment. The Islamic Religious Education assessment system is very detailed and clear, but teachers are still not able to apply it.