Religious Education Research Articles

The Analysis Of Bela H. Banathy’s Model And Its Relevance To Islamic Education Learning In Schools

Learning Islamic religious education is an essential part of achieving national education goals. Meanwhile, choosing a learning model is important in achieving success in Islamic Religious Education. This research aims to reveal how applying the Bela H. Banathy learning model in Islamic religious education can improve the quality of learning. This qualitative research uses a literature study approach. The data analysis method uses descriptive analysis methods to reveal the application of the learning model developed in 1968 by Bela H. Banathy in learning Islamic religious education in schools. The research results show that the Bela H. Banathy learning system is relevant to learning Islamic religious education. This model uses an approach oriented towards student learning outcomes by developing the concept of a spiral or learning cycle. Implementation of this model is carried out through six stages, namely: (1) formulating goals, (2) developing tests, (3) analyzing learning activities, (4) designing a teaching system, (5) carrying out test development activities, (6) and making improvements based on Banathy's evaluation results. The Banathy model has advantages in formulating goals according to student abilities and a structured and measurable learning system. This model can provide meaningful learning experiences, improve critical thinking skills and creativity, and use a holistic learning approach. On the other hand, weaknesses include the need for more steps in designing learning and the tendency to ignore previously learned knowledge. Keywords: Learning Model, Bela H. Banathy, Islamic Religious Education

Religious Moderation Through Aqidah And Akhlak Learning In Islamic Elementary School

Religious moderation through learning aqidah morals at Madrasah Ibtidaiyah is an effort to form a young generation who has a balanced understanding of religion, is tolerant, and can interact with people across religions. In this research, researchers used a library study method which analyzed data in the form of text directly. Madrasah Ibtidaiyah, as a basic Islamic educational institution, has a key role in forming children's character and moderate understanding of religion. In the context of learning moral beliefs at Madrasah Ibtidaiyah, religious moderation is an important foundation for forming a young generation that is tolerant and capable of establishing harmonious relationships with various levels of society. By involving teachers, curriculum, and the school environment, Madrasah Ibtidaiyah can become an educational institution that promotes religious moderation effectively and plays an important role in building a more inclusive and harmonious society. Keywords: Religious Moderation, Islamic Religious Education

IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF UNTUK MENINGKATKAN AKTIVITAS BELAJAR DI SMPN 2 TELUKJAMBE TIMUR

The learning model is the most important factor in the learning process because the learning model is a plan that helps the learning process to be carried out in accordance with the learning objectives. Therefore, it is necessary to apply a learning model to facilitate the learning process. SMPN 2 Telukjambe Timur applies a cooperative learning model to improve students' learning activities in training cohesiveness in a group as well as improving skills in students. Cooperative learning models are applied in various aspects of learning, especially in Islamic Education (PAI) lessons. This cooperative learning model involves the activeness of students in forming their own groups, this aims to hone and train students in developing their abilities in terms of cognitive and psychomotor. This article is made with qualitative methods and literature studies and data collection techniques through interviews and observations. This research aims to find out the effectiveness of this learning model and how Islamic Religious Education teachers implement cooperative learning models in the school environment and in the classroom.

Analysis of Islamic Religious Education (PAI) Problems and Solutions in Facing the Development of the 21st Century

In the development of the 21st century, Islamic religious education faces a number of challenges that need to be overcome. It can be seen that the lack of adequate facilities, such as reading books, causes students' disinterest in reading, the accuracy of using learning methods, and the like. The purpose of the study is (1) to find and describe the problems of Islamic religious education (2) analyze these problems, especially in Islamic religious education in the 21st century. Then, the type used in this study is using a qualitative approach with library research methods. The gains in this study from the forms of problems and solutions in Islamic religious education (PAI) in the development of the 21st Century are: First, internal problems (1) mastery of the material, (2) love the teaching profession, (3) skills in teaching, (4) evaluate student learning. Second, external problems (1) managing classes, (2) applying learning methods and models, (3) lack of teacher interaction with students, (4) utilization of learning media. So, to overcome these problems, a comprehensive and holistic approach is needed. Then it also takes strong collaboration between educational institutions, government, and other parties to be able to form a relevant curriculum in accordance with the times. Furthermore, the researcher provides suggestions for the next author to study more deeply and comprehensively about the problems of Islamic religious education in the 21st century. Especially on the causal factors and implications in learning through the use of technology.

Is there a place for environmental education in religious education in Türkiye?

