Religion Courses Research Articles

1930년대 천도교의 종교 교육: 『자수대학강의』 ｢종교과｣를 중심으로

[Objective] The purpose of this study is to examine how education on religion was practiced in Ch’ŏndogyo in the 1930s, focusing on the “Religion Course” in Home College Lecture. [Contents] In 1908, Ch’ŏndogyo began to organize a curriculum for catechetical and modern education in earnest. Initially in the form of “Training Center,” they are developed into schools called “Shi-il School” in the 1920s, and in the 1930s they organized a kind of “Home Schooling Curriculum” called “Jasu College”. The Jasu College compiled a textbook, Home College Lecture, and disseminated advanced knowledge on Chinese religion, Western philosophy, politics, economics, and art to the public. In particular, the “Religion Course” shows a Ch’ŏndogyo perspective, defining the concept of religion based on “Humans are Heaven”. [Conclusions] The conclusions of this study are as follows. First, the modern education system and curriculum of Ch’ŏndogyo during the Japanese occupation gradually systematized from “Training Center” to “Shi-il School” and finally to “Home College.” Second, “Religion Course” in Home College Lecture introduces Chinese religion in the form of a modern philosophy on the one hand, and Korean interpretations of Ch’ŏndogyo on the other.

Developing Relational Pedagogical Techniques in Comparative Christian–Muslim Courses

ABSTRACTThe article acknowledges the limits of the categories of similarity and difference in undergraduate comparative religion courses. To challenge these limitations, including the potential for dualistic or “us/them” thinking, several pedagogical attempts to increase relationality in Christian–Muslim courses are explored. Relational methods include emphasizing living and public interreligious conversations during class segments on scriptural figures as well as humanizing perpetrators of religiously motivated violence.

How Religiosity Reduce the Intention of Alcohol Consumption in Muslim Undergraduate Students: Evidence from Indonesia

This study investigates the effect of intrinsic and extrinsic religiosity on youth alcohol use intention in Indonesia using Theory Planned Behavior (TPB) framework. The purposive sampling technique was employed. The criteria of respondents are active undergraduate students who study in Surakarta. The sample comprised of 362 undergraduate students, with 63.56 percent identifying as female. A total of 53 students have ever consumed alcoholic beverages, with 90.56 percent of them identifying as male. The average age of our respondent is 19.5 years old, with a maximum of 26 years old and a minimum of 17 years old. Structural Equation Model-Partial Least Squares, or SEM-PLS is the method that we employ to estimate the relationship of each variable. Our study shows intrinsic religiosity has negative effect on intention to consume alcohol (β= -0.168, p<0.10, t = 1.945). In addition, intrinsic religiosity also has negative significant effect on all TPB factors, such as alcohol-supported attitude (β= -0.444, p<0.01, t = 4.099), alcohol-supported subjective norm (β= -0.436, p<0.01, t = 4.205), and internal perceived behavioral control (β= -0.271, p<0.05, t = 2.464). Partial mediation exists between the relationship of intrinsic religiosity, alcohol-supported attitude and intention of alcohol drinking (β= -0.165, p<0.05, t = 2.263). Thus, It implies that intrinsic religiosity is able to affect intention of alcohol drinking through attitude and intrinsic religiosity itself are able to affect intention of alcohol drinking directly. This study could provide support for the inclusion of religion as a discipline in the curriculum for undergraduates. Nonetheless, the religion course should encompass not only religious values that emphasize the expectation of a reward for completing specific actions, but also values that emphasize the act of worshiping and honoring God without expecting too much reward in return.

Realities and Challenges of Religion Courses in Higher Education : Focusing on the Case of Yonsei University

Christianity courses at Christian colleges and universities are often aimed at converting students. However, religious education as a ‘liberal arts education’ should prioritize ‘religious studies education.’ This differs from other types of religious education, such as ‘faith education’ or ‘spirituality/character education.’ When this ideal approach isn't feasible due to practical constraints, an alternative could be ‘spirituality/character education’ within an ‘experiential education’ context. Ultimately, religious education should strive for liberal arts principles, which is the main stream of liberal and general education. Liberal arts based religious education involves fostering religious literacy, which includes: 1) understanding the nature and significance of religion itself, as well as diverse religious traditions; 2) identifying religious elements that underlie secular events. This form of education, which requires open dialogue with other academic disciplines like the humanities and natural sciences, can serve as a type of convergence education. To achieve this goal, institutions dedicated to liberal and general education need to be established, with full administrative independence. They must operate without interference from denominational authorities, university boards, or chaplains' offices. Guarantees for the independence of administration, the status of faculty, and academic freedom are essential. Religious education that embraces an interdisciplinary approach is suitable for senior students with a broader academic background. Thus, the curriculum should be adjusted to allow senior students to take religious studies courses. Additionally, there should be a broader range of courses that explore religions other than Christianity. Furthermore, ongoing research into ‘Christianity and liberal arts studies’ as an emerging discipline is essential.

