Religious Higher Education Research Articles

The Opinions of Theology Faculty Undergraduates and Graduates on Interdisciplinary Learning

Interdisciplinary learning improves cognitive skills and increases motivation for learning and teaching in higher education. Interdisciplinary education, which requires the collaboration of different disciplines, contributes to the development of students by integrating disciplinary knowledge and providing a multidimensional perspective. Thus, interdisciplinary education has become an alternative approach to discipline-centered education in higher education. Interdisciplinary learning is necessary for postmodern life because it eliminates the limitations of disciplinary education. The complex nature of the problems posed by postmodern life requires the collaboration of many disciplines. Current political, economic, social, religious, and legal issues are too complex to be solved from the perspective of a single discipline. Discipline-centered education may not be sufficient to provide solutions to current problems or to equip students with problem-solving skills. For this reason, this study reveals that interdisciplinary learning, which is increasing in higher education, can also be applied to higher religious education. The purpose of this study is to demonstrate the outcomes of interdisciplinary learning in higher religious education through a sample training. In the academic year 2023/2024, an interdisciplinary training was conducted on the common problems of theology and other disciplines, and the results were revealed through the views of 16 participants. The research was conducted as a case study by using the qualitative research method, and the research data were coded under four themes: (1) need for interdisciplinary learning in higher religious education, (2) disciplines associated with higher religious education, (3) outcomes of interdisciplinary learning, and (4) suggestions for interdisciplinary education. According to the research findings, the participants believe that courses in higher religious education have interdisciplinary content, that interdisciplinary education is necessary in higher religious education, and that interdisciplinary learning contributes to personal and professional development. It is recommended that studies be carried out using alternative approaches to improve higher religious education.

Servant leadership’s impact on trust, commitment, and performance in higher education

<span lang="EN-US">This research examined the relationship between servant leadership (SL), organizational trust (OT), organizational commitment (OC), and task performance (TP). It employed a quantitative research design with partial least squares-structural equation modeling (PLS-SEM) and bootstrap estimation. Data were collected through a survey of 111 lecturers from 12 universities in Eastern Indonesia. It found that SL does not affect TP and OC. Meanwhile, OT affects OC but not TP. Further, OC does not affect TP. Therefore, OT does not affect TP through OC. Likewise, SL does not affect TP through OC. It practically implies that universities should be concerned the selection and placement of professional leaders. Successful professional leaders support and enhance the OC and TP of lecturers with SL. This study enriches leadership literature empirically examining SL, TP, OT, and OC in religious higher education. Besides, it provides evidence that SL in tertiary institutions does not exhibit a positive impact on lecturer performance. Institutional limitations lead to difficult situations and allow lecturers to accept reality. Furthermore, it uncovers challenges and demands the need for in-depth investigation of SL studies, which are paradoxical and contradictory to the previous SL theories and findings.</span>

INTEGRASI MODERASI BERAGAMA SEBAGAI HIDDEN CURRICULUM DALAM PENGEMBANGAN KURIKULUM DI PERGURUAN TINGGI AGAMA

This research is motivated by the development of exclusivism, extremism, and radicalism, as well as the decline of religious harmony in society, especially in religious higher education. The focus of this paper is to determine the urgency of religious moderation as a hidden curriculum in religious higher education, as well as to find a model of integrating religious moderation as a hidden curriculum in curriculum development. This research is a literature review, and data is collected through document analysis, both in soft copy and written form, and analyzed qualitatively. The results show that radical ideologies emerge in an organized manner and are related to certain politics, social, and cultural aspects. Therefore, it is urgent to develop the value of religious moderation as a hidden curriculum and to make efforts to curb the development of radical ideologies in religious higher education. There are two models that can be operationalized in religious higher education. First, religious moderation as a hidden value in curriculum development using a correlated curriculum organization. Second, religious moderation as a hidden curriculum is derived from CPL to CPMK. The attitude achievements formulated in the regulations of the Minister of Education and Culture of the Republic of Indonesia No. 3 of 2020 are translated more specifically into CPMK, thus allowing the value of religious moderation to be included as CPMK.