ABSTRACT The study aims to assess the integration of environmental education within religious education in Türkiye. Employing a qualitative research approach, the analysis focuses on aspects like the physical environment, environmental degradation, and associated issues. The investigation found that the curricula and Religious Culture and Moral Knowledge textbooks explicitly address environmental concerns at the 4th and 10th-grade levels. However, the treatment of the environmental concept needs a comprehensive and structured approach. The study’s results indicate that environmental education is partially integrated into religious education, viewed as a component of one’s religious obligations and a means to demonstrate devotion to Allah. These conclusions are drawn from a set of guiding principles and religious, ethical considerations.

Accountability in Teacher Education for Achieving Sustainable Development Goals 2030

A teacher is believed to have a significant role in shaping the future and guiding the younger generation in the right direction. And no doubt, this is the foundation for the prosperity and social advancement of any nation. Thus, we can say that the teacher makes a huge contribution to the development of the person, society, nation, and the entire world. TheNational Education Policy (NEP) 2020, in its recommendations, clearly states that teachers must be enthusiastic, focused, professionally qualified, and equipped to teach students at all levels.However, if the recent research studies in Teacher Education (TE) are examined, it would be noticed that India observes various challenges in teacher education that include designing uniform curricula for teachers, identifying and preparing qualified and qualitative teachers, preparing teachers to cater to the diverse needs of 21st-century learners, changing roles, multi-culturalism, competency-based teaching and assessment, etc. Such hindrance creates a lot of hurdles in bringing quality not only to the TE but also to the entire education system. The 2030 Sustainable Development Goals, which were endorsed by all UN Member States in 2015, provide a shared path forward for peace and prosperity for people and the environment both now and in the future. By reducing poverty and other forms of deprivation among people, the Sustainable Development Goals (SDG, 2030) seek to promote global peace and prosperity by improving health, education, the environment, and economic growth. At its heart, 17 goals are decided in a global partnership. If the objectives are carefully followed, it will become clear that all of the goals are achievable provided we have a robust educational system created by qualified human resources.A teacher can make the child understand the concerns of crises like hunger, poverty, discrimination, inequalities, consumption and production, peace, justice, and global climate change.Hence, the author of this paper believes that it is very important to find the linkages between the components of sustainable development and TE. In this paper, the authorexamined the need and significance of one of the key variables of TE i.e. 'accountability', and its relevance as a chief component in achieving the goals of SDG, 2030. To accomplish this, the authorexamined over 35 studies that addressed the topic. After a thorough examination and analysis of the published literature, it was discovered that the majority of academic work views accountability more frequently as a moral commitment, responsibility, and community duty. However, now is the moment to examine accountability from a broader angle, considering how it relates to sustainability. Further, this article also highlights various models of accountability that could serve as a roadmap for achieving the SDG 2030 goals. As a submission by the author, this paper advocates to pursue and maintain the process of establishing a democratic voice in educationthat is aligned with global goals. The author promotesthe idea of ‘Democratic Accountability’ in TE as one of the ways of achieving sustainability. Democratic Accountability ensures that leaders and institutions are transparent, responsive, and answerable to the people they serve. And in TE, it refers to teacher educators being open, receptive, and accountable to prospective teachers.So in a way, to achieve the 17 goals of SDG, teacher educators may exercise democratic accountability for making adequate academic preparation, continued professional growth, knowledge of and concern for their students, ethical conduct, active participation in community affairs, communication, involvement in educational and social concerns so on and so forth. Once teacher educators practice it, it will automatically be instilled in the student teachers. Such quality in future teachers will increase the likelihood of a democratic and sustainable environment in school education.The author concludes by arguing that democratic accountability in teacher education is essential for preparing teacher educators and future teachers who can support inclusive, moral, and values-based education, encourage civic engagement and critical thinking and act as change agents within and outside of their communities. Not only this, it also guarantees that the knowledge and abilities of the next generation are prepared to tackle the difficult problems of a sustainable future and harmonize teacher education with democratic ideals.

Actualization Of Catholic Religious Education Values In Realizing Religious Tolerance Among Catholic Students In The City Of Sorong

The type of this research is qualitative-descriptive. Thirty schools located in the city of Sorong, covering primary to secondary education levels, were selected as the research locations. Approximately 35 Catholic religion teachers participated as research informants. Interview, observation, and documentation study techniques were used as methods to collect data. This research aims to examine the implementation and effectiveness of the Catholic Religious Education (PAK) learning process in schools. The researchers then attempted to explore further how schools continuously strive to improve the quality of implementing Catholic Religious Education in schools for fostering attitudes and behaviors of religious tolerance in schools. Through the Catholic Religious Education learning model, students are able to: First, adopt a critical attitude towards various issues related to racism, fanaticism, ethnicity, and repressive aspects in society. Second, conduct studies on various issues stemming from diverse perspectives of religions and other beliefs, thereby fostering awareness of cultural diversity and peace. Third, develop cooperative learning skills and decision-making skills so that students are ready to become good citizens in terms of social and democratic aspects as well as tolerant.

