Pathology of teaching methods of religious concepts with emphasis on the concept of hijab and chastity in schools

Education: Cultural and Religious Concepts

Many in modern Western culture believe that science and religion are pitted against one another, at an impasse due to mutually exclusive and divergent worldviews. This assumption is based upon a problematic epistemological dichotomy in which scientific knowledge is considered concrete and certain, whereas religious knowledge is regarded as existential and experiential. Yet, such a division misrepresents both the nature of science and religion. By highlighting the mediated nature of human understanding, Paul Ricoeur’s philosophy envisages science and religion as approaches to knowledge with potentially compatible epistemological commitments. For Ricoeur, knowledge of the world is always mediated by signs and symbols; these semiotic constructs, such as language and paradigm, enable communication. Indeed, both science and religion use these tools to investigate truth and to transmit knowledge. For this reason, Ricoeur’s epistemological assertions may indicate effective methods for teaching about science and religion. Because teaching methodology ought to arise from understanding of the subject matter itself, viewing science and religion through the lens of Ricoeur’s philosophy suggests the use of particular pedagogical methods, such as visual models, narrative, and other figural means of communication, to explain scientific concepts, religious concepts, and the interaction between these disciplines. This method of teaching, far from detracting from scientific and theological enquiry, in fact mirrors the ways in which humans learn and communicate about the world they inhabit. It is also indicative of means of learning already employed by children and young adults, thereby drawing upon strengths implicit in learners.

The present study aimed to find out the impact of teaching using the(vee) strategy in the development of religious concepts in the 9th- grade students. The study adopted the semi- experimental method. The tool consisted of (test religious concepts) Of the ninth grade students at the Abu Ayyub Al- Ansari Elementary School for Boys, Directorate of Education in the Governorate of Aqaba during the academic year 2018/2019, for the Division (A) as a pilot group, consisting of (30) students, and Division B as a control group, student. Results showed (T) There were statistically significant differences between the average scores of students on the test of religious concepts due to the variable of teaching method. The control obtained average of (12.65(versus the experimental score on average of (17.25) and in favor of the vee strategy. The researcher trained the teachers on the strategy of the form (V) in the teaching of Islamic education; for their effectiveness in teaching, and recommended studies to introduce other teaching methods for comparison in achievement.

The research aims to evaluate how Islamic education can counter extremism, focusing on curriculum and teaching methods. It reviews existing literature to identify how Islamic education can promote peace, tolerance, and critical thinking to challenge extremist ideologies. The study outlines the research process, which includes defining objectives, searching academic databases, and selecting relevant studies based on predefined criteria. It analyzes selected literature to identify key findings and gaps, providing insights for educators and policymakers. Key findings suggest that balanced Islamic teachings can reduce support for extremism, emphasizing values like compassion and justice. Critical thinking and interfaith dialogue are crucial in fostering peaceful coexistence. Educator training is vital for navigating sensitive topics and promoting tolerance. Successful educational programs often extend their impact beyond classrooms through community partnerships. The research highlights the need for ongoing evaluation and development of scalable educational interventions. It calls for collaboration among educators, policymakers, and researchers to create comprehensive Islamic education programs that promote peace and counter extremism, ultimately fostering inclusive and resilient societies. The keywords "Islamic education, countering extremism, curriculum, pedagogy, and systematic review" encapsulate the study's focus on educational strategies to combat radical ideologies. Research Highlights: Pedagogical Innovations: Research highlights the significance of integrating innovative pedagogical methods within Islamic education to foster critical thinking and dialogue. Approaches such as experiential learning, role-playing, and interactive discussions empower students to engage with complex religious concepts and challenge extremist ideologies effectively. Community Engagement: Studies emphasize the importance of community involvement in Islamic education initiatives. Collaborative efforts between educational institutions, religious leaders, and grassroots organizations facilitate the development and implementation of culturally relevant programs that promote peace, tolerance, and social cohesion within communities. Long-Term Impact: Research underscores the need for longitudinal studies to evaluate the sustained impact of Islamic education programs on countering extremism. Understanding the long-term effects of these interventions on students' attitudes, behaviors, and community engagement is crucial for informing evidence-based policies and practices. Cross-Cultural Perspectives: Cross-cultural research highlights the diversity of approaches to Islamic education and their effectiveness in different contexts. Comparative studies offer valuable insights into best practices and challenges, informing the adaptation and implementation of educational strategies across diverse cultural and regional settings

