Religious Education Research Articles

Holistic Curriculum Development in Islamic Religious Education Institutions in Primary Schools or Madrasah Ibtidaiyah

The era has experienced developments and changes in various fields. These developments and changes can affect changes in the education system. Nowadays, education has become an important part of social life, because education can change the quality of one's life. It can be proven that the higher the level of education, the more knowledge and experience a person has so that it is easier to solve life problems. One of the cornerstones of education is the curriculum, so when there are developments in various fields that can affect the education system, the curriculum is the same. Problems that arise in society also encourage changes in the education system. The curriculum is here to solve problems and meet the demands of society. The curriculum is designed to facilitate existing learning. This research uses qualitative research methods with the type of library study (library research), which is a method of collecting data by understanding and studying theories from various literature related to research, collecting data by searching for sources and reconstructing from various sources such as books, journals, and existing research. The indicators of success include understanding the concept of Islam, applying the values of religious teachings in daily life, improving student behavior and attitudes, and improving the quality of individual character Developing a holistic curriculum for Islamic religious education in elementary schools or madrasah ibtidaiyah is an important step in developing balanced and moral individuals. This curriculum covers the development of all aspects of a person, including physical, mental, emotional and spiritual. The implementation of a holistic curriculum requires the active role of teachers and the application of creative and interactive learning methods. The success of a holistic curriculum can be seen from the achievements of students in understanding religious concepts, applying religious education values, changing behavior and improving the quality of individual character. By developing a holistic curriculum, it is hoped that Islamic religious education can contribute to the formation of a pious national character.

The project of state transforma- tions by M.M. Speransky

   The relevance of the research lies in the analysis of the transformation project of one of the outstanding reformers of the days of Alexander I, whose ideas were not duly appreciated, but could prevent serious upheavals in Russia during subsequent reigns.   The problem is that changes proposed by Speransky’s would have laid the foundation for a deep reform of the country, however, not all projects were destined to be realized.   The purpose of the research is to consider the transformation projects of Speransky M.M. and to analyze the degree of their implementation.   The article used the retrospective and historical-genetic methods of historical research. The first allowed us to immerse ourselves in the events of the past, the second allowed us to analyze the degree of implementation of projects. The result of the research: many of Mikhail Mikhailovich’s proposals would subsequently be considered by the descendants of the winner of Napoleon Bonaparte, but then the Russian emperor considered the projects premature. Only the reform of religious educational institutions was one of the few that was implemented almost completely.   The conclusion: Speransky’s proposals in the field of religious education were implemented more than all others examined in the research; among state reforms, only the State Council arose; as for tax reforms, only certain partial proposals of the reformer were implemented.

The travail of multi-faith religious education in Britain

The purpose of this article is to consider the post-confessional history of religious education in Britain, that is, multi-faith religious education, which is the form of religious education that succeeded confessional religious education, and to enquire why (and in what ways) it is in such a ‘lamentable’ state. The focus is on weaknesses rather than strengths, for it is weaknesses that are increasingly becoming apparent and increasingly discussed. Attention is given both to the commitments and ideas that have shaped the changing character of multi-faith religious education over the last fifty years and to identified weaknesses, as revealed in observational research in classrooms and in pupil surveys.

The Contribution of Christian Religious Education (CRE) in Achieving Sustainable Development Goals (SDGs) Through a Problem Based Learning Approach - 4A Cycle Model

Sustainable Development Goals (SDGs) has been an important focus and a common goal for all humanity. Degradation of nature is a concern and responsibility for all areas of life, including education, which is a fundamental factor in developing the quality of human life. In this regard, the aim of this research is to provide some ideas for Christian Religious Education (CRE) at the higher education level in supporting the achievement of the SDGs. This research was conducted by in a qualitative descriptive method. As findings, it is found that the contribution of CRE can be made through Student Centered Learning approach, Inquiry model - problem based learning. This approach is carried out through learning practical matters with stages of achieving targets, which are referred to as the 4A cycle model (Awareness, Action Plan, Actualization and Assimilation).

