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Abstract
Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.
Highlights
A crucial element in mapping, explaining and encouraging this growth in democracy has been the need for valid, meaningful and reliable ways to measure and assess democratic progress and the quality of democracy itself
The quest for comparability and broad geographical and historical coverage, has meant a certain sacrifice of these measures’ ability to capture the context-specific features of democracy, while the turn to good governance, accountability and aid conditionality among leading international donors has created additional demand for measures of democracy that can be used for country, sector and programme-level assessments. In response to these many developments and the proliferation of democracy measures, International Institute for Democracy and Electoral Assistance (International IDEA) has developed an alternative framework for democracy assessment that moves away from country ranking and external judgement to comprehensive assessment based on national assessment teams led by governments or civil society and academic institutions
Its use across new and old democracies as diverse as Mongolia and Italy, Bangladesh and Kenya, Peru and Australia has shown that it works, and demand continues for the framework to be applied in new and challenging contexts around the world
Summary
A crucial element in mapping, explaining and encouraging this growth in democracy has been the need for valid, meaningful and reliable ways to measure and assess democratic progress and the quality of democracy itself. The quest for comparability and broad geographical and historical coverage, has meant a certain sacrifice of these measures’ ability to capture the context-specific features of democracy, while the turn to good governance, accountability and aid conditionality among leading international donors has created additional demand for measures of democracy that can be used for country, sector and programme-level assessments In response to these many developments and the proliferation of democracy measures, International Institute for Democracy and Electoral Assistance (International IDEA) has developed an alternative framework for democracy assessment that moves away from country ranking and external judgement to comprehensive assessment based on national assessment teams led by governments or civil society and academic institutions. Human rights education provides an important framework for achieving harmonious and stable social relations, in which the rights of all citizens of diverse cultural backgrounds are respected and respected
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