Minimal (In)Fidelity: The Ministerial Exception in Religious Higher Education

Minimal (In)Fidelity: The Ministerial Exception in Religious Higher Education

The Higher Religious Education in Turkey 1997-2020, writer Elif Sobi (Ankara: İlahiyat Yayınları, 2021), 188 pages. ISBN: 978-625-8031-32-4

Bu araştırmada 2021 yılında Elif Sobi tarafından kaleme alınan “Türkiye’de Yüksek Din Öğretimi 1997-2020” başlıklı çalışmanın değerlendirilmesi amaçlanmıştır. Kitap kritiği konusunda bu çalışmanın seçilmesinin temel nedeni, İlahiyat ve İslami İlimler fakültelerinin son yıllarda niceliksel olarak artışı, bununla birlikte öğretim üyeleri ve istihdam kurumlarının bu artışın niteliğe yansıyamadığı konusundaki eleştirileri etkili olmuştur. Çünkü bu çalışma tam da bu temel soruna odaklanmaktadır. Çalışmanın birinci bölümünde ülkemizde 1997-2010, ikinci bölümünde ise 2010-2020 yılları arasında yüksek din öğretimi özelinde yaşanan siyasi ve eğitim açılarından gerçekleşen değişim ve dönüşümler çeşitli açılardan değerlendirilmiştir. Çalışmanın üçüncü bölümünde ise yüksek din öğretiminin geleceği tartışılmış ve önerilerle çalışma son bulmuştur. Literatüre bakıldığında yakın dönem yüksek din öğretimi konusunda bu denli bir kapsamlı çalışmaya rastlanılamamıştır. Çalışma, yakın dönem yüksek din öğretimini eğitim tarihi tarzında ele almakta, siyasetin eğitime olumlu veya olumsuz etkileri bakımından ilgili dönemler çeşitli açılardan değerlendirilmektedir. Bu itibarla çalışmanın alanda çalışma yürüten akademisyenlere, lisans ve lisansüstü öğrencilere kaynak eser niteliğinde olduğu söylenebilir. Çalışmada oldukça sade ve anlaşılır bir dil kullanılmış, ele alınan konular güncel çalışmalarla da desteklenmiştir. Yazarın doktora tezinden ürettiği çalışmanın metodolojisi açıkça ifade edilmiş ve araştırma süreci bu çerçevede şekillendirilmiştir. Çalışma, kapsamı itibariyle 1997-2020 yılları yüksek din öğretimini konu alsa da din öğretiminin sistemli ilk kaynağını ifade eden medrese eğitimine değinmemesi bir eksiklik olarak ifade edilebilir. Bununla birlikte çalışmanın alanda yürütülecek çalışmalara kaynaklık edecek olması, içerisinde yüksek din öğretiminin geleceğinin tartışılması, siyaset gibi konjonktürel bir çerçevede eğitim sistemi ile ilgili iddialı söylemlerde bulunulması ve oldukça zengin bir içeriğe sahip olması açılarından önemli ve okunmaya değer olduğu söylenebilir.

Construction of Religious Moderation among Indonesian Islamic Student Organizations

The purpose of this study is to examine the social reality of religious moderation among students, especially activists from extra-campus Islamic organizations. The existence of student organizations has a strategic role in the process of building student character. In its development, Islamic student organizations are very vulnerable to being infiltrated by radical ideology. Religious higher education is the most relevant vehicle for sowing the virus of religious moderation. This study is important as material for evaluating the extent to which students respond to the mainstreaming of religious moderation echoed by the government. The results of this study indicate that students actively and continuously accept and respond to social issues and events related to religious moderation that occur on campus. It includes the process of externalization, objectification, and internalization.

Religiosity, gender attitudes and women's labor market participation

Purpose: This study examines the impact of religion on female labor market participation and tests the hypothesis that under a specific belief pattern, female time allocation to labor market participation should vary systematically with the change in religiosity level.
 Design/Methodology/Approach: The study uses a primary data set of 320 female respondents. The binominal logit model is used to estimate a categorical dependent variable. 
 Findings: The results suggest that religious women are less willing to participate in the labor market.
 Conclusion: There are three different outcomes from the analysis scheme. First, the composite index of female religiosity signifies its negative impact on their labor market participation. Second, the findings of the study reveal that females with relatively higher religious education are less willing to participate in the labor market. Third, females are less willing to participate in the labor market when the head of the household is more religious.
 Research limitations: A larger sample is believed to help in better generalization.
 Practical implications: Religion shapes human behavior which subsequently influences their economic decisions. Our findings reveal a positive association between females’ formal education level and their labor market participation. This entails a government policy to facilitate women in enhancing their education level. Moreover, mainstreaming the religious educational institutes and their curriculum will resolve the misconceptions.

