Implementation Of Religious Education Research Articles

Enhancing religious education teaching and learning for sustainable development in Lesotho

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context.

Membentuk Karakter Peserta Didik melalui Pendidikan Agama Islam: Studi pada TK Daru Musthafa Al-Jannah

This study aims to explore the role of religious education in shaping the character of students at the Musthafa Aljannah Kindergarten, and to provide recommendations for improving learning approaches tailored to the needs of the students. The research method employed is qualitative with a descriptive approach, utilizing observation, interviews, and document analysis techniques. The results of the study indicate that religious education plays a significant role in shaping the values and character of students, with learning approaches suitable for children, such as role-playing, interactive storytelling, and artistic activities. The research recommendations include the need for active family involvement in religious education, the integration of religious values into the curriculum, and the development of creative learning methods appropriate for the students' developmental levels. It is hoped that the results of this research will contribute significantly to the understanding and implementation of religious education at the Musthafa Aljannah Kindergarten, serving as a basis for the development of more effective learning programs for shaping children's characters positively.

Religious education in Catholic schools in Ireland and South Korea: complex layers of diversity, policy and teacher agency

ABSTRACT This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers’ experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. Our findings demonstrate the central role of teachers’ beliefs and future-oriented agency in the construction and implementation of religious education which does not always follow prescribed confessional or secular-neutral approaches.

ROBERT JACKSON’S THEORY IMPLEMENTATION EFFORTS TO BUILD STUDENTS’ RELIGIOUS TOLERANCE ATTITUDE AT SMK MAHADHIKA 4 JAKARTA

This study aims to determine the role of religious education teachers in schools as an effort to build students' religious tolerance, supporting and inhibiting factors in an effort to build religious tolerance attitudes students, and to find out the implementation of religious education in plurality based on Robert Jackson's theory at SMK Mahadhika 4 Jakarta.
 This research is a qualitative research where the researcher will act as a research tool and attempt to collect data, describe and analyze data in the field through observation, interviews and documentation.
 The results of this study state that the role of religious teachers in building students' religious tolerance is first, through the learning process (good habits and examples). Second, the teacher participates in assisting in religious activities/social activities, both intracurricular and extracurricular. The supporting factor in building students' religious tolerance is through intracurricular and extracurricular activities. Inhibiting factors include lack of student response and self-motivation, students from incomplete families, and lack of student understanding of tolerance material. Mahadhika 4 Vocational School has implemented religious education in plurality based on Robert Jackson's theory, namely using an interpretive approach and a dialogical approach

PEMBELAJARAN PAI DI SEKOLAH DAN MADRASAH: ANTARA CITA DAN REALITA


 
 
 Islamic religious education is basically education that aims to form a complete Muslim person, develop all human potential both physically and spiritually, and foster a harmonious relationship between each person and Allah SWT. The implementation of religious education that takes place in schools today can be said to still experience many weaknesses. The reality that occurs in the field is still not able to meet the ideal conditions aspired to. Innovations that are able to bridge the barriers that block reality towards ideal conditions certainly need to be created, especially in the face of today's rapid changes. This type of research is library research, library research is research carried out using literature (library), either in the form of books, notes, or reports on research results from previous studies. Flexibility, adaptability, optimism, and teamwork determine the teacher's approach to change. Efforts to improve the quality of teachers can be done by increasing discipline, and knowledge and providing training. In addition, education leaders must support and encourage teachers to implement appropriate changes; 2) Ensure that changes made by teachers are sustainable over time; 3) Ensure that changes can be transmitted to other teachers.
 
 

Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

The multicultural approach plays a vital role in learning religious education in order to recognize the diversity that exists, especially in conflict-prone zone schools. This study aims to describe a multicultural approach in learning religious education in conflict-prone zones. Through exercising Garfinkel’s ethnomethodology analysis, this qualitative research was conducted at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo senior high schools within conflict-prone zones of West Pasaman, West Sumatra. The dynamics of school philosophy towards inclusive multicultural approaches in religious education for schools in conflict-prone zones indicated that academic culture within said schools must be capable of creating a more harmonious atmosphere among ethnic diversities, mainly that of Javanese, Minangkabaunese, and Bataknese. The application of multicultural approaches in religious education for such schools in conflict-prone zones showed that the planning, implementation, and evaluation of religious education must be carried out while simultaneously considering the diversity of these ethnicities. The employment of an inclusive multicultural approach in association with schools in conflict-prone zones showed that the school’s physical environment is strategic for the interaction of various ethnicities, such as with Javanese, Minang, and Batak ethnicities at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo. This research is useful as input in making and improving policies by schools and the government regarding the implementation of religious education with a multicultural approach in conflict-prone zone schools.

