Religious Education Classes Research Articles

Pengaruh Penggunaan Media Audio Visual terhadap Motivasi belajar PAK siswa kelas X

This study aims to determine the positive and significant influence between the use audio visual media on the motivation of students studying Christian Religious Education Class X State Senior High School 2 Siborongborong North Tapanuli Regency 2019/2020 Academic Year, with a hypothesis there is a positive and significant effect between the use of media Audiovisual Learning Motivation for Christian Religious Education Class X State Senior High School 2 Siborongborong North Tapanuli Regency 2019/2020 Academic Year.This study uses a descriptive quantitative inferential approach, with a population of all students of class X Middle School 2 Siborongborong totaling 300 people with a sample of 42 people. Data were collected by 30 closed questionnaires compiled by the author based on variable indicators according to expert theory. The questionnaire trial was conducted on 30 students who were not research respondents, and had tested its validity and reliability. The results of data analysis show that there is a positive and significant influence between the use of audiovisual media on the learning motivation of Christian religious education in class X students of SMA Negeri 2 Siborongborong, North Tapanuli Regency in the 2019/2020 academic year with a coefficient of determination (= 38.06% and a significant test of influence is obtained 24.15 4.08, meaning Ho is rejected and Ha is accepted. Keywords: audio visual media, Christian Religious Education Learning Motivation

Dealing with illiberal and discriminatory aspects of faith in religious education: a case study of Quebec’s Ethics and Religious Culture curriculum

ABSTRACTTaking Quebec’s mandatory religious education curriculum, Ethics and Religious Culture (ERC), as a case study, this paper examines the question of whether it is legitimate to teach about the illiberal and discriminatory aspects of religious belief and practice—misogyny, homophobia, racial discrimination and the like—in a religious education class. This paper seeks an answer the question by considering the pedagogical choice to raise a critical lens to the religions studied in class in relation to the cultural approach to religious education that ERC teachers are required to adopt, the critical, democratic and intercultural aims of ERC, and the legal constraints imposed on ERC by the Canadian and Quebecois constitutional framework. The conclusion of our analysis is that while the cultural approach to RE clearly rules out the use of learning activities specifically designed to reveal illiberal and discriminatory aspects of religions. However, perceived points of conflict with prevailing social values constitute a legitimate opportunity for religious education teachers to invest their specialised knowledge of religious traditions in the service of increasing pupils’ religious literacy.

The questions students ask? A preliminary examination of the questions raised in religious education classes in Catholic schools

ABSTRACTThe importance of religious questioning in establishing and maintaining religious affiliation is well recognised. Questions and how teachers respond to them is also a critical aspect of strong pedagogy and is an important part of teacher training and formation. Many curriculum documents in religious education assume that student questions are an important part of the teaching and learning process. This study seeks to examine the questions that students in Catholic schools raise in religious education class. This has been overlooked in the research literature and it is hoped that work will generate further interest in the topic. The study utilises a mixed methodology incorporating interviews with religious education coordinators as well as focus groups of experienced teachers. Results are discussed for infants (K-grade 2), primary (grades 3–6) and for secondary students (grades7-12). For secondary and primary students, questions are categorised under three descriptive headings; metacognitive; thematic content; ‘Why does the Church … ?’ Infant questions are described using different categories. A range of implications are drawn from the findings including how to better prepare teachers to facilitate, encourage and respond to questions and the demands the student questions place on those involved in teacher formation and in the ongoing support of teachers.

Pengaruh Role Playing Terhadap Minat Belajar Peserta Didik

This research to talk about the influence of role playing against interest in school tuition and interest in students in the basic stadi Islamic Religious Education class VIII SMPN 3 palopo.Quantitative research study is using techniques the survey covered, observation and non participants. unstructured interviewThe population in this research is the whole students viii class a and viii b in junior high schools 3 palopo were 65. studentsthe analysis used techniques to learn is simple, regression analysis and test the validity of, reliability a coefficient determination, test test a hypothesis by using SPSS. The result showed that any impact on role playing preference for school students is as much as the state 3 palopo is significant.The analysis of the coefficients determined obtained r2= 11,9 % , and the hypothesis obtained 0,355 statistically means we can conclude that the role playing each other related to each other , and its effect on very low preference for school students SMPN 3 Palopo

Young people’s attitudes toward sex education as their human right in Slovakia

ABSTRACTThere exists no legal or academic consensus as to whether children’s access to sex education should be considered a human right. This study aimed to ascertain (1) how young people in Slovakia perceive sex education in terms of their human right to information, and (2) which areas sex education should covered to fulfil their right to information. To address these two research questions, we conducted a quantitative study whose design was informed by the Standards for Sexuality Education in Europe. A representative sample of 1,015 secondary school students in Slovakia completed a questionnaire between September and October 2017. The results showed that young people generally held positive attitudes towards sex education. Nonetheless, respondents who had experienced sexual intercourse, those who had attended sex education classes, and those who had attended Ethics rather than Religious Education classes had significantly more positive attitudes towards sex education than others. Young people were most interested in the bodily, psychological and relational aspects of sexuality, while they were least interested in the social and cultural dimensions. These findings have important implications for educational policy and practice with respect to the provision of school-based sex education in Slovakia.

Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools

The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students’ identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school.

Cultivating Attainment through Imagination in Religious Education Classes

Previous studies (e.g. Whitton 2018; Damiani, & Paloma, 2017; Egan, 2005) on imagination asserted its role to facilitate the development of members’ spirituality and thereby attainment. In the present study, the promotion of imagination is explored. Altogether, 58 fifteen year old male students were trained to think imaginatively through considering their psychological factors of: attention, abilities, outcomes, motivation, and ongoing assessment. Varied accounts of the class settings encompassed recorded videos of students' imaginative processes during class, teacher’s debates, students’ stimulated recall, observations and photos of the classroom. After the training, the study demonstrated a significant noteworthy improvement in favor of the imaginative approach.This research has offered evidence to describe imaginative practices as effective in developing students’ attainment. https://doi.org/10.26803/ijlter.18.4.6

Developments in Religious Education During the Transition Period to Pluralist Democracy in Turkey

By the republic era, it could be said that the most important reform, we may call “milestone in the field of education”, is the law of Tawhēd - Tadrīsāt, enacted in March three 1924 to remove the maktab - madrasahpredicament from the system of education. After the date it was enacted, fourth article of the mentioned law which urges the officials to educate religious scholars in a divinity faculty and to separate schools for educating Imams has been a starting point for the discussions that were to be argued over the religious education. Although there was no such a direct enforcement within the text of the law regarding to the shutting down of the madrasahschools (schools which were once the touch stone of the Ottoman education system), they were still shut down and later a divinity faculty was established along with the religious vocational schools in different cities of Turkey. After this date, many regulations came into existence in regard to the religious education and religion classes. However, the institutions of religious education established according to the regulations done until 1939 were shut down and the religion classes in the syllabus were gradually cancelled. For the state abandoned the religious education of its formal education system, a need emerged by time for religious education but the absence of it raised the tension of the societyagainst the state. By the end of Second World War and the transition process to the pluralist democracy in Turkey provided the environment to the people to enunciate their desire for the state to take over the religious education and organize it under the formal education. In the light of this situation, many regulations were done from 1946 to 1960. Within the frame of this article, the period of time witnessed massive amount of development in religious education is chronologically probed and summarized via descriptive method.

(Nie)zwykłe znaczenie pedagogiki dialogu w teorii nauczania religii

The theory of religious education holds a very important place in the Polish catechetics. It is continuously enriched with new issues, determined by the social and educational situation, that are significant from the point of view of practice. Some of them are integrally interwoven with pedagogy. Such issues include analyses related to the processes of communication between the religious education teacher and the students or to developing a dialogue approach in the participants of the religious education classes. The religious education publications dealing with the above-mentioned problems do not directly include the category of dialogue pedagogy. However, several issues can be perceived as referring to the role of the dialogue understood as the approach and the method in teaching religious instruction. Additionally, the methods of conducting a dialogue between the religious education teacher and the students are repeatedly described. Their analysis leads to the conclusion that issues in the scope of dialogue pedagogy occupy an important place in the theory of religious instruction, since they refer to various dimensions of didactic and educating activity of the religious education instructor and the students. Nevertheless, they require detailed empirical research to determine the (un)usual significance of dialogue pedagogy in practice – in educational interactions between religious education teachers and students.

Penggunaan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Dalam Meningkatkan Hasil Belajar Siswa Mata Pelajaran Pendidikan Agama Islam

This study aims to determine the improvement of student learning outcomes in learning Islamic Religious Education class VI using cooperative learning model Type Student Teams Achievement Division (STAD) on the material in SD Negeri 42 Lubuklingga academic year 2014/2015. This type of research includes action research research. The subject of this research is the students of class VI SD Negeri 25 Lubuklinggau academic year 2014/2015. The results of this study indicate: through the results of classroom action research on SD Negeri 25 Lubuklinggau an increase. In the first cycle, the level of mastery only amounted to 58.54 percent. In cycle II the level of mastery increased to 87.80 percent. Means there is an increase in student learning outcomes and learning activities of the learners after classroom action research. Thus, it can be concluded that there is a significant improvement in learning outcomes before and after classroom action using cooperative learning model Type Student Teams Achievement Division (STAD) in grade 6 students of SD Negeri 25 Lubuklinggau in student learning outcomes. So this research is considered to work well.
 Keywords: Cooperative Learning Model, Student Learning Outcomes

IMPLEMENTASI MODEL PEMBELAJARAN AUDIO VISUAL RAMAYANA UNTUK MENINGKATKAN HASIL BELAJAR AGAMA HINDU SISWA KELAS V SDN 4 SINGAPADU KALER TAHUN PELAJARAN 2016/ 2017

<p><em>Implementation of the Hindudi religious education class many experienced problems, such as that found in the SDN 4 Singapadu Kaler. Ketuntasan learned Hindu who reached a class V student at that school just 43.75%. In other words, there are only 7 students who complete their learning process and 9 (56.25%) pertained not to your satisfaction. This research aim to know the Hindu learning results increased on