Strategy for Shapeing the Character of Students Based on PAI in School

The formation of the character of students as the basic foundation, namely Islamic Religious Educators. The purpose of this study is to analyze, namely: (1). Planning for student learning arrangements (2). Implementation of learning on students (3). Evaluation of student learning (4). The inhibiting factor of the learning that has been carried out (5). Supporting factors of each retaliation. Conclusion: (a). Planning for the preparation of the character formation of students in improving noble character in SMA 22 has been going well and systematically (a). The implementation of student character learning is in accordance with noble character. (c). The evaluation of the implementation of character learning that has been carried out at SMA 22 has been in accordance with the instruments prepared by the teacher. (d). The obstacle factor in learning is the lack of socialization of the principal in providing enlightenment related to the preparation of the lesson plan (e). Supporting factors from the principal involving teachers and school committees and stakeholders in the preparation of the RPP

The Role of the Muslim Personal Development Curriculum in Overcoming Bullying

This research was conducted to the sixth grade students of SDI Al Azhar 13 Rawamangun which aims to analyze bullying, find the factors that cause bullying, explain the role of the Muslim Personal Development Curriculum (KPPM) in preventing bullying and its impact on students and evaluate the supporting and barriers to the Muslim Personal Development Curriculum (KPPM) in preventing bullying. The results showed that bullying occurred at SDI Al Azhar 13 Rawamangun in the form of verbal bullying, mental/psychological bullying and cyber bullying. The causes of bullying behavior came from internal and external factors. The role of the KPPM curriculum consists of a conservative role, a critical/evaluative role, and a creative role. Supporting factors for the implementation of KPPM are good cooperation from school stakeholders, professional human resources, training, regular monitoring and evaluation, good socialization to parents, good support from parents and good facilities