The purpose of this study was to gain an understanding of Islamic Religious Education Teachers' exemplary approach to developing students' emotional, spiritual quotients. This article employs a qualitative research methodology in conjunction with a case study approach. The approach taken is consistent with the formulation of the problem under investigation. Informants were chosen based on the research's objectives. Formal and informal interviews were conducted. The findings of this study demonstrate two aspects of the emotional approach in Islamic education: Methods of persuasion and education. Teachers develop spiritual, emotional intelligence by providing students with new knowledge that includes exemplary figures dating all the way back to the Prophet Muhammad's time and exemplary national figures, as well as by inviting students to practice family strategies for recognizing and managing their own emotions, the ability to motivate themselves, the ability to recognize the emotions of others, and how to build relationships with others.
The dichotomy of sciences caused both the positive and negative effects for development of civilizations; such as poverty, economic colonialism and dehumanization. Therefore, the unity of sciences is an interesting and important to be discussed for developing a new and prosperous civilization. This paper discussed the unity of sciences according to Imam al-Ghazali (d. 1111) and its urgency to the issue of human life. For al-Ghazali, science must be unified in the aspects of ontology, epistemology, and axiology. These three aspects of knowledge united in one entity; such as three angles in a triangle. From the pespective of ontology, knowledge comes from God and cannot be separated from God, so all sciences are commendable. Epistemologically, the nature of science is the light coming from the illumination light of God. Science can be obtained by optimizing the function of reason and through revelation or inspiration. The validity of science is depended on how and sources used to obtain it. Knowledge is not for knowledge, but knowledge for human prosperity. To realize the concept of the unity of sciences it is needed a hard work, patience and many-stage processes; namely equal treatment on scientific and religious knowledge, dialogue, integration and interconnection between science and the end is the unity of sciences.
Islamic Religious Education is education that teaches students to understand Islamic-based lessons, which follow the teachings of the Koran and Al-Hadith. The model, style, and even the material provide a very strong factor in encouraging Muslim women to make the hijab an option in their clothing for their daily activities. the production of the hijab on a large scale as well as various kinds and even models, this is also what makes it attractive for young people, especially students in Islamic schools. Jilbab When following market tastes through the media with certain forms it is easily loved by young people so that it becomes a necessity, this kind of understanding in the realm of following fashion and slang has been very successful in influencing young people in expressing Islamic teachings by wearing a veil and of course according to individual tastes. If we examine the beginnings of veiling, veiling, veiling or the like, of course this does not originate from Islam, because long before Islam there was a concept of veiling in the Torah of the Jewish religion which had been introduced and also in the Christian Bible. And it is clarified of course in Islam with the instructions in the Al-quran and also a detailed and very detailed explanation by the scholars'. In Arabic vocabulary, we don't only find the word jilbab, but there are several vocabulary for covering the limbs such as veil, see, milhafah, libas. There are also clothes that cover specifically from the neck to the top of the khimar, niqab and burqu '. Etymologically, the word hijab comes from Arabic and the plural is Jalabib. This word is also written in the 30th Surah Al-Ahzab verse 59
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