Digitalisasi Bahan Ajar Untuk Membangun Pemahaman Agama Islam Yang Moderat

This research aims to analyze the utilization of the digitalization of teaching materials for the Islamic religion course in enhancing moderate understanding of Islam among students in the Society 5.0. In this scientific paper, the author discusses the digitalization of teaching materials for the Islamic religion course to improve moderate understanding of Islam in the Society 5.0 with a qualitative research approach. In this approach, The author collected data and information through interviews, observations, and various sources related to the topic, including scientific journals, books, and reliable online sources. The results of the study show that digitalization of teaching materials can help improve moderate understanding of Islam among students. However, there are still several obstacles in implementing digitalization of teaching materials, such as the digital divide and lack of direct interaction between lecturers and students. Therefore, educational institutions need to provide adequate internet access and devices, technology skills training, provide online and offline discussion forums, and introduce anti-plagiarism policies to overcome these obstacles. This research contributes to the development of digital technology in Islamic education in the Society 5.0.

Associating Academic Identity with Language Socialization in Virtual Community: A Case Study of a Chinese Graduate Student’s Learning Experiences in Religion Studies

This longitudinal case study explored the academic identity and language socialization of a Chinese graduate student enrolled in an online religion course at a U.S. university during the COVID-19 pandemic. Data were collected via online classroom observations, oral interviews, and artifacts. The theoretical framework was taken from language socialization and identity, together with positioning theory. The study differs from previous research, arguing that instead of language competence, the constructed academic identity is occasionally crucial for the successful academic discourse socialization of international students in bilingual and virtual settings. Moreover, the inclination toward interactive positioning between students and instructors can arise and advance in virtual academic communities and, while students’ academic identities might be resistant to change, they can be negatively impacted by disorganized course design. The conclusion sheds light on first and second language socialization through which international graduate students can navigate and maintain their academic identities within digitally mediated and multilingual learning environments.

Religion, Higher Education, and Environmental Sustainability: Identification of Green Fiqh in Islamic Religion Courses at Muhammadiyah and Aisyiyah Universities

Based on the ranking of 20 Indonesian Green Universities by UI Green Metric 2022, green campuses are dominated by public campuses that do not have a strong foundation in Islamic values. In fact, not a single Muhammadiyah and 'Aisyiyah Universities (PTMA) was included in the top 10 ranking release. Why has PTMA, which has developed Green Fiqh, not been able to present itself as a green campus? This research aims to identify Green Fiqh in Islamic Religion learning at PTMA. This qualitative research uses a thematic approach with a narrative-descriptive-explanative strategy. The research was conducted at three PTMAs in Yogyakarta. The findings obtained are: first, the Green Fiqh study materials in learning Islamic religion courses at PTMA are not optimal. Even though Muhammadiyah has created Green Fiqh products such as Environmental Fiqh, Disaster Fiqh, Water Fiqh and Agrarian Fiqh. Second, learning about Islamic religion at the three PTMAs where the emphasis is still limited to the basics of Islamic religious teachings, such as Aqidah, morals and worship. The Aqidah theme raised also does not optimally touch the role of rububiyah monotheism in preserving the environment. The moral theme also does not touch much on actual contemporary problems, including the problem of global climate change. Third, the Al-Ma'un ethos which is the foundation and spirit of Muhamamdiyah taught in the three meanings of PTMA has not yet developed. Al-Ma'un's main mission is only interpreted as fighting religious liars in a narrow sense. Al-Ma'un has not been developed towards "new" religious liars, namely those who destroy nature and the environment. Keywords: Environmental Sustainability, Green Fiqh, Islamic Value

Teaching a Canadian Experiential Course in Religion and Spirituality for Undergraduates in Addiction Counseling and Health Sciences: A Social Constructivist Framework.