Implementation of Religious Education in Character Values in Early Childhood Education Institutions

Abstract Conceptual discourse and practice of religious education is considered effective as a means of internalizing character values as early as possible for the provision of children's lives in the future. This study describes the implementation of religious education in instilling character values in early childhood by using a survey method in 624 early childhood education in 33 provinces in Indonesia. The results of this study indicate that the majority of early childhood education leaders implement religious education policies in the institutions they lead with a calculated value of (93.37%). Then the implementation of religious education strengthens cognitive knowledge through material content about God by (99.84%), Prophets by (100%), holy books by (100%), houses of worship by (100%), and material content about morals by (100%) 100%). While the affective aspect of religious education includes material content about value planting (100%), planting the value of helping to help (99.84%). While the material that leads to the psychomotor aspect includes material about mutual respect (99.52%), and material about politeness (99.84%). The narrative of the survey results shows that religious education at the early childhood education level has been carried out in accordance with early childhood education standards, namely placing religious education as a means of internalizing character values through material content that strengthens the cognitive, affective and psychomotor abilities of early childhood. Abstrak Diskursus konseptual dan praktik pendidikan agama dinilai efektif sebagai sarana internalisasi nilai karakter sedini mungkin untuk bekal hidup anak ke depan. Penelitian ini menjelaskan implementasi pendidikan agama dalam menanamkan nilai karakter pada anak usia dini dengan menggunakan metode survei di 624 lembaga pendidikan anak usia dini yang ada di 33 Provinsi di Indonesia. Hasil studi ini menunjukkan bahwa mayoritas pimpinan pendidikan anak usia dini menerapkan kebijakan pendidikan keagamaan di lembaga yang dipimpinnya dengan nilai perhitungan sebesar (93,37%). Kemudian implementasi pendidikan agama cenderung memperkuat aspek kognitif melalui konten materi tentang Tuhan sebesar (99,84%), Nabi sebesar (100%), kitab suci sebesar (100%), rumah ibadah sebesar (100%), dan konten materi tentang akhlak sebesar (100%). Sedangkan pendidikan agama yang menekankan aspek afektif meliputi konten materi tentang penanaman nilai kejujuran sebesar (100%), penanaman nilai tolong menolong sebesar (99.84%). Sementara untuk materi yang mengarah ke aspek psikomotor meliputi materi tentang saling menghormati sebesar (99,52%), dan materi tentang kesopanan sebesar (99,84%). Narasi hasil survey tersebut menunjukkan bahwa pendidikan agama pada jenjang pendidikan anak usia dini sudah dilaksanakan sesuai dengan standar isi pendidikannya, yaitu menempatkan pendidikan agama sebagai sarana internalisasi nilai karakter melalui konten materi yang memperkuat kognitif, afektif dan psikomotorik anak usia dini.

IMPLEMENTASI PENDIDIKAN AGAMA ISLAM PADA ANAK USIA DINI DI DESA SUKODADI KECAMATAN SUKARAMI PALEMBANG

One of the non-formal educational institutions is early childhood education. The efforts made by parents in educating and fostering children at an early age provide a stimulus in helping physical and spiritual growth and development from birth until the child is considered mature, before he learns at a later age. The purpose of this study was to determine how the implementation of Islamic religious education is implemented by both parents in early childhood. This research is a qualitative research conducted in Sukodadi Village, Sukarami Districti , Palembang. This research presents a qualitative descriptive report through observation, interview and documentation. The technique of drawing conclusions using purposive sampling is a method of selecting informants based on certain characteristics, using personal considerations according to the research topic, where the object of this study is the parents of the guardians of children in PAUD Sukodadi. As for the results of this study, the process of planting Islam is the Implementation of Religious Education in Early Childhood in Sukodadi Village Sukarami District,, has been going quite well. Before the implementation of the learning process has been planned first which is included in the RKH and RKM, then in the implementation they try to implement it according to the activity plan that has been made as closely as possible. As for the methods used in PAUD Sukodadi, the first is the method playing, the second is the field trip method, the third is the storytelling method, the fourth is the singing method, the fifth is the sixth method, this exemplary method is required to have good character, because schools, educators are friendly and speak well. From the results of these studies that Islamic education early childhood is the main solution for children towards higher education.Keywords: Islamic Religious Education, Early Childhood