Lecturers Development Policy in Religious Higher Education and General Higher Education: Multi-Case Studies

This study aims to analyze the development of lecturers in the fields of education, research, service, and support at IAIN Madura, Madura State Polytechnic, and Trunojoyo University Madura. This study uses a qualitative approach with a multi-site design. The results of the study show that in the field of education, PTK already has facilities that are planned but not optimal; in the context of learning assignments, PTK There is still no planning and nomination list for lecturers who will further study for the development of lecturers through training. In contrast, PTU has structured planning in providing lecture facilities, further study of lecturers and development of lecturers through training. The field of research at PTK still needs a RIP and guidelines because they are still in the final stage, while at PTU, there are RIPs and procedures, and training on research has also been carried out. In the field of service in PTK and PTU, there are guidelines, but in PTK, it has yet to be integrated with study programs; in PTK, it has been facilitated but not comprehensive, while in PTU, it has been carried out by all lecturers. In the supporting aspect, PTK and PTU have a development policy for all lecturers to carry out outside activities and a Tridharma-supporting development facility policy.

Legal regulation of religious education in Ukraine: Implementation of the separation of the church and other religious organizations from state educational institutions

This article, via an analysis of legislation, law-application practice, and individual elements of statistical information, reveals the implementation of the constitutional provision on the separation in Ukraine of the church (religious organizations) from the state and the school from the church. The authors state that the requirements of the constitutional legislation are not fully observed, and religious education at schools depends on religious organizations to a significant extent. The intensity and depth of the influence of religious organizations on educational institutions differs however at various levels of education and in different institutions. At the level of pre-school and general secondary education, due to state standardization and control, the sphere of autonomy of religious organizations in providing educational services is sufficiently narrow. At the level of higher education, in institutions founded by religious organizations, the educational process is carried out under the control of the religious organization itself, and the state and communal institutions (which train specialists majoring in theology) are under the aegis of the Ministry of Education and Science. Higher religious education (both that obtained in private institutions and that obtained in state or communal institutions) is de facto not separated from religious organizations, although the Constitution of Ukraine declares this. The confessional nature of theology is manifested in the content of academic courses and the organization of the educational process. In practice, however, the cooperation of churches with educational institutions is based on the need for the former to determine or at least influence the content of the training of their future ministers; for educational institutions, cooperation is a powerful tool for ensuring the employment of graduates of educational programs, and, respectively, directly affects the number of applicants.

Produktivitas riset Perguruan Tinggi Keagamaan Islam Indonesia: Analisis Kualitatif

Indonesia's scientific publications in recent years have experienced a significant increase, both at the ASEAN and international levels. However, this achievement has not been evenly distributed, especially in the Islamic Religious Higher Education (PTKI) environment. This paper examines research productivity at PTKI qualitatively through two indicators. First, the quality and quantity of PTKI scientific journals. Second, the writing productivity of the PTKI academic community. Data is collected through various sources; Sinta, Moraref, SCImago, Ministry of Religion's Diktis data and several other secondary sources. The results of the study show, First, the number of PTKI journals ranked Sinta 1 (S1) is 8% or 7 of the total S1 journals. While the PTKI journals ranked Sinta 2 (S2) approximately 19% or 139 of the total journals at the S2 rank. Second, the productivity of writers who are included in the list of 500 productive researchers based on Sinta's data is 10 people from PTKI. In terms of journals and the productivity of researchers in the PTKI scope, the State Islamic Higher Education (PTKIN) and Private Islamic Higher Education (PTKIS) have not been evenly distributed. The results of this study indicate that aspects of equity and collaboration, both between PTKIN and PTKIS as well as PTKI with public universities and other research institutions, are important points in increasing research productivity within the PTKI scope.