Religion and spirituality (RS) are integral to counseling and health but their incorporation into the curricula of these professions is still lacking. Limited literature is available on how to effectively teach such courses. This article presents a promising experiential, interactive model for an RS course designed for undergraduate students pursuing careers in addictions counseling, therapeutic recreation, and public health. An online course conducted during the COVID-19 pandemic adopted a social constructivist framework that encompassed four key components in its design and delivery: assessing prior knowledge, creating cognitive dissonance, applying new knowledge with feedback, reflecting on learning. Students' feedback in the course indicated their broadened understanding of the plurality of RS orientations and their acquisition of foundational skills with an increased confidence in bringing RS conversations into their practice. This article provides a conceptual and practical framework for educators to develop an RS course for a diverse representation of students and encourages further evaluation of the proposed model to assess its impact on learning outcomes.

Kristologi Multikultural Bagi Penguatan Budaya Toleransi Mahasiswa Kristen

This research aims to understand the teachings and life of Jesus Christ as a person present in the midst of cultural diversity (Multicultural Christology) as a contribution to the material of tolerance in the Christian Religion courses at the College for strengthening the culture of student tolerance. Through qualitative descriptive methods through hermeneutic-exegesis approaches the result is obtained that Multicultural Christology teaches that Christ must be present in the midst of diversity, Christ is always associated with “the other” not sin but the duty of showing love and bringing peace, Christ always promotes a reconciliation mission that touches human issues, Christ willing to learn about “the others”, and Christ always carries out a mission of dialogue in a spirit of solidarity. Starting from this, it is implemented in the strengthening of a culture of Christian students’ tolerance, namely the awareness of being present in the midst of diversity, the consciousness of willingness to learn about “the others”, the conscience of carrying out a mission of dialogue, and the constipation to live side by side with “the other” in thinking and acting in order to provide solutions and service to human social problems.

Student’s Understanding of Islamic Religion Course Material With a Basic Semiotics Approach to Improve Reading Skills

This study aims to dig up information on how students understand Islamic religion courses by using a basic semiotic approach to improve security in reading skills in Islamic religious course content. We conducted a series of debriefings with students from Sam Ratulangi University in the city. We obtained the data and analyzed it under a phenomenological approach which involved, among other things, interpretation of data grouping data and concluding to gain an understanding of validly answering study questions. Based on the results of interviews and analysis as well as gold, we can conclude that the understanding of Islamic religious course texts among student participants in general Islamic religious courses is categorized as good where students use a basic symbiotic approach to understand Islamic religious texts even though they have little understanding of Islam—considering that the majority of students at Sam Ratulangi University are not many who adhere to Islam. These findings will provide a new understanding and support studying students' academic skills using a basic semiotic approach.

Din Psikolojisi Dersine Yönelik Tutum Ölçeği Formunun Geçerlik ve Güvenirlik Çalışması