The effectiveness of implementing the learning strategy interactive instruction strategy in improving student learning achievement in the PAI subject was carried out to get an overview of student learning outcomes at the school. There are two main problems in this research, namely the effectiveness of using interactive instruction learning strategies in improving student learning achievement. The research method used in the research is a qualitative approach, the data sources are principals, PAI teachers, and students. The data analysis is by reducing the data, presenting the data, and verifying the data in the conclusion. The results of the research show that, 1) this strategy is effective because, with this learning strategy, students can express their opinions freely so that the classroom situation becomes effective and conducive, in participating in Islamic religious and moral education learning with the use of interactive instruction strategies students do not feel bored and more can understand the theory presented by the teacher. 2) The inhibiting factors in using interactive instruction learning strategies are the lack of seriousness in learning from students and the lack of student awareness of the importance of formal education and students' physical fatigue. The implications of this research are: 1) Development of more interactive teaching methods, 2) Increased student participation, 3) Development of social and communication skills, 4) Increased understanding of religious concepts, 5) Use of technology in learning.

The Full Day School policy has been implemented in various elementary schools to enhance learning effectiveness, including in Islamic Religious Education (PAI) subjects. This study aims to analyze the influence of the Full Day School policy on PAI learning in elementary schools, focusing on effectiveness, student engagement, and understanding of religious concepts. The research employs a qualitative approach with data collection techniques including observation, interviews, and documentation. The findings indicate that the Full Day School policy positively impacts the duration of PAI learning but also presents challenges such as student fatigue and the need for more varied teaching methods. The study highlights the importance of innovative teaching strategies and flexible approaches to ensure that PAI learning remains effective and engaging for students.

Purpose of the study: This study looks at how students' motivation, engagement, and comprehension of religious concepts are affected when technology-based interactive tests are used. The study analysed the Islamic Religious Education (PAI) learning experiences of sixth-grade pupils using interactive Wordwall-based tests as a cutting-edge teaching method. The problem of low student engagement and excitement for PAI learning was addressed with this strategy. Methodology: The study, which was carried out at SDN Rondokuning, Probolinggo, used an exploratory qualitative design. Data were gathered through direct classroom observations, in-depth interviews with educators and learners, and recording educational activities and test results. Thematic analysis was employed to find essential trends in the students' experiences. Triangulation procedures were used to guarantee the data's validity and reliability. Main Findings: The findings demonstrated that interactive tests considerably raised student interest, comprehension of religious content, and involvement. Average quiz scores rose by 15%, learner satisfaction improved, and participation rates rose from 60% to 90%. Students also showed improved social interaction, teamwork, and the incorporation of Islamic principles into their everyday lives. Effective school management can reduce technical limitations like erratic internet connectivity. Novelty/Originality of this study: This study is distinctive because it used an exploratory qualitative methodology to examine Islamic Religious Education (PAI) instruction at the elementary school level, accounting for cognitive development and emotional, social, and spiritual factors.

In today’s digital era, conventional teaching methods often fail to captivate students, making interactive media a promising solution. Interactive media combines visual, audio, and participatory elements, providing a more engaging and effective learning experience. The development process includes analyzing student needs and curriculum, selecting appropriate technology, creating interactive content, conducting trials, and evaluating effectiveness. This study uses a qualitative approach. Primary data sources in qualitative research are the words of the interview results obtained from primary data including respondents from teachers and students in SDMT Ponorogo. Data collection is carried out by means of snowball sampling. The data collection technique in this study is through observation, in-depth interviews and documentation. The data obtained during the study, both primary and secondary data are then processed and analyzed using Miles and Huberman model. The validity test of data in qualitative research includes tests, credibility, transferability, dependability, and confirmability. The article highlights the benefits of interactive media, including increased student motivation, improved understanding of abstract religious concepts, and the development of critical thinking skills. This approach not only modernizes religious education but also ensures that students remain interested and actively involved in learning. Through proper testing and implementation, interactive media can significantly enhance the quality of Islamic Religious Education at SDMT Ponorogo. The developed media, which consists of animated videos, interactive quizzes, and educational games, is able to make the learning process more engaging and increase student engagement.

Islamic education faces the challenge of using traditional methods that are less relevant in the digital era. Augmented reality (AR) technology offers a solution by presenting interactive learning that can increase student engagement, digital literacy and critical thinking. AR provides real visualisation that facilitates students' understanding of religious concepts more deeply. This research uses the phenomenological method of several Islamic educational institutions that have implemented AR. The study will evaluate the effectiveness of AR in complementing or replacing traditional teaching methods as well as its impact on student understanding. The expected result is that AR can improve the quality of religious learning, help students understand religious teachings better, and minimise the spread of misinformation.