Spiritual Education in Russia: Law and Theology

It is impossible to imagine modern life without education. It allows a person to learn something new, to know the reality around, to realize their abilities, to reveal their talents, to find a vocation in life. Education is not only the process of learning new information, but it is also the upbringing and development of the individual, their exposure to the world and national culture, the formation of a certain system of values. Currently, there are several problems in education, like in any other public sphere, that cause active discussion in society and require resolution at the legislative level. This article presents a legal study of spiritual education, taking into account its legal regulation and implementation in Russia at the present stage. The authors of the article consider the most important aspects of the implementation of the right to spiritual education in Russia and conduct a comparative legal analysis of the Russian legislation on spiritual education. The article considers the types of educational organizations that provide religious education and their educational programs, describes the foreign experience of religious education, and conducts a systematic analysis of educational standards of higher education. The authors identify current problems in the field of organization and implementation of religious education, give recommendations for their solution, and indicate areas for improving legislation on religious education. It is concluded that the introduction of subjects teaching religion in educational institutions is legal in compliance with the principle of voluntary choice of education.

CHALLENGES ENCOUNTERED IN RELIGIOUS EDUCATION IN TURKEY

Aim. In this study, the challenges encountered during the introduction of religious education in Turkey are examined within the scope of their intended solutions.
 Methods. In this study, challenges encountered in the implementation of religious education in Turkey are being discussed in a descriptive manner. Literature scanning and interpretation methods, one of the qualitative research methods, were used in the study.
 Results. Religious education in Turkey is both maintained within the formal education system and the non-formal education system. Formal education is provided in public schools run by the Ministry of National Education [MNE]. Primary, secondary and high school education is compulsory for all students. There are Imam Hatip Schools that were opened to provide religious education at secondary and high school level. There are also two hours of compulsory religious education per week in other schools. Non-formal religious education is provided only by the Presidency of Religious Affairs [PRA]. This training is given to people of all ages. For this purpose, the PRA opens several courses.
 Conclusions. In this study, challenges encountered related to religious education in Turkey are being discussed in two main areas: Challenges in formal education are examined under seven subtitles. Challenges in non-formal education are examined under eight subtitles.
 Originality. This study is an original study in terms of addressing the challenges in formal and non-formal religious education together. In addition, the possibility of making a collective examination of challenges related to religious education in Turkey would be valuable to the reader.

POLICY ANALYSIS PP No. 55/2007 IN THE MANAGEMENT OF RELIGIOUS EDUCATION

Implementation of religious education as an education that instills moral values and spiritual until now still raises problematic situations in the community. This is because religious education, especially Islamic education in schools in its implementation, still shows less social issues, such as at least an hour PAI subjects in school are only two hours of lessons a week and the appearance dilemma in the management of religious education. Although substantially religious education was included in the national education system, its management remains handled by the Ministry of Religion. This is under Government Regulation No. 55 of 2007 on Religious Education and Religious Education, which mandates that religious education is the responsibility of the Ministry of Religious.

INNOVATION OF INTEGRATIVE-INTERCONNECTIVE ISLAMIC EDUCATION BASED ON DIRECT EXPERIENCE IN UNIVERSITAS BRAWIJAYA MALANG

Currently, the implementation of religious education is faced with various problems both internally such as its learning methodology, and externals such as the strengthening of the culture of materialism, consumerism, and hedonism, which has led to changes in people's lifestyle. In this context, it is very important for Islamic education innovations to improve the quality of Islamic education learning, to answer the challenges of globalization today. This study aims to find Islamic education learning innovations that are integrative-interconnective based on direct experience in Brawijaya University. Therefore, this research included case study research with data collection techniques using interviews, observation, and documentation. Data analysis uses descriptive-qualitative analysis. The results of the study show that Islamic education innovation in Brawijaya University covers several things, namely the paradigm, approach, strategy, method, and learning evaluation system. The learning paradigm is changed from dichotomous to integrative-interconnective, the learning approach is oriented towards student-centered with focus, namely problem, spiritual-scientific, and philosophical-normative. Learning strategies cover direct instruction, contextual teaching and learning, problem-based learning, and meaningful learning. Learning methods are oriented to direct experience. While the evaluation does not only lead to cognitive aspects but affective and psychomotor aspects by using observation and self-assessment techniques. The implications for understanding students are getting better. It can be seen in the result of student grades.