Din psikolojisi dersinin temel amacı; “bireyin dini hayatını bütün genişliği ve derinliğiyle anlamak ve açıklamaya çalışmaktır” Din psikolojisi dersinin bu amaca ulaşabilmesi, ilahiyat fakültelerindeki öğrencilerin bu derse yönelik tutumlarıyla ilişkilidir. Zira öğrencilerin derslere yönelik tutumları ile akademik başarıları arasında ilişki olduğu, dersle yönelik olumlu tutuma sahip öğrencilerin öğrenmeye daha kolay güdülendikleri, olumsuz tutuma sahip olanları ise derse olan ilgilerinin azaldığı bilinmektedir. Bu bağlamda ilahiyat fakültesi öğrencilerinin din psikolojisi dersine yönelik tutumlarının araştırılması önemli bir konu olarak karşımıza çıkmaktadır.Tutumları incelemenin başlıca nedenlerinden biri davranışların kestirilmesine olanak vermesidir. Kişilerin belirli şeylere karşı ilgi veya ilgisizlik dereceleri tespit edilerek tutumlarının yoğunluğu anlaşılmaya çalışılır. Bu amaçla ilahiyat fakültesi öğrencilerinin Din Psikolojisi dersine yönelik tutumlarının belirlenmesinde kullanılabilecek bir ölçek geliştirme çalışması yapılması amaçlanmıştır. İlahiyat fakültesi öğrencilerinin Din Psikolojisi dersine yönelik tutumlarının bilinmesi, varsa olumsuz tutumları, bunların nedenlerinin ortaya çıkarılması dersin daha nitelikli hale gelmesine yönelik alınacak kararlara yol gösterici olacağı varsayılmaktadır.Araştırma tarama modelinde yürütülmüştür. Çalışma grubu farklı illerde bulunan ilahiyat fakültesi 3. ve 4. sınıf öğrencilerinden oluşmaktadır. Çalışma grubu 354’ü kadın (%73,6), 127’si erkek (%26,4) olmak üzere 481 öğrenciden oluşmaktadır. Literatür taraması sonucunda 42 maddelik bir havuz oluşturulmuş ve alınan uzman görüşü sonrasında madde sayısı 39’a düşürülmüştür. Toplanan veriler, SPSS 16.0 programına yüklenerek analiz için hazır hale getirilmiştir. Verilerin analizinde Açımlayıcı Faktör Analizi (AFA) tekniği ile ölçeğin faktör analizi yapılmıştır. Faktör yapısını doğruluğunu test etmek için ise Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır.Ölçeğin geçerliği ile ilgili yapılan istatistiksel işlemler sonucunda, KMO değeri 0.965 çıkmıştır. KMO değerinin 0.90 üzerinde olması, örneklem büyüklüğü için “mükemmel” olarak kabul edilmektedir. Bartlett Küresellik Testi’nin anlamlı olduğu (X2= 11144,785; p<.05) görülmektedir. Bartlett testinin anlamlı olması veri setinin çok değişkenli normal bir dağılıma sahip olduğunu göstermektedir. Yamaç grafiği incelendiğinde, özdeğeri birden büyük üç faktörün ortaya çıktığı gözlenmiştir. Ölçeğin birden çok boyuta sahip olduğu görüldüğünden rotasyon işleminin yapılmasına karar verilmiştir. Bunun için dik döndürme (varimax rotation) tekniği kullanılmıştır. Tekrarlanan döndürme işlemleri sonucunda 25 maddenin 1’den büyük üç faktör altında toplandığı görülmüştür.Faktör analizi sonucunda elde edilen özdeğer ve varyans açıklama oranları incelendiğinde, ölçek maddelerinin özdeğeri 1’den büyük üç faktör altında toplandığı görülmüştür. Bu faktörlerin varyans yüzdeleri sırasıyla; 34.078, 19.428 ve 16.717’dir. Faktörlerin tümü toplam varyansın %70.223’ini açıklamaktadır. Maddelerin yük değerlerinin 0.627 ile 0.792 arasında değiştiği gözlenmiştir. Ortaya çıkan faktörlerin altında yer alan yük değeri en yüksek olan maddeler dikkate alınarak bu faktörler; “Önemli bulma/Değer verme”, “İlgi duyma/Hoşlanma” ve “Kabullenmeme/Kaçınma” olarak isimlendirmiştir.Ölçeğin Cronbach Alpha iç tutarlık katsayısı α=0.97 olarak bulunmuştur. Ölçeğin ölçülmek istenen davranışı gösterenler ile göstermeyenleri ayırt edip etmediğini tespit etmek için %27’si alt ve %27’si üst grup puanlarının ortalamaları bağımsız örneklem t-testi ile incelenmiştir. Yapılan istatistiksel işlemler sonucunda grupların madde ortalama puanları arasındaki bağımsız gruplar t testi sonuçlarının 18.291 ile 43.252 arasında değiştiği ve tüm maddeler için istatistiksel olarak anlamlı olduğu (p<.01) görülmüştür. Ölçeğin alt faktörlerinin birbirleriyle ve ölçeğin bütünüyle olan korelasyonlarının incelenmesi sonucunda, ölçeğin Önemli bulma/Değer verme boyutu ile İlgi duyma/Hoşlanma boyutu arasında (r=0.76; p<0.000) pozitif yönde, anlamlı; Önemli bulma/Değer verme boyutu ile Kabullenmeme/Kaçınma boyutu arasında (r=0.58; p<0.000) pozitif yönde, anlamlı; İlgi duyma/Hoşlanma boyutu ile Kabullenmeme/Kaçınma boyutu arasında (r=0.64; p<.000) pozitif yönde, anlamlı bir ilişki tespit edilmiştir.Ölçeğin faktör yapısını doğrulamak amacıyla Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Yapılan analizlerde ölçeğin uyum indekslerinin; χ2 /df= 2.7; NFI= .98; NNFI= .98; IFI= .98; RFI= .98; CFI= .98; RMR= .04 değerleri “mükemmel uyumu” gösterirken GFI= .85 ve RMSEA= .07 değerleri “kabul edilebilir uyumu” göstermektedir. Yapılan AFA ve DFA sonuçları bir bütün olarak değerlendirildiğinde, “Din Psikolojisi Dersine Yönelik Tutum Ölçeği”nin (DPDYTÖ) Din Psikolojisi dersine yönelik tutumların ölçülmesinde kullanılabilecek geçerli ve güvenilir bir ölçek olduğu sonuç ve kanaatine varılmıştır.