A Quantitative Evaluation of the Experiences of Faculty Members and Students at the Faculty of Theology/Islamic Sciences regarding Distance Education System during the Covid-19 Pandemic

During the Covid-19 pandemic, lectures have been delivered through distance education since the Spring Semester of the 2019-2020 Academic Year at the faculties of theology/Islamic sciences, as has been the case at all educational levels in our country. The purpose of this study is to investigate the perceptions of the students and faculty members of the faculty of theology/Islamic sciences, regarding the impacts of distance education on higher religious education, its advantages and disadvantages, along with problems encountered in this medium of education. In this quantitative study, the data were collected using two online surveys, one of them being for students and the other for faculty members. The data obtained from the participants were analyzed using SPSS v24. The population of the study was the faculty members and students of the faculty of theology/Islamic sciences in Turkey. The sample of the study was selected from a group of faculty members and students at 25 faculties of theology/Islamic sciences dispersed across the seven geographical regions in Turkey.

Teologia Universalis: the academic contributions of the Faculty of Theology for Kastamonu University to the International Sciences

Before the establishment of the Republic of Turkey, from the medieval age, Madrasas and other Islamic educational institutions were well-known to be in process of their reformation and development activities in the last period of the Ottoman Era. Religious instruction was also held in those madrasas under some departments such as; 1- Department of Islamic (Shariah) Sciences, 2- Department of Law and Legal Sciences, 3- Department of Fünun (Science), 4- Department of Medical Sciences, 5- Department of Literary Sciences. That Dar al- Funun built in the 1908's Emrullah Efendi's Sharia Sciences (Ulum-ur Şer'iye) as Faculty of Theology in Turkey may be the first core fort his model. On March 3 1924, the Article of "Unification of Education" was issued out. With this constittutional article, a faculty of theology affiliated to Istanbul Darul Fünun was opened. The Faculty of Theology was closed in 1933 and soon after subsequently, the Institute of Islamic Studies was established in Istanbul however in 1936 this institute was closed as well. There has been experienced a dramatic process until 1949 when Ankara University has opended its doors to a newly founded Faculty of Theology. The Democrat Party, which came to power after the 1950 elections, opened Imam Hatip Schools (IHO) in the first year of its ruling times, as it promised for election periods, and this was followed by the opening of Islamic Institutes. In the following periods, schools and faculties providing many religious education were established. The Faculty of Theology belonged to Kastamonu University is one of these institutions. Although it is a newly established young faculty, it has achieved great success and made a fame and global name.  In this article we will deal with its contributions to the global religious studies.  Keywords: Religion, Religious Education, Faculty of Theology, Higher Religious Education, Democracy

The Islamic College Scholarship of Future: From Educational Dualism to Integration of Science

The dichotomy of education that has swept the Islamic world is recognized as having created split of Muslim personalities. Educational institutions produce experts who are qualified in spiritual-transcendental issues, but unable to face the objective reality of social life that demands attention to every change that occurs. On the other hand, experts born from the world of general education institutions are very smart in dealing with the realities of social life, experts in the fields of science technology, economics, politics, and so on. However, it is not uncommon for people to be completely dry, even devoid of spirituality, which causes their lives to be unsettling and at the same time detrimental to personal, family and community life. This study uses a qualitative approach, with a literature review method. The results show that the dichotomy of science is the separation between religious and general disciplines, which in turn gives birth to a new term called educational dualism, namely religious education and general education. The dichotomous view that separates the religious sciences and general sciences is contrary to the concept of Islamic teaching which has integralistic teachings. Islam teaches that the affairs of the world are not separate from the affairs of the hereafter. The implication is that when referring to Islamic teachings, general sciences should be understood as an inseparable part of the religious sciences. The Islamic Religious College (STAIN / IAIN / UIN) must have the courage to review the vision, mission, and scientific paradigm that it has built over the past few decades. The aim of STAIN / IAIN / UIN as a Religious Higher Education needs to be oriented towards the birth of a bachelor who has three abilities at once, namely the ability to analyze academically, the ability to innovate and the ability to lead according to the demands of social, scientific, and professional problems in one breath of ethos. scientific and religious.