POLA PENDIDIKAN AGAMA DALAM KELUARGA JAMA’AH TABLIGH DI DESA BOLANG KECAMATAN DAYEUHLUHUR KABUPATEN CILACAP

The results of the study found that the responsibility of religious education of children in the family of Tablighi Jama'ah differed in terms of several conditions, namely first, when parents were not going to khuruj where both parents were responsible for children's education; secondly, when the father goes khuruj, then the mother is responsible for everything including children's education; third, when both parents go khuruj, then the responsibility of the child is left to other family members such as grandparents or their first adult children; and fourth, when the child goes to khuruj, where parents are responsible for children's religious education both mother and father. The pattern of the religious education in the Tablighi Jama'ah family in the village of Bolang is formed from several similarities held in the implementation of religious education, one of which is the daily activity that is carried out by the Tablighi Jama'at family. Al-Qur'an becomes one of the material given to children in the ta'lim. Children are taught how to read the Qur'an and memorize short letters such as Surat al-Falaq, al-Ikhlas, and so on. In addition to al-Qur'an, in this ta'lim there is a special study in the Tablighi Jama'ah, which is reading the book of fadhilah ‘amal, and the last is mudzakarah six characteristics.

Mereformulasikan Area Pendekatan Sistematis dan Bijaksana dalam Pendidikan Islam untuk Anak di Sekolah Awal

The continuous development of problems in the field of education and religion demands the formulation of new paradigms, new theories, and new methods of operationalization that are able to solve new problems that are more complex, on the basis of which it is necessary to update thinking, study and research on Islamic education to reconstruct aspects of theological, philosophical, substantive, methodological, and learning systems in the hope that the implementation of religious education will be effective effectively. This paper is based on the aim of formulating an area of ??systematic and prudent approach in Islamic education for children in early school. From the results of the discussion concluded: 1) According to the Islamic view, education must prioritize faith education. History proves that education will produce education who lack moral character; 2) The historical reconstruction of Islamic philosophy as wisdom certainly indicates a thorough integration of modes of thinking and speaking which is the philosophy of philosophy into larger and speaking mode of thinking which is constitutive of historical Muslim society; 3) the critical area of ??Islamic education for children is the transmission of facts and information about Islam to the personality and character of Kaaffah, the curriculum must be relevant paradigm shift must be effective and relevant to the communities in which they live.

KEBIJAKAN KEMENTERIAN AGAMA DALAM PELAYANAN PENDIDIKAN AGAMA KELOMPOK MINORITAS

This study aims to review the results of the research by The Office of Religious Research and Development Semarang about The Implementation of Religious Education in Minority Group. The research findings show that although the regulation of religious education services for minority groups has a strong foundation but in its implementation not all schools can serve religious education for minority groups. Based on the study it was found that (1) there were schools that provided all of religious education services according to the students needs;(2) there are schools that only provide one religious education service, and (3) there are also schools that provide a portion of minority religious education services. Judging from the suitability of religious education services with regulations found there are still those that are not in accordance with PMA Number 16 of 2010.

INTERRELIGIOUS EDUCATION MODEL IN SENIOR HIGH SCHOOL (SMA) BOPKRI 1 YOGYAKARTA

Abstract: Religious education at all levels of institutions are generally still dwelled on the perspective of the internal circle, intended for the internal, and less responsive to social changes. In other words, religious education is still monoreligious, so that institutions and religious communities are often stuttered toward the diversity and changes. In fact, the monoreligious model does not accept other people who are different. It does not foster a sensitivity on how to think, how to live and the needs of others who are a different religion. Such a model of religious education raises a wide impact on the mindset and attitude of religious students, one of which could potentially give rise to attitudes of intolerance. Therefore, it is necessary the presence of a renewal model of religious education that allows students to more insightful open to differences and diversity of religions. This research aims to know the implementation of the interreligious model in religious education at Senior High School (Sekolah Menengah Atas-SMA) BOPKRI 1 Yogyakarta. Data are collected by using interview, observation, and documentation, and verified by triangulation. The findings are that interreligious model at SMA BOPKRI 1 Yogyakarta has been implemented only on grade XII, whereas at the grades X and XI, the Christian religious education is applied. According to Michael Grimmit, the implementation of religious education at grades X and XI can be categorized as “learning religion", whereas in grade XII It can be categorized as “learning from religion”. On the other hand, by using the theory of Jack Seymour and Tabita Kartika, the model religious education in grades X and XI can be included as “in the wall”, whereas, in grade XII, it can be categorized as “beyond the wall”. Tolerance and multiculturalism insight of students of SMA BOPKRI 1 Yogyakarta by applying the interreligious model is already up on the fifth level of the multicultural barometer popularized by Karuna Center for Peacebuilding i.e. on the level of respect, recognizes, and contributes to other groups, or can be categorized at the highest level, namely the award on the similarities and differences, as well as celebrate plurality.