Recent Developments on the Question of Religion Courses: An Analysis of a Turkish Constitutional Courts’s Decision in 2022

In this study, the decision of the Turkish Constitutional Court in 2022 regarding the compulsory religion classes, Hüseyin El and Nazlı Şirin El, was analyzed. The decision was criticized on the following eight points: (1) Although the correct decision was quite apparent, the Constitutional Court found a violation by only one vote. It created an unsafe situation. (2) The Constitutional Court established the violation too late. It weakened the objective effect of the decision. (3) The Constitutional Court referred to crucial international materials but did not consider their merits. (4) The Constitutional Court based its decision on the violation with reference to the decisions of the European Court of Human Rights but it missed the chance to make a much deeper analysis. (5) The Constitutional Court ignored the original and alternative theses in Turkish literature. (6) The Constitutional Court made controversial inferences regarding the principle of laicism, especially in the context of the doctrine of positive obligations. (7) The Ministry of Justice misrepresented the European Court of Human Rights judgments. (8) The application was not prepared professionally and powerfully enough.

Upaya Membangun Sikap Moderasi Beragama Mahasiswa melalui Pembelajaran Agama Islam Berbasis Masalah

The Indonesian nation is known as a pluralistic nation (religion, culture, language, customs). The plurality of the nation brings two consequences, namely strength, and conflict. Become a strength if the Indonesian people are able to accept pluralism, and becomes a conflict if they cannot accept pluralism. Of course, we all hope that this plurality will become the strength of the nation. Therefore, it is necessary to build the strength of this nation with its plurality. One of the efforts that can be done to build the strength of religious communities is to build an attitude of religious moderation. Efforts to build students’ religious moderation can be done in various ways, one of which is through problem-based learning. The purpose of this study is to reveal the problem-based learning of the Islamic Religion as an effort to build students’ religious moderation attitudes in public universities. The research method used is qualitative with a phenomenological approach and survey. The subjects of this study were Universitas Sarjanawiyata Tamansiswa students from the faculty of teacher training and education in the Islamic Religion course. Data is collected through observation, documentation, and questionnaires. The research was conducted by observing Islamic religious learning and strengthening it by studying learning documents. The results show that problem-based Islamic learning can shape students' religious moderation attitudes.

Teaching the World(s): Reframing the World Religions Course in American Universities

This article traces the combined development of the world religions paradigm and the concept of the “world” to assess their impact on pedagogical approaches to world religions courses in the United States. By examining the way that the world religions paradigm is maintained through teaching materials such as textbooks and syllabi, this article demonstrates that many world religions courses uphold and reinforce imperialist and colonialist constructions of religion. The article sketches out the implications that decolonial approaches to the study of religion could have on world religions courses, while recognizing that decolonization is composed of a constellation of strategies that extend beyond the classroom to the structure of the university itself.

An Exploratory Study of Students’ Academic Entitlement in Arabic Culture and Religion Courses

Academic entitlement (AE) is the expectation of academic success without the recognition, exercised through thought and action, of personal responsibility for attaining that success. In the present exploratory study, we examined the extent to which AE is present in female college students enrolled in Arabic culture and religious courses at a Middle Eastern university with a secular curriculum. The study also examined whether AE accounted for poor course performance. Arabic culture and religious courses promote inner modesty. Such courses, however, exist in a society with contradictory values, with Islam and tribal traditions promoting modesty and unity while capitalistic forces promote immodesty and competition through unfettered marketing and consumption. Although evidence of AE was minimal, overall less endorsement of AE emerged as students moved from earlier to later courses, gaining academic experience. Specific aspects of AE were found to be related to lower course performance. The procedure of this study and its findings can serve as a roadmap to implement proactive interventions for students enrolled in such courses.