From acting as a crutch to activating as a catalyst: a spectrum of responses from Irish adults regarding religious education and faith development in COVID times

ABSTRACT The Adult Religious Education and Faith Development project (AREFD) was launched in 2018 at the Mater Dei Centre for Catholic Education, DCU. As part of the study, the research team consulted variety of people involved in AREFD across a range of contexts. The purpose of these consultations was to harness their ‘lived wisdom’, showcasing the wide variety of opportunities for engagement in and identifying possible new approaches to AREFD. When COVID-19 struck, the research team availed of the opportunity to discuss the impact of the pandemic on the religious education and faith development of this particular cohort of Irish adults. Thematically analysed, the data showed a spectrum of responses. The pandemic prompted deep reflection and a re-evaluation of the importance of religion and faith in their lives. Ranging from gaining comfort and solace from their faith to being moved to acts of compassion and altruism based on their religious beliefs, the impact of the pandemic on the faith lives of these Irish adults was diverse. This paper provides an account of how the COVID-19 pandemic impacted the faith lives of some Irish adults, prompting reflection on how this impact might shape the future of AREFD in Ireland.

The philosophy of modern olympism through the eyes of Ukrainian and American athletes

Many scientists in the field of history of physical culture, sports and the Olympic movement are concerned with the philosophy of modern Olympism and its main principles. The article focuses on the fact that the foundations of modern Olympism were laid at the end of the 19th century by Baron Pierre de Coubertin, the initiator of the revival of the Olympic Games. It was he who first proposed the philosophical doctrine of Olympism, based on universal moral principles. Pierre de Coubertin believed that Olympism was due to his humanistic potential combines sport with culture and education, serves as a worldview and axiological basis for the upbringing of the younger generation. Ancient Greek philosophers understood that physical perfection, strength and health only in combination with spiritual and moral qualities and education through exercises and competitions formed a perfect personality. Pierre de Coubertin, having drawn inspiration from the Ancient Olympic Games and the principles of the Greek education system, was convinced that the philosophy that created Greek culture can serve the development of modern humanity. Today, Olympism has the status of universal value and is an important factor of culture in general and sports culture in particular. But, as it turned out, athletes on different continents perceive the philosophy of modern Olympism in different ways. Pole dance, a relatively new sport that is rapidly developing and gaining popularity all over the world, particularly in Ukraine, was chosen for the study. The impetus for the study was the fact that Cathy Coates, the founder of the international Pole dance federation, together with supporters of this bright sport, are fighting for it to be included in the Olympic Games program. As a result of the analysis of the extended guide interview of 14 Ukrainian and 16 American athletes, it became clear that their opinions regarding the philosophy of modern Olympism were divided. This is how Ukrainian sportswomen claim that the philosophy of modern Olympism glorifies and unites into a harmonious whole the highest qualities of spirit, will, soul, mind and body, forms respect for universal fundamental ethical principles and puts sport at the service of harmonious human development. American athletes think somewhat differently: they partially agree with the quotes philosophy of modern Olympism, but believe that it has many flaws that need to be corrected (doping, politicization and illegal betting).

Learning Management of Islamic Religious Education for Children with Intellectual Disabilities: Multicase Study

This research aims to examine the learning of Islamic Education for children with intellectual disabilities in Sekolah Luar Biasa (SLB) Negeri Binjai and Sekolah Luar Biasa Negeri 1 Binjai, including planning, implementation, learning evaluation, as well as barriers and solutions in learning. The research method uses a qualitative approach with a multi-site study to explore the learning process at SLB Negeri Binjai and SLB Negeri 1 Binjai The research findings indicate that Islamic Education learning in both SLBs includes the introduction of basic Islamic concepts, teaching methods tailored to the needs of students, and parental involvement in the learning process. However, there are still obstacles such as limited resources and a lack of training for Islamic Education teachers. In conclusion, this research provides a significant contribution to efforts to improve the quality of Islamic education for children with special needs SLB Negeri Binjai and SLB Negeri 1 Binjai.