Pesantren Resistance to Indonesia's National Curriculum to Defend Its Curriculum Model

Purpose: This article explores the challenges faced by pesantren (Islamic boarding schools) in Indonesia in reconciling the national curriculum with their traditional religious education while preserving their identity.   Methods: The research employed a qualitative approach, utilizing multiple case studies conducted in two pesantren in Indonesia. The study involved observations, interviews, and documentation collected from January to December 2023.   Result and Conclusion: The findings reveal a contestation between the national curriculum and the curriculum offered by pesantren. While many pesantren have integrated formal education, they exhibit resistance by focusing on Islamic teachings and values. Pesantren often modify the national curriculum to align with their religious identity. This study underscores the complexity of integrating formal education with pesantren's values and emphasizes the necessity of an inclusive approach from the government to ensure the relevance of education. Furthermore, it highlights pesantren's resistance to the dominance of the national curriculum, reflecting tensions between the government's modernization agenda and the traditional values upheld by pesantren.   Research Implications: This research contributes to understanding the dynamics between formal education and traditional Islamic education within Indonesia's pesantren context. It sheds light on the challenges pesantren face in maintaining their identity while conforming to national educational standards. The findings have implications for policymakers, educators, and stakeholders involved in shaping the educational landscape of Indonesia.   Originality/ Value: This study offers original insights into the interaction between the national curriculum and pesantren's curriculum, which have not been extensively explored in existing literature. This research contributes to a deeper understanding of educational dynamics in Indonesia by examining pesantren's responses to government policies and state control. Additionally, it underscores the significance of preserving the unique identity of pesantren amidst efforts to modernize the educational system.

Analisis Penggunaan Media Video Animasi terhadap Motivasi Belajar PAI Siswa di Kelas 3 SDN 18 Karan Aur

This research is motivated by the use of appropriate learning media by teachers so that students have motivation in participating in learning, this media is animated video media. This research aims to determine the use of animated video media in the 3rd grade Islamic Religious Education subject at SDN 18 Karan Aur and to determine the supporting and inhibiting factors in the use of animated video media on student learning motivation in the 3rd grade Islamic Religious Education subject at SDN 18 Karan Aur . This research uses descriptive qualitative methods, the object of this research is grade 3 students at SDN 18 Karan Aur and the subject of this research is students' learning motivation. Then data is obtained from observation, interviews and documentation to see existing phenomena. The results of this research show that the use of animated video media in Islamic Religious Education subjects in class 3 of SDN 18 Karan Aur is very good and appropriate to use because it really helps students in the learning process. Students have high enthusiasm and enjoyment for Islamic Religious Education lessons so that they have strong determination and will in carrying out learning activities, students have the desire to succeed, there is encouragement and need in learning, there are hopes and aspirations, there is appreciation for learning, there are interesting activities in learning, the creation of a conducive learning environment. So it is proven that the use of animated video media in learning can increase students' learning motivation.

Challenges and Strategies for Implementing 21st-century Learning Hindu Religious Education and Ethics at UPT SD Negeri 5 Amparita

Challenges and Strategies for Implementing 21st-century Learning Hindu Religious Education and Ethics at UPT SD Negeri 5 Amparita

Teaching religious education as if the world mattered

ABSTRACT We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil’s proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration.

Sabdopalon Nayagenggong's Thesis: Historical, Philosophical, and Religious Education Studies

Abstract: This article aims to explore in depth the historical, philosophical, and educational aspects of Sabdopalon Nayagenggong's thesis. For this reason, this research is carried out through literature studies with a historiographic approach which includes heuristics, verification, interpretation, and historiography with a theoretical framework built based on thoughts in fibers, and historical books. Therefore, the research question of this study is how is Sabdopalon Nayagenggong's thesis from historical, philosophical, and religious education aspects. The findings of this study show that in the historical aspect, Sabdopalon Nayagenggong was an advisor to the last king of Majapahit Barwijaya V who was abandoned because he converted to Islam and who would restore Budi 500 years later. Jayabhaya called him Putra Betara Indra, Prabu Siliwangi called Budak Angon, Ranggawarsito called Satria Pinandhita Sinisihan Wahyu, among Balinese people known as Dang Hyang Nirartha/Mpu Dwijenndra Pedanda Sakti Wawu Rawuh/Tuan Semeru, in hinterland described as Semar; In the philosophical thesis, Sabdapalon (Semar) teaches Javanese concepts (kejawen), with its form or manifestation as 'among' kings / Javanese people as the conscience of every human being who comes from Allah / khalifatullah. In the thesis of religious education, it can be said that Sabdapalon-Nayagenggong has the characteristics of God, which is described as a divine reality with an abstract nature.