Strategi Guru Agama Islam dalam Pembinaan Akhlakul Karimah Siswa SMA Negeri I Bukit Kabupaten Bener Meriah

Nowadays, religious education is in the public spotlight. The deviant behavior of students and adolescents who are not in accordance with religious norms encourages various parties to question the effectiveness of the implementation of religious education in schools. This study discusses (1) the role of Islamic religious education teacher strategies in the formation of akhlakul Karima; (2) the form of moral guidance carried out by Islamic religious education teachers; and (3) supporting factors and barriers to the development of students' morality in Bukit I State High School, Bener Meriah Regency. This study uses a descriptive qualitative approach. The results of the study are (1) the strategy of Islamic religious education teachers in the formation of morality is done through habituation, exemplary, advice or advice, prohibition, supervision, and punishment; (2) moral development in I Bukit State High School is divided into two, namely extracurricular which is focused on religious studies consisting of Aqidah / Tauhid, and extracurricular activities, including sports, excursions and social activities; and the form of moral formation is carried out by reading the prayer of reading the Qur'an, the midnight prayer and commemorating the Islamic holidays such as the new year and the birthday of the Prophet; and (3) supporting factors for habits or traditions that behave well in school and inhibiting factors, community environment (association) that is less supportive.

DINAMIKA KEBIJAKAN PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI UMUM

This article examines the Indonesian Government's policy on the implementation of Religious Education at Public Higher Education. The research is conducted through a socio-cultural-historical approach using content analysis methods to relevant texts, both in book form and related documents. The results show that the policy of Islamic Religious Education in public universities is influenced by the assumption and response of policy maker, in this case the government (Old Order, New Order and Reform Order), to the socio-political and cultural reality that developed in society, this is in accordance with K. Young's theory. The policy is part of the government's effort to control the implementation of Islamic Religious Education in public universities, as described in Roger Dale's theory, through regulation, bureaucratic system, the implementation of obligations and political reproduction in the Indonesian context.

Pendidikan KARAKTER MELALUI PENDIDIKAN AGAMA ISLAM di SEKOLAH DASAR ISLAM TERPADU DI KOTA YOGYAKARTA

The study aims to (1) describe the model curriculum of religious education in Islamic integrated elementary schools (SDIT) at Yogyakarta, (2) described the implementation of religious education in Islamic Integrated Primary School in forming the religious character of the learner. (3) describe the support and constraints faced by Islamic integrated elementary schools in preparing and developing the religious education curriculum andits implementation in learning activities, (4) show the concept ideal model of Islamic religious education in Islamic integrated elementary schools. By using qualitative approach this research had found four things: (1) the model curriculum of Islamic education at SDIT is integrated in each unit subjects. (2) the implementation of religious education in and instilling religious character learners performed with variety of approaches like fullday school, habit forming, communicative stimulative, learning by doing, human approach, and leadership (3) The support factors to instilling of religious education curriculum character are factual and hidden curriculum, extra curriculum, programs habituation, and learning approaches used. While the obstacles are faced by infrastructure, cost of education, as well as the participation of parents who still feels less.

KUALITAS PENYELENGGARAAN PENDIDIKAN AGAMA PADA PROGRAM PAKET A, B, DAN C

This research is to identify: the progress of the religious educations’ program towards the package A, B, and C program that are spread to 7 provinces in Indonesia. Survey method appears as the method used in this research. The result of the research indicates: 1) the obligation for the people to attend the educational religious course is considered still not well implemented by the institutions’ packages, 2) the amount of religious tutors in the establishment of religious education by the third package is still few, 3) religious tutors with irrelevant background to the formal education still exist 4) There are program organizers that are still considering the implementation of religious education appear not as a compulsory lesson, 5) the coordination between the ministry of religious affairs and the ministry of education and culture is still considered low related to the religious education’s establishment on the package.