Taking modelling beyond ‘teaching morally’ and ‘teaching morality’

ABSTRACT The central question of this paper is whether and how, from a virtue ethical perspective, teacher modelling and student emulation hang together in moral education. This matters, because philosophers have often focussed either on the moral psychology of emulation or on modelling as a moral educational method, neglecting the interplay between the two. It starts by analysing the conceptual framework underlying the influential Manner in Teaching (MiT) and Moral Work of Teaching (MWT) projects. It reconstructs how modelling is understood as ‘teaching morally’ or ‘teaching morality’. These two interpretations of modelling are developed further by drawing on additional literature on teacher education and moral education. Then, the conceptual framework is extended by focusing on how students may learn from modelling through mimicry, imitation or emulation. This results in several conceptual relations that illuminate the complex dynamics between teacher modelling and student emulation. For example, teacher modelling does not guarantee student emulation, which challenges the common advocacy for teachers as role models. At the same time, students may emulate teachers without teachers being aware of their impact. This results in a more nuanced understanding of what it takes for teachers to be moral role models.

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

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.

When Human is Depicted as Birds: Moral Education through Javanese Saloka

Saloka is one of Javanese proverbs which includes comparison of human to other objects, such as goods or animals. Concerning on its structure, Javanese saloka can be expressed in various linguistic units, for instances word, phrase, even clause. Generally, the use of proverb in Javanese people‟s everyday life is still solid, especially when it is involved in advice, criticism, or quibble. In addition, another charm of Javanese saloka lies on the choice of vehicles – what is used to depict the object of discussion – in which human is portrayed as a thing or animal. For that reason, this study aims to reveal the use of bird types as a representation of human in Javanese saloka that contains moral values. The approach of qualitative descriptive was utilized in this work, extracting the data from several books of Javanese proverbs collection. Subsequently, the collected data was analysed through semantic metaphor with the help of literature such as journal articles, encyclopaedia, and internet sources. The result of the study shows that there are nine types of bird mentioned in Javanese saloka: beluk „owl‟, cocak „bulbul‟, dhandhang „crow‟, emprit „Javan munia‟, glathik „padda or Java sparrow‟, jalak „starling‟, kontul „heron‟, pecruk „cormorant‟, and peking „scaly-breasted munia or spice finch‟. Likewise, the motivations behind the use of bird types in Javanese saloka include: (1) bird habit; (2) bird colour; (3) bird size; and (4) bird chirp characteristics. To finish, the objective of saloka with b

Internalisasi Nilai Moderasi Beragama Melalui Pendidikan Agama Buddha di Sekolah Menengah Pertama Kabupaten Semarang

The quality of religious moderation in Indonesia is experiencing degradation and a solution needs to be provided. One way to overcome this problem is through internalizing the value of religious moderation. This research is to analyze the benefits of internalizing the value of religious moderation in Buddhist religious education (PAB) in Semarang Regency Junior High Schools. The research method used in this research is qualitative research with a case study approach. The subjects of this research consisted of nine informants consisting of five teachers and four students and were selected based on their role in internalizing the value of religious moderation through Buddhist education. Data collection was carried out using interview techniques, observation, documentation and document study, then the data was analyzed qualitatively using the steps: data reduction, data presentation and drawing conclusions. Data validity is carried out with diligence and triangulation. The research results obtained show that: (1) The educational approach to the value of religious moderation is moral education which produces the ability to appreciate differences in congregations and religions, respect diversity, not be fanatical, live in harmony, tolerance, morals, love, compassion, share happiness, and have a balanced mind; (2) The process of forming religious moderation values through PAB consists of two domains, namely learning methods and material integration; (3) Education on the value of religious moderation in the integration of PAB learning consists of cognitive, affective and psychomoral impacts; and (4) Education in the value of religious moderation as an effort to build character consisting of routine practice through namakkārapatha, samādhi, devotional service and community service. As a focal point, internalizing the value of religious moderation through Buddhist religious education is very necessary in order to maintain the unity and unity of the Indonesian nation whose motto is Bhinneka Tunggal Ika.

