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Madrasah Aliyah Al-Irsyad in Demak district in Central Java is one of the madrasahs that conducts skills-based programs. Good educational administration may be an essential component of the school. School management may be effective when it combines numerous traits, such as organizational leadership, curriculum leadership, supervisory leadership, and management. It is envisaged that establishing a skills program would help students develop their human resources while also improving the quality of education in general. Skills education that is well executed will become a particular attraction and will have value for the community to enrol their children in MA. Gajah al-Irsyad.

Developing the relationships with students during teaching and learning was by the teaching method. As a result, teaching approaches made a significant contribution to teaching and learning activities. Learning examples that are not examples was one example of a media-based learning methodology. The media in learning was our problem in the teaching and learning process because the media was the component that will give an effect on student learning outcomes because learning messages can be delivered according to the learning objectives through media. To maximize learning and teaching effectiveness, pay attention to how learning messages were arranged so that students were engaged in learning. This research had two objectives: (1) How does the Examples-Non-Examples technique in fiqh at MI Salafiyah Syafi'iyah Sukorejo Banyuputih Situbondo work? (2) Can the Examples-Non-Examples technique be used to boost students' learning creativity in Fiqh at Salafiyah Syafi'iyah, Sukorejo Banyuputih, and Situbondo? The classroom action research approach was used with two cycles to get a good result. Before doing research utilizing the examples-without-examples technique, the researcher conducted an initial test (pre-test) in the pre-cycle, whereas in cycles I and 2, one meeting was held with a time allocation of 1 x 40 minutes. The research findings were acquired in four stages: planning, execution, observation, and reflection. For the findings: (1) The example-non-examples approach was successfully used. This can be observed in the percentage scores of research activities and student activities, which climbed each cycle after adopting the Example-Non-Examples technique in cycle I, which began at 66% and increased to 75%. Student participation in cycle II grew from 62% to 81%. (2) When the Examples-Non-Examples approach was used, student learning creativity rises. This appears in the pre-test, where the proportion of learning completion was 14%, it increased to 45% in the post-test cycle I, and 93% in the post-test cycle II.

Based on the results of the average daily test, the material in PAI lessons has not met the KKM. In addition, teachers at these schools tend to use conventional models in PAI learning and rarely relate the material taught to students' real lives or phenomena that occur, so students do not understand what the teacher is saying and become passive in learning activities.The monotonous learning process often makes students bored to follow it. So far, what is widely known in the learning process has not made students happy in learning because they still use less varied methods, namely the lecture method, question and answer and assignments. The main problems in this research are as follows: (1) How is the application of the REACT learning strategy in PAI. and (2) How is the improvement of student learning outcomes through the application of REACT learning strategies in PAIBP. In this study using the type of classroom action research. The object of this research is SMP Negeri 1 Kendit. In this study used various kinds of data collection, namely observation, interview and documentation. Based on the results of the discussion and findings, it can be concluded as follows: 1) The application of the REACT learning strategy PAI, that all components are implemented in accordance with the steps with the aim of being effective in learning, and 2) There is an increase in student learning outcomes from pre-cycle reaching 55%, increasing 14% in the first cycle to 69% then implementing the second cycle, increasing 21% so that it reaches 90% through the implementation of learning strategies REACT PAIBP.

One of the quality management concepts that can be applied in pesantren is total quality service (TQS). Total Quality Service is a modern management concept of study that focuses of five areas, 1) customer focus, 2) total involvement, 3) measurement, 4) systematic support, and 5) connous improvement. Pesantren education institute is said quality meaning refers on resulting product quality by pesantren, one that covers; a lot of it student that have achievement well at akademik area and also at non academic, mark sense good lead support among pesantren “its customer”, out put and out came pesantren corresponds to expectation, and is still a lot of again. Pesantren education quality in perspektif this, can also be seen of two things, which is points on education process and education result. Process quality education pointed out by components exhaustive involvement pesantren in education activity. Education result can be seen of insofar which pesantren grad have interest and personality corresponds to pesantren vision and mission.

Integrating character education in learning involvesome points. As we know that recognition pointis the essence of education that is the recognition of the human dignity of every individual human being. Furtherconsciousness point is important that teacher to be a good educator who is loved by students, and then internalization point that intended to student’s behavior by teaching everyday in the learning process at school, mainly by teaching directly in the class on all of subject lessons. It has been mandated by UU SISDIKNAS 2003 that education is not only toforming the intelligent ofpeoples in Indonesia, but also got thepersonality or character.Education that has a purpose to forming smartand strong character peoples has been in resolution by Martin Luther King,â€intelligence plus character, that is goal of true education â€.