Pursuing the Aim of Community Development at Higher Religious Education: Links Between Society, Religion and Language in Türk Düşüncesi [Turkish Thought] Journal With Particular Reference to Ismail Hakki Baltacioglu’s Writings

Cumhuriyet tarihi boyunca, özellikle de erken çok partili dönemde, yaşanan siyasi ve entelektüel dönüşümler, yüksek din öğretiminin amaçlarının da önemli ölçüde değişmesine neden olmuştur. Söz konusu değişimin önemli bir kesitini yansıtmayı amaçlayan bu makalede Peyami Safa’nın önderliğinde 1953-1960 yılları arasında süren, yayın hayatı boyunca dönemin tartışmalarını canlı bir şekilde yansıtan Türk Düşüncesi dergisi incelenmiştir. Dergi, din eğitiminin yeniden canlanışına sahne olan bu dönemde yüksek din öğretiminin amaçlarına toplumsal kalkınma odaklı bir bakış açısı sunan ilgi çekici bir kaynaktır. Yapılan tematik analiz doğrultusunda dergide yüksek din öğretiminin amaçlarına yönelik; doğru dinî bilginin üretilmesi, toplumun aydınlatılması ve Kur’an’ın Türkçeye çevirisi şeklinde üç temel temanın ön plana çıktığı tespit edilmiştir. Dergi yazarları arasında özellikle Baltacıoğlu tarafından öne çıkarılan bu temalar; yüksek din öğretiminin amaçlarının toplumsal kalkınma ekseninde yeniden tanımlandığını göstermektedir. İlahiyat fakültesi, kutsal metnin Türkçeye çevrilmesini sağlayarak toplumu oluşturan temel kurumlar arasında bulunan dinî kalkınmanın ve toplumsal kalkınmanın gerçekleştirilmesinde başat rol üstlenmektedir.

THE POTENTIAL FOR INTER-INSTITUTIONAL COOPERATION FOR SHARIA ACTUARY NON-CERTIFICATION PROGRAMS FOR SHARIA INSURANCE IN INDONESIA

This study aims to explore the potential model of collaboration among institutions such as the Financial Services Authority (OJK) as regulators, higher education institutions, general higher education institutions and religious higher education, sharia insurance industry associations, actuary professional associations and sharia insurance companies to carry out non-sharia certification of the sharia actuary profession. This study uses descriptive qualitative approach and literature study method. The results of the study recommend that certification programs that span sharia actuaries require several institutional roles includingFinancial Services Authority (OJK), National Sharia Council (DSN), Indonesian Ulema Council (MUI), Indonesian Syariah Insurance Association (AASI) and Indonesian Actuary Association (PAI). Each agency has their respective duties and functions such as regulators, prospective actuary providers, distance education providers, certification providers, and material providers.

Studi Historis Perkembangan Kaderisasi Ulama dalam Menghasilkan Fukaha

The existence of ulama as heirs of the Prophet occupies a strategic role in solving religious problems that occur in society. This research is a library research with the data source in the form of documentation. The data collected were analyzed using a qualitative descriptive method through a historical approach. The results showed that the existence of ulama needs to be maintained through a regeneration model. Historically, the ulama’s regeneration model has been implemented since the era of the Prophet Muhammad, khulafa al-rasyidun, the formation of the school of thought to the era of the industrial revolution 4.0. The ulama’s regeneration models are carried out using the question and answer model, the determination model, the story model, the da'wah model, and the demonstration model. The model for the regeneration of ulama in Indonesia is carried out with the model of education in Religious Higher Education, Islamic boarding schools and the education of ulama regeneration.

A Qualitatıve Research on Mixed or Single Sex Based Education in Higher Religious Education