Language Creativity in Presenting Hindu Religion Material

Teachers are required to be creative in packaging learning activities in various ways. One of the creativity carried out by prospective teaching students is modifying familiar songs into songs containing learning material about Hindu religion. Therefore, it is important to conduct this research to describe language creativity in presenting Hindu religious material and the obstacles faced in modifying songs. Creativity in presenting material is very important in order to achieve effective communication in learning activities. This research is classified as qualitative research with an empirical approach. This research was carried out by collecting a number of songs containing Hindu Religious Education material developed by students of the Pendidikan Agama Hindu Study Program, STKIP Agama Hindu Amlapura in classroom management practices and interviewing students regarding the difficulties or obstacles experienced when being creative in modifying songs so that they contain Hindu religious material. The results of this research show that there are several songs that students tend to create and modify in classroom management, namely children's songs whose rhythms are very familiar, such as the songs Balonku, Pelangi-Pelangi, Lihat kebunku, Naik Becak, Satu-Satu Aku sayang Ibu. From the rhythm of these songs, they were modified into songs containing Hindu religious material, namely Panca Yadnya, Panca Sraddha, Tri Pramana, Three Basic Frameworks of Hindu Religion, Tri Kaya Parisudha, Holy Books and Holy Places Hindu religion. When carrying out this creativity, students also experience various difficulties or obstacles, such as using diction, adjusting rhythm, packaging material, and limitations for complex material.

Analysis of Human Rights, Democracy and Anti-Corruption Values in Islamic Religious Education

Analysis of Human Rights, Democracy and Anti-Corruption Values in Islamic Religious Education

Implementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Hindu dan Budi Pekerti Pada Jenjang SMP di Kabupaten Bangli

Education is one aspect of life that receives extra attention for the progress of a nation. Indonesia is no exception, which is currently still making great efforts to improve the quality of its education. One of the efforts that has been made by Indonesian people is to implement a new curriculum called Merdeka Curriculum. However, as long as its existence, there were still many schools and teachers who need guidelines to implement it optimally. Based on these problems, it was very appropriate to conduct a study with the title Implementation of the Independent Curriculum in Learning Hindu Religious Education and Ethics at the Junior High School level in Bangli Regency. The aim of this research was to describe the implementation of Merdeka Curriculum in the learning planning stage, learning implementation stage, and learning evaluation stage. Through qualitative research methods with a descriptive naturalistic approach. The results of the research showed that, firstly, at the learning planning stage, the form of implementation of the Merdeka curriculum is carried out in several ways, including: 1) Holistic deepening of Merdeka curriculum, 2) Selection of the independent option to change as a reference for Merdeka curriculum, 3) Preparation of teaching modules based on Merdeka curriculum , 4) Preparing a variety of teaching materials, 5) Preparing a variety of learning media, and 6) Designing formative and summative assessments. Second, at the learning implementation stage, the implementation of Merdeka Curriculum is carried out in several ways, including: 1) Providing initial diagnostic assessments to determine student diversity, 2) Implementing differentiated learning, 3) Applying the Project Based Learning (PjBL) learning model, and 4) Application of Problem Based Learning (PBL) and Discovery Learning (DL) learning models. And thirdly, at the learning evaluation stage, the form of implementation of the Merdeka curriculum is carried out by implementing a combination of formative and summative assessments.

The impact of volunteer service on moral education performance and mental health of college students.

Moral education in colleges and universities is an important part of the talent training system, including moral education curriculum, moral education practice, mental health education. Volunteer service is a public welfare act in which volunteers volunteer their time, knowledge, property, technology, with the ultimate goal of helping others and serving the society without personal compensation. As an innovative form of moral education practice in colleges and universities, college students' voluntary service is of great significance in promoting the reform and innovation of moral education, enhancing the affinity, appeal and influence of moral education, and building a positive psychology for college students. As an effective carrier of moral education practice in colleges and universities, voluntary service is helpful to enhance the effectiveness of moral education practice and construct the positive psychology of college students. This project is based on the actual situation of college students participating in volunteer services, and collected the volunteer services of 4545 college students in Zhejiang Province. Through model construction and data modeling, the correlation between college students' participation in volunteer service and their moral education performance and mental health was analyzed, and the basic path and guarantee measures to promote the role of volunteer service in moral education and positive psychological construction were deeply explored. From the correlation analysis of students' voluntary service participation, moral education performance and voluntary service motivation, students' attributes are determined according to their voluntary service participation, so as to predict their moral education performance and mental health level. College students' voluntary service is partially positively related to their moral education performance and mental health. In order to improve students' moral education performance and mental health, we can optimize the participation frequency, participation duration, participation ways and type structure of voluntary service, constantly increase the participation frequency of voluntary service, increase the duration of voluntary service, broaden the participation ways of voluntary activities, and enrich the types of voluntary service activities.