Avusturya’da Alevilik Din Eğitimi Dersleri ve “ALEVI: Lehrwerk Für Alevitischen Religionsunterricht” Ders Kitabı

Austria is one of the countries where students can take Alevism education classes as an elective course in schools and where Alevism is legally recognized and accepted as a faith. Acquisitions such as the rights obtained by the Alevi community and the ability to receive Alevism education in schools, the acceptance of Alevi holidays as an official holiday for those who have Alevi in their identity, the execution of funerals of Alevi individuals according to the Alevism tradition, the official recognition of the Alevi community by the Austrian State, etc. make Austria more prominent among other countries in terms of Alevism.Austria, which is one of the countries where the Muslim community gained the earliest rights in Europe, has broke the grounds in the process of recognizing Alevism as a faith, and has accepted Alevis as a religious community. It also recognized Alevism as a religious belief and secured the rights of Alevis with legal regulations in this regard. One of these rights and the most important one is undoubtedly Alevi religious education courses in schools. Alevism religious education courses are extremely important especially for Turkey. This situation brings up the demand of Alevis to give compulsory religion courses as an elective in our country or to teach Alevism as an elective course. The teaching of Alevism religious education courses in schools in Austria and the training of teachers who can teach these courses are carried out in accordance with Austrian laws and the protocols/agreements made by the Alevi community with relevant institutions. Although the selection and criteria of Alevism religious education classes in schools, the qualifications of the teachers who will teach the course, the teaching material/materials of the course have been determined and finalized with the directives, the Alevism religious education classes have not been fully on track due to the fact that the recognition process of Alevism in the country has taken place in the very recent

The Effect of Guided Discovery Model on Sociology of Religion Courses in Improving Students' Critical Thinking Skills

Critical thinking is the mother of life. Critical thinking skills are one of the fundamental skills in the modern era. This study aims to examine the effect of the guided discovery model on students' critical thinking skills. This study uses an experimental method with a one group pree-test-post-test design with a population of IAIN Batusangkar students taking the sociology of religion course. The sample was determined by random sampling technique with a sample of 28 people. Data were collected using a scale-shaped instrument. Data processing with the help of SPSS .05 application. Prerequisite tests were carried out before data analysis, namely normality test and homogeneity test. Analyzed data using paired sample t test. The results showed the guided discovery model had a significant effect on students' critical thinking skills and it was proven that there was a significant difference between students' critical thinking skills before and after the application of the guided discovery model. The criteria for the significance of the results of the study were strengthened by the N-Gain value the data before and after treatment which was in the very good category.

Teaching religion online to nontraditional adult learners

Teaching religion online to nontraditional adult learners

IMPLIKASI MEDIA DIGITAL TERHADAP PEMAHAMAN KONSEP MAHASISWA PADA MATA KULIAH INTEGRASI SAINS DAN AGAMA

This study aims to determine the application process and implications of digital media on students' understanding of concepts in the integration of science and religion courses. The research method used is a qualitative method with a descriptive type of research. The sample of this study was the third semester PGMI students at IAIN Madura Pamekasan. The results of this study include, the process of applying digital media in learning includes several stages, namely providing information, guiding students or students, providing exercises, and conducting assessments. Digital media that can be used when guiding students or students include e-learning applications, whatsapp, zoom, google classroom, and youtube. The implications of digital media in learning make learning more interesting than offline learning which is monotonous, learning is also more active, creative, and communicative. The discussion room is wider, students' digital technology capabilities are further improved, the learning experience is more memorable, increases student learning motivation, and improves digital skills according to the application used. And most importantly, the implications of digital media can help make it easier for students to understand the concept of lecture material, especially in the integration of science and religion courses.

SYNCHRONOUS & ASYNCHRONOUS LEARNING DALAM PERKULIAHAN FIKIH WUDU MASA PENDEMI COVID-19 DI UNAIC

This study aims to describe Synchronous & Asynchronous Learning in wudu fiqh lectures at UNAIC (Universitas Al-Irsyad Cilacap). This type of research is a descriptive qualitative research. Data obtained through exploring unstructured. The results of the study indicate that Synchronous & Asynchronous Learning is very supportive in lecture activities, especially in Religion courses. Namely by using the Zoom Cloud Meeting media, the Yufid TV channel on Youtube, and the WhatsApp application. In addition, Synchronous & Asynchronous Learning in wudu fiqh lectures at Al-Irsyad University Cilacap students requires lecturers to be good at choosing the right media, lecturers must have creative and innovative ideas so that lectures can continue even in the situation and conditions of the Covid-19 pandemic that all limited.