Fostering Ethical Behavior in Omani Undergraduates: The Role of Self-Transcendence and Ethics Education

A student should understand and uphold the greatest moral and ethical standards in their community and society through education. The student will eventually intuitively acquire these moral and ethical principles from schools and universities. This research explores the impact of four personal values (openness to change, self-transcendence, conservation, and self-enhancement) on the ethical behavior of undergraduate students in Oman. The study used a quantitative methodology, analyzing data from a questionnaire using descriptive statistics. Data was submitted by Omani university students in the Ad Dakhlia region of Oman. One hundred seventy-nine undergraduate students were chosen using simple random techniques. Partial least squares (PLS) techniques and structural equation modeling were employed in the study to evaluate the research variables. The results showed that ethical training and self-transcendence significantly affect students' moral behavior. However, personal values such as conservation, openness to change, and self-enhancement have no significant effect on students' ethical behavior. Integrating ethics education into curricula could foster integrity. It can be concluded that the significance of moral principles and practical applications-focused ethics education programs—especially those that emphasize self-transcendence—is imperative. Potential outcomes of this research include increased moral behavior among Oman's students through effective moral education and awareness of ethical principles to support moral decision-making in various cultural circumstances. This article makes both theoretical and practical contributions. In particular, support HEIs in developing customized ethics education programs for Oman. Theoretically, highlighting ethical education and principles like self-transcendence helps to understand critical ethical factors and directs future research at this connection.

Model of Islamic Religious Spiritual Development for General Prisoners in Preventing Recidivism in Prison

Religious formation in the Raba Bima Prison in Indonesia has not been implemented optimally. This is a result of the lack of motivation of prisoners to carry out religious and spiritual formation in the detention center. The aim of the research is to find out the model for implementing spiritual formation in forming the religious awareness of prisoners in Raba Bima Prison, Indonesia. The research method uses empirical juridical research and a qualitative approach by conducting interviews with three prison informants and literature studies. The results of the analysis show that the model of Islamic religious spiritual guidance and guidance for prisoners in preventing recidivism in Raba Bima Prison in Indonesia has been carried out well but requires support from external parties such as the Ministry of Religion to improve the quality of prisoners' spiritual guidance and Islamic religious spiritual guidance for prisoners in preventing recidivism in Raba Bima Prison Indonesia uses the theory of religious awareness by applying 5 indicators religious belief, religious practice, religious feeling, religious knowledge, and Religious Effect. The conclusion is to create a coaching model by strengthening coordination and consolidation with the Ministry of Religion and non-governmental organizations that work to change the character of prisoners in prisons.

‘To make more room for 21st century themes’: the secular dynamics and demise of Quebec’s ‘Ethics and Religious Culture’ curriculum

ABSTRACT In this article, I examine the secular dynamics of Quebec’s controversial and ultimately short-lived Ethics and Religious Culture curriculum (ERC). I argue that the conflicting criticisms the ERC attracted over the course of its brief existence emerged from the tensions inherent in its conceptualisations of religion, learning, and knowledge. These tensions were themselves rooted in the constitutive concepts and epistemic assumptions of Quebec’s broader socio-spiritual context of political secularism. In this way, my analysis makes a broader argument about the dynamics and viability of religious education programming in secular societies, especially those programmes aimed at fostering ‘religious literacy’.

