This study aims to measure the level of teacher practice in teaching the subject of Maharat al-Quran Integrated Curriculum Tahfiz (KBT). A total of 621 teachers were made respondents in this study. This study is in the form of a cross-sectional survey involving teachers from KBT secondary schools throughout Malaysia. While the sampling method of this study uses stratified random sampling method. Data were analyzed using IBM Statistical Package for Social Science (SPSS) software version 25.0 Descriptively to determine the mean value, standard deviation and percentage. The findings of the study show that the level of teacher practice in teaching the subject of Maharat al-Quran KBT is at a high level. In conclusion, this study successfully highlights the uniqueness of the findings that teachers in secondary schools who implement KBT practice well the teaching of tajwid law, manners of the Quran, recitation, knowledge of Qiraat, practice of Qiraat and Rasm Uthmani in the subject of Maharat al-Quran. The science of tajwid is the main teaching emphasized by the teacher to enable students to learn the Quran. The implication is that tahfiz teachers have a role to teach Quranic skills because teachers are the driving force behind a built curriculum.

This study aims to examine students' perceptions of the implementation of Tarannum al-Quran teaching in Program Kelas Khas Kemahiran al-Quran (KKQ) from the aspect of the teaching development process in the classroom based on the CIPP Model (Stufflebeam & Shinkfield 1985). Data were obtained through questionnaires and semi-structured interviews. The sample of this study involved 78 from four KKQ students in religious, national secondary schools (SMKA), including boarding schools (SBP) in the state of Selangor from 106 population and three teachers as participants. The validity and reliability of the questionnaire instrument obtain a high value with a correlation score between items exceeding 0.25 in addition to content verification by expert reference panel and an overall alpha value of 0.95. At the same time, the semi-structured interview protocol was also confirmed by experts. Questionnaire data were analyzed descriptively using Statistical Package for Social Sciences (SPSS) 11.5 involving frequency, percentage, mean and standard deviation. At the same time, the interview data were analyzed and transcribed verbatim to identify the elements involved. The findings show that teachers understand and implement the necessary details in the teaching development process, but it is only moderately high. These elements can be seen through various techniques and strategies, taking into account the diversity of students' levels and abilities and the positive reinforcement that always occurs in the interaction of teachers and students. In conclusion, the implementation of teaching at the stage of teaching development is only at a moderately high level with incremental implications that require continuous development and improvement.

Teachers play an important role in forming an organized and effective school organization to produce quality human beings who are able to bring change to the country in the future. Competence refers to the knowledge, skills, and personal characteristics or personality traits that teachers need to possess to perform a task or responsibility. This article aims to discuss the competence of Muslim teachers based on surah ar Rahman verses 1 to 4. The methodology of this study is qualitative by using the method of content analysis of several books of tafsir, namely Tafsir Pimpinan ar-Rahman, Tafsir al-Azhar, Tafsir al-Munir and Tafsir al-Quran of Radio. The findings show that there are four competencies of teachers found in surah ar-Rahman verses 1 to 4, namely competencies from personal, professional, pedagogical and social aspects. The appreciation of the competencies stated in this surah is able to shape the character of Muslim teachers who are skilled in all aspects and will give birth to a generation of teachers with noble personalities as well as able to face all the challenges and transformation of increasingly challenging education.

A variety of constraints which exist in relation to this matter have affected teacher’s ability to innovate. However, there are a number of teachers who are actively innovating. They are known as Innovative Teachers. What triggers them to actively innovate? This phenomenon is explored using qualitative method. Two Innovative Islamic Education Teachers (IIET) were interviewed in-depth. The findings showed that IIET began to innovate after being coerced by administrators in their schools. School administrators have made innovation as work target or performance indicator and organized innovation competitions between committees. The initiative taken have built IIET's experience and confidence to continuously introduce innovation in their teaching. As a result, they continue to innovate and provide guidance to other teachers to engage in innovation. The research shows that administrators at MOE, State Education Department, District Education Office and schools level need to encourage teachers to improve the quality of teaching through innovation.

The gamification method is one of the 21st century teaching methods that combines learning content with mechanical elements of a game. Nowadays, this method is widely used by teachers while teaching online by using various free applications on the internet such as Kahoot!, Quizizz, Quizlet, Wordwall, and Qimkit. This study aims to identify the level of interest and acceptance of students on gamification methods in teaching and facilitation (PdPc) Islamic History. Quantitative research methods were used on 118 years four students in a primary school. Respondents were selected by simple random sampling. The results of the study showed that the level of interest and acceptance of primary school students towards gamification method in Sirah teaching is at a high level. It’s means that the level of interest and acceptance of students on gamification methods during PdPc is positive in that primary school. Implications of this study is to provide guidance for teachers in preparing and providing appropriate learning for the 21st century generations.