Abstract
This paper was aimed to analyze Islamic education teachers’ content knowledge of matters related to Islamic law. A cross-section survey research was conducted on twenty Islamic education teachers in several schools in Yogyakarta City pursuing master study in Postgraduate Program, Faculty of Islamic Studies, Islamic University of Indonesia. Respondents can be characterized as teachers with civil servants status, having minimum of five years teaching experience, mostly active in social mass organizations. The result shows that respondents have relatively low familiarity with sources of Islamic law, especially the classical ones. Other result also indicate low content knowledge in teachers about matters related to Islamic law, especially in economics and heredity. From the results, the research suggests a more active role in both government and higher education institutions to contribute in improving teachers’ knowledge. Contributions proposed can mainly be formed in training of teachers and creating useful website with Islamic education contents for their teaching sources. DOI: 10.5901/mjss.2015.v6n5p441
Highlights
As a country with the world largest Muslim citizens, the government of Indonesia has been integrating Islamic education in its school curriculum from elementary until senior high levels
Islamic education has been an integrated part of national curriculum and students daily activities, recent trends in sensitive issues related to some group of Muslims such as terrorism, radicalism, and violence put the relevance of Islamic education in question
As first effort in the series research to come, this current paper presents a study on content knowledge of Islamic education teachers in Yogyakarta City, Yogyakarta Special District
Summary
As a country with the world largest Muslim citizens, the government of Indonesia has been integrating Islamic education in its school curriculum from elementary until senior high levels. Under joint supervision of the Ministry of Religious Affairs and the Ministry of National Education (currently named Ministry of Education and Culture), both public and private schools nationally provide two hours per week Islamic education for Muslim students (Pohl, 2015). This integration was be improved by many hidden curriculum in the form of Islamic activities in schools. Such efforts were viewed as important tools to increase the understanding and practicing of Islamic values in the heart of students and their daily life. Because of its important role in disseminating Islamic values to young citizens, Islamic education as commonly taught subject can always be targeted as topic of discussions or even debates
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