Peran Guru PAI Dalam Gerakan Literasi Di Madrasah Ibtidaiyah Negeri Kota Banda Aceh

This research examines the role of Islamic Religious Education (PAI) teachers in implementing the Literacy Movement in MIN 1 and MIN 11 Banda Aceh City. The aim is to identify the strategies and methods PAI teachers apply in fostering students' basic literacy, explore supporting and inhibiting factors in implementing the literacy movement, and formulate practical recommendations for stakeholders to increase the effectiveness of the literacy movement in madrasas. This research uses a descriptive qualitative approach with the type of field research. Data collection was carried out through participant observation, unstructured interviews and documentation. The research results show that the role of PAI teachers is very important in the literacy movement, including educators, teachers, inspirers, initiators, motivators, facilitators, class managers, mediators and evaluators. Implementing the literacy movement for students is carried out through three stages: habituation, development and learning. Activities include library visits, morning reading, building a physical environment rich in literacy, writing works, and learning outside the classroom. This research contributes to the development of educational science, especially in Islamic religious education and literacy, by integrating religious aspects to foster students' basic literacy.

Patterns of Islamic Religion Development for Juvenile Convicts at Special Child Development Institute (LPKA) Class I Martapura

Adolescence is a process of transition of a human being from childhood to adulthood. In this phase, there are many behavioral deviations committed by a person, so that religious education, especially Islam, is needed to overcome these various deviations. The Martapura Class I Special Development Institutions for Children is an institution that focuses on providing guidence to adolescents who are concidered problematic according to lawsuits so that one day they can recover and obtain religious provisions to be brought into society. The aim of this research is to find out the pattern of fostering the Islamic religion for juvenile convicts at the institution, including the development of worship, faith and morals. This research is a type of field research with a qualitative descriptive method. The research subjects here are the mentors and three youths assisted at the institutions, while the object of research is the pattern of Islamic religious development for juvenile convicts. The data collection techniques that the authors use are interviews, documentation, and observation which are the processed through reduction, presentation, data verification and conclusion. Based on the data found, the pattern of fostering Islam for juvenile convicts at the Children’s Special Development Institution is worship coaching that focuses on learning the Koran, creed, prayer, dhikr, tahlilan. Development of aqidah that focused on learning the pillars of faith and monotheism. Moral development aimed at forming noble behavior. 

Educational Values in the Mepopoidulu Tradition in the Bada Tribe of Poso Regency, Indonesia

This study discusses the Mepopoidulu tradition implemented by the Bada tribe, Poso Regency, in Indonesia. The aim of this study is to reveal the cultural values contained in the Meppoidulu tradition in the Bada tribe. This study used a qualitative method with an ethnography approach. The data was gathered through field observation, in-depth interviews with local communities, and written document analysis. The data, then, was analyzed using data reduction techniques, data presentation, and data verification, and ended with checking validity and drawing conclusions. The results of this study show that the implementation of the Mepopoidulu tradition consists of five main elements: Pousuana Katuwon'na Tauna, and the womb salvation ceremony during a mother's first pregnancy. Second, Pompetimbali Poadakana Tauna. Namely, manners are polite habits agreed upon in the social environment between people when they are adults in the stages leading to marriage. Third, poparewa, which implies ownership, means that humans will always live and strive and will own and have property rights. The fourth is Maroro'u, which means the implementation of expressions of gratitude to the almighty creator God for the agricultural harvests of the Bada community. The fifth is Mpegiwuw, which sanctions or punishes those who violate the traditional rules/customs of the Bada tribe. The educational values contained in the mepopoidulu tradition include the Value of religious education, an awareness deeply manifested in the depths of the human heart as human nature. Then, the Value of social education is a collection of attitudes and feelings manifested through behavior that influences the behavior of a person with values. Furthermore, the Value of moral education is a way of life that differentiates humans from other creatures. Cultural education is a value that has been embedded and agreed upon by the Bada tribe in the form of habits, behavior, and responses to a situation after or before it occurs. Finally, the Value of character education, which is an effort designed and implemented systematically to help understand human behavior, including the Value of caring, the ability to be sensitive to the needs of other people, and the ability to feel the feelings of different people and put oneself in other people's situations (empathy).