İlahiyat fakültelerinde verilen eğitimin karma olması, zaman zaman tartışmalara sebep olan bir konudur. Son yıllarda özellikle öğrencilerin yürüttüğü kampanyaların neticesinde, bu konu tekrar tartışmaya açılmıştır. Bunun neticesinde bazı İlahiyat fakültelerinde karma eğitim uygulamasına son verilirken, bazı fakültelerde ise itirazlara rağmen karma eğitim uygulaması devam etmektedir. Karma eğitim tartışmaları bilimsel yaklaşım yerine rasyonel argümanları gölgeleyen politik/ideolojik karşıtlıklar üzerinden ve tarafların birbirini tam anlamadığı bir zeminde yürütülmektedir. Bu sebeple söz konusu mesele, polemik konusu olarak devam etmekte ve çözümsüzlüğe mahkum edilmektedir. Bu önemli konuyu çözümsüzlüğe mahkum etmemek için öncelikle, karma eğitim ile ilgili olumlu ya da olumsuz görüş belirten tarafların taleplerini ve itirazlarını anlamaya ihtiyaç vardır. İşte bu ihtiyaçtan hareketle bu araştırmanın temel amacı, ilahiyat fakültelerinde halen öğrenim gören veya mezun olan katılımcıların karma eğitime ilişkin görüşlerini tespit etmektir. Bu çalışmada nitel araştırma modelinden yararlanılmıştır. Araştırmaya 1335 kişi katılmıştır. Elde edilen verilerin analizinde “betimsel analiz” tekniği kullanılmıştır. Sonuç kısmında bulgular literatür ışığında değerlendirilmiştir, muhtelif önerilere yer verilmiştir. Karma eğitime karşı olan 792 katılımcıdan 388’i pedagojik kaygılarla, 358’i dini kaygılarla, 276’sı kız-erkek ilişkileriyle ilgili kaygılarla, 13’ü karma eğitimin ideolojik dayatma olduğu gerekçesiyle, 125’i herhangi bir neden belirtmeksizin karma eğitime itiraz ettiklerini ifade etmişlerdir. Karma eğitim lehinde görüş beyan eden 543 katılımcıdan 284’ü sosyal ve mesleki gerçeklik, 215’i sağlıklı kadın-erkek ilişkileri, 196’sı kişisel ve sosyal gelişim, 187’si pedagojik katkı, 40’ı dini açıdan sakıncalı olmaması açısından ve 55’i ise herhangi bir neden belirtmeksizin tek cinsiyetli eğitime karşı olduklarını ifade etmişlerdir.

KENDALA DAN PERBAIKAN PENDIDIKAN ISLAM YANG IDEAL

Every era certainly has a separate challenge. In the development of the Indonesian nation from the old order to the new order era and era to the reform era that seemed to give a very clear feel and color for this nation, especially in the field of education. What has happened? Precisely education in Indonesia to get a new problem, namely the birth of "intersection" policies and "paths of problems" that run until now. Education which is a symbol of the glory and development of the nation-children that must marginalize even more Islamic Education which is part of the institutions under the auspices of the ministry of religion and remain separated in the memories of the ministries of education and culture. This paper is a form of qualitative research library with a sociological approach that sees the history and development of Islamic education at Islamic Religious Higher Education in Indonesia.

The Case for Morality Religious Higher Education as Academia

Higher Education is Globalization and Integration-but is it? Stern Warning: This article is highly “Politically Incorrect” and proud of it. An oft-spoken historian’s rule is that the Hebrew Bible did not and could not have contributed anything significant to the rise of modern ideas and institutions. Quite the opposite, it is claimed by some to have been a hindrance. The ‘faith’ is drawn from Marx, that religion is the opiate of the masses-and who wants to be ‘masses’?! It is always more chic to be ‘liberal’ and ‘secular’ and anti-religion. And, if one can ‘get away’ with it, to be anti-religion while proudly declaring a state of utter ignorance about the subject. We probably all know of a certain biologist who makes a point of searing anti-religion statements while expressing pride in total ignorance of the subject. This article is not about religion. It is about Higher Education and the similarities between two types of it, as well as certain debts academia owes to Judaic Higher Education. Judaism has a very long history. Jewish Higher Education has a history nearly as long. Rabbi Akiva is known to have had an “academy” consisting of some 24,000 students, in the town of Bnei Brak, around the year 130 CE. What did they study? How did they study and learn? More importantly for this discussion: What were the pedagogy techniques? How ‘academic’ was it, in the sense of what we are familiar with today? And what can modern academics learn from this? Why is that last question of significance? Because those same and similar techniques are still used in Judaic Religious Higher Education today, with great success!

Consider No Evil: Two Faith Traditions and the Problem of Academic Freedom in Religious Higher Education

Consider No Evil: Two Faith Traditions and the Problem of Academic Freedom in Religious Higher Education