This article describes the internalization of the value of Islamic moderation through Islamic Religious Education in the general higher education. Religious moderation, including Islam, is important to be internalized, amid the diversity of Indonesian people who have the motto of Unity in Diversity, and in the midst of the development of a dynamic environment that can damage the joints of unity because of the wrong understanding. Writing from the results of research located at the Indonesian University of Education (UPI) in Bandung uses a qualitative approach. Data collection is done through observation and interview techniques. This paper shows that the pattern of internalization of moderating values through Islamic Religious Education courses at the Indonesian Education University in Bandung. The material is adapted to student input, the competence of lecturers and subject matter support from the UPI campus environment. The curriculum is designed according to the provisions of the College. The internalization method is done through face-to-face meetings in lectures, tutorials, seminars and the like. The evaluation is done through screening Islamic insights in an orderly and written periodic report from lecturers and tutors.Abstrak Artikel ini memaparkan internalisasi nilai moderasi Islam melalui Pendidikan Agama Islam (PAI) di Perguruan Tinggi Umum (PTU). Moderasi beragama, termasuk Islam, penting untuk diinternalisasikan, di tengah kemajemukan masyarakat Indonesia yang memiliki semboyan Bhinneka Tunggal Ika, dan di tengah perkembangan lingkungan yang dinamis yang dapat merusak sendi-sendi persatuan karena adanya pemahaman yang salah. Tulisan dari hasil penelitian yang berlokasi di Universitas Pendidikan Indonesia (UPI) Bandung ini menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan teknik observasi dan wawancara. Tulisan ini memperlihatkan bahwa pola internalisasi nilai-nilai moderasi melalui mata kuliah PAI di UPI Bandung. Materinya disesuaikan dengan input mahasiswa, kompetensi dosen pengampu mata kuliah dan dukungan dari lingkungan kampus UPI. Kurikulum yang dirancang sesuai ketentuan Perguruan Tinggi (PT). Metode internalisasi dilakukan melalui tatap muka dalam perkuliahan, tutorial, seminar dan yang semisalnya. Evaluasinya dilakukan melalui screening wawasan keislaman secara lisan dan tertulis secara laporan berkala dari dosen dan tutor.

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ABSTRACT The principal is an important leader at the school level. They have many functions of daily work at school to improve the teaching and learning process. However, the reality is that many school principals are apparently too busy with all the daily responsibilities in managing and running a school. This gives the impression that the principals must give a lot of attention to becoming instructional leaders because this can help a lot both in the teaching and learning process which can lead to the quality of education. In addition, the school is an organization that has certain objectives that must be achieved. To achieve this goal, the climate of the school organization is very important. On the basis of the above, it is clearly seen that job satisfaction of a teacher is determined by at least two supporting variables, including the leadership of the school principal and the school climate. Based on these ideas the researcher is interested in conducting a study conducted to reveal two variables that are significantly related. The purpose of this study was to determine the effect of instructional leadership style and school climate both partially, and together with the teacher's job satisfaction. The approach in this research is a quantitative approach. The unit of analysis in this study was the Public Elementary School in Pamijahan sub-district, Bogor Regency, while the respondents consisted of PNS SDN teachers in Pamijahan, Bogor Regency. Based on the results of a simple regression test, from the calculation results obtained t count of 2.786 while the table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that tcount> ttable (2.786> 2.010). Thus the research hypothesis which states that there is a positive influence of instructional leadership (X1) on teacher job satisfaction (Y) is proven true. From the calculation results obtained t count of 3.832, while t table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that t arithmetic> t table (3,832> 2,010). Thus the research hypothesis which states that there is a positive influence of the school climate (X2) on teacher job satisfaction (Y) is proven to be true. Furthermore, based on multiple regression tests Based on the results of the significance test of multiple linear regression equations obtained Fcount of 7.199 while Ftable for the denominator 2 and numerator 47 for the level of trust α = 0.05 of 3.20 which means the value of Fcount> Ftable (7.199> 3.20) . This shows that Ho was rejected, meaning Ha who stated there was a positive influence of instructional leadership and school climate together on teacher job satisfaction was acceptable. Keywords: Instructional Leadership, School Climate and Job Satisfaction Teacher.

Religious education in schools must be given to students in accordance with the religion adopted and taught by teachers of the same religion. Religious education for children is also one form of implementation of human rights. Many schools have implemented in accordance with the rules. However, several schools, especially private schools, have not implemented religious education in schools in accordance with the regulations. This research is trying to know the implementation of religious education in private schools, in this case, Vocational High School Bakti Pangkalpinang Bangka Belitung. The results show that Buddhist, Christian, Catholic, Islamic, and Buddhist Education have been implemented in Bakti Vocational High School (SMK) Pangkalpinang according to the religion of the students. However, Confucian Religion Education has not been implemented in this School. AbstrakPendidikan Agama di sekolah wajib diberikan kepada peserta didik sesuai dengan agama yang dianut dan diajar oleh guru yang seagama. Pendidikan agama bagi anak juga merupakan salah satu bentuk implementasi hak asasi manusia. Banyak sekolah telah mengimplementasikan sesuai dengan peraturan. Namun masihtidak sedikit sekolah, khususnya sekolah swasta, yang belum mengimplementasikan pendidikan agama di sekolah sesuai dengan ketentuan. Penelitian ini berusaha mengetahui implementasi pendidikan agama di sekolah swasta, dalam hal ini, Sekolah Menengah Kejuruan Bakti Pangkalpinang Bangka Belitung. Hasil penelitian menunjukkan bahwa Pendidikan Agama Buddha, Kristen, Katholik, Islam, dan telah diimplementasikan di Sekolah Menengah Kejuruan Bakti (SMK) Pangkalpinang sesuai agama yang dipeluk peserta didik. Adapun Pendidikan Agama Konghucu belum diimplementasikan di Sekolah ini.

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