This study aims to explore the application and effectiveness of the discussion method in Islamic Religious Education (PAI) at SMA Negeri 1 Maron, Probolinggo Regency. A qualitative approach with a descriptive research design was used to gain an in-depth understanding of the implementation of the discussion method, its impact on increasing active participation, students' critical thinking skills, and their social skills such as communication and collaboration. Data was collected through direct classroom observation, semi-structured interviews with teachers, and documentation analysis such as lesson plans and teaching materials. The research findings indicate that the discussion method is able to create a more dynamic, dialogical, and inclusive learning environment. Students become more enthusiastic, confident, and able to understand and internalize religious concepts deeply. However, challenges such as the inactivity of some students and the dominance of certain students in discussions still need attention. Therefore, the teacher's readiness and strategy in managing discussions are crucial to its effectiveness. This study makes an important contribution to the development of religious teaching methods that are not only informative but also transformative in shaping students' personalities holistically.

This study aims to enhance students' understanding and performance in the Grade V Fiqh curriculum at MI Jabal Nur through the Mind Mapping teaching method. Mind Mapping is a visual learning technique that organizes information graphically, promoting better comprehension. An experimental approach was employed to assess its effectiveness in improving students’ understanding of the requirements of Qurban. Data collection involved three main instruments. First, observations were conducted using structured sheets to analyze student and teacher activities during lessons. Second, an experiment divided students into an experimental group (Mind Mapping) and a control group (conventional methods), with pre-tests and post-tests measuring learning outcomes. Third, documentation included relevant photographs. The procedure encompassed observations, experimental interventions, and assessments. Quantitative analysis was applied to evaluate student progress and teacher effectiveness. The findings revealed significant improvements. The success rate increased from 47% in the pre-cycle to 93.33% in Cycle II, with the average student score rising from 59.6 to 85.9. These improvements were attributed to enhanced teacher performance, additional learning activities, and greater student engagement. Mind Mapping effectively facilitated information visualization, fostering deeper understanding. This study demonstrates that the Mind Mapping method positively impacts students' comprehension and academic performance in Fiqh. Its structured and interactive nature helps learners better grasp complex religious concepts, making it a valuable pedagogical tool in Islamic education.

Religious education plays a crucial role in shaping students' moral character. However, traditional teaching methods often fail to engage students effectively. This study investigates the potential of interactive infographic-based learning media in enhancing students’ understanding of religious concepts and fostering respect for parents and teachers. This qualitative-descriptive study was conducted at SMP IT Darussalam Lahat with 35 students, 4 teachers, and 6 parents. Data were collected through 12 semi-structured interviews, classroom observations over three months, and documentation analysis. Thematic coding was employed to analyze media effectiveness, student engagement, and character development. Findings indicate a strong need for interactive and visually engaging media in religious education. Respondents emphasized that infographic-based learning materials enhanced student comprehension and engagement. Teachers and parents observed improvements in students’ attitudes, particularly in showing respect towards parents and teachers. The results highlight the effectiveness of interactive infographics in making religious education more accessible and engaging. By integrating visual and interactive elements, students develop a deeper understanding and stronger connection to religious values. This study suggests that incorporating such media can significantly enhance moral education outcomes. Interactive infographic-based media effectively supports religious character development by improving comprehension and engagement. The study provides insights for future research and the broader application of digital media in religious education.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

This study focuses on the development of student worksheets (LKPD) based on Higher Order Thinking Skills (HOTS) for Islamic Religious Education and Character Development subjects at SMPN 3 Palopo. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), this research aims to create learning materials that enhance students' critical thinking skills. Initial observations revealed that conventional teaching methods and materials were failing to engage students effectively, resulting in decreased learning motivation. The developed HOTS-based worksheets were validated by subject matter experts, media specialists, and language experts, achieving an average validation score of 90%, indicating high validity. During implementation with eighth-grade students, the worksheets demonstrated a practicality score of 87%. Academic performance improved significantly, with average test scores increasing from 65.3 on pre-tests to 85.7 on post-tests, representing a 31.3% improvement. Student feedback was overwhelmingly positive, with 93% reporting that the worksheets enhanced their understanding of the material, particularly when working on analysis and evaluation-based problems. The integration of religious values with critical thinking skills allowed students to not only understand religious concepts but also analyze their application in daily life. Despite these promising results, the study acknowledges limitations, including the restricted sample size from a single school and the relatively short research duration, which limits observation of long-term impacts. This research contributes significantly to the development of HOTS-based teaching materials in Islamic Religious Education and provides a model that can be adapted for other subjects to support higher-quality educational outcomes aligned with the Merdeka Curriculum's competency-based learning approach.