Research on The Application of Data Mining in Evaluation of Curriculum Teaching

The effectiveness of moral education is the fundamental standard to test all the work in colleges and universities, evaluation of curriculum teaching is very important for teachers to accurately master students' learning effects .Data mining technology has great advantages in curriculum evaluation. Guided by the concept of OBE (Outcomes-based Education), this paper obtains evaluation data through data mining from the goal of talent training. The data is processed through data collection, data integration, data selection, data cleaning, data conversion ,then the AHP(Analytic Hierarchy Process)-FCE(Fuzzy Comprehensive Evaluation)  analysis model is constructed for empirical analysis, and the educational effect of big data and accounting courses is evaluated. Carrying out evaluation of curriculum teaching can promote teaching, improve the quality of personnel training, and achieve the goal of educating people.On the one hand, evaluation of curriculum teaching can provide an empirical basis to improve the talent training quality. On the other hand, it can provide theoretical reference for other majors to carry out curriculum teaching evaluation

Arab teacher educators and the moral work of teaching in Israel

ABSTRACT This qualitative study explores how 14 Arab teacher educators perceive the moral preparation of teachers for Arab schools in Israel. The first theme highlights the contingent (institutional) factors that influence and may restrain the teacher educators’ mission of moral preparation. It highlights the importance of an organisational culture that supports student teachers’ learning to provide moral education, of empowering and unsilencing of student teachers, and of promoting morally oriented reflective practice in students’ clinical experiences. The second theme illustrates the teacher educators’ psychological assumptions about morality as represented by the possibilities and constraints of role modelling in preparing moral teachers. The third theme addresses the teacher educators’ socio-educational (universal, counter-hegemonic, and liberal) assumptions about the moral purposes of schooling. These assumptions are influenced by the asymmetrical structure of Arab-Jewish power relationships, as well as by the transitional status of Arab society in Israel.

Goal Progression, Trait Changes, and Practice Paths of Artificial Intelligence Ethics Education of Professional Courses in Higher Education

Artificial Intelligence as an emerging technology in a large number of applications at the same time gradually revealed many ethical issues. Artificial Intelligence ethics education has become an important initiative and a key link in the implementation of the fundamental task of moral education in Chinese higher education institutions, however, Artificial Intelligence ethics education in professional courses often lags behind the education of course knowledge and skills, and it is difficult to achieve the integration of the three educational requirements. This paper proposes that Artificial Intelligence ethics education in professional courses should meet the requirements of the progression of course teaching objectives and adapt to the changes of educational traits from explicit and implicit to integration, and puts forward a practical path of Artificial Intelligence ethics education in professional courses that is consistent with the objectives, adapted to the traits, and constructed with multiple synergies according to the progression of the educational objectives of the professional course system and the changes of the educational traits. This paper also proposes the following suggestions for ethical education in professional courses: in order to achieve the goals of ethical teaching, it is necessary to establish connections between courses at different stages of cultivation, so that each course forms a hierarchical, collaborative, and supportive relationship. After the relationship is established, it is necessary to strengthen the collaborative participation of various subjects and corresponding practical guarantees in the specific teaching practice. This helps to form a system of Artificial Intelligence ethics education throughout the whole process, which in turn improves students' Artificial Intelligence ethics literacy.

The Mode Exploration of Combining Chinese Traditional Culture Content with Computer Aided Instruction in Moral Education of Colleges and Universities

According to the characteristics of learning style, this paper classifies the traditional cultural classics according to the school. Audio, video, text, pictures and other forms are collected to match students' learning styles. The system uses the three-layer structure of My Batis+ Spring MVC, and uses Ajax+ Free marker+ JS technology, MySQL database, Apache Tomcat8 manager, Eclipse development platform, WebStorm and other network front-end development tools. In addition, auxiliary tools such as Camtasia Studio and PhotoshopCS5 are used to generate prototype systems for traditional culture learning. Its data processing is fast.

Religious values-based education then and now

Aim: The aim of the article is to show that the state and society cannot be satisfied with punishing the offender, it is in society’s interest to help the offender.Methodology: The introduction of reintegration into criminal law is not an achievement of the 21st century. Scholars have previously expressed their views on the need to reintegrate offenders into society and the methods they believed can achieve this. Many of them have identified religious education of offenders as the most effective means.Findings: The paper brings together previous initiatives and compares them with current penal policy and the objectives set out in the Penal Code.Value: Research along similar values and goals connects the past with the present and the future. Humanistic criminal law always expects offenders to maximise their chances of living a life in accordance with social norms, both during and after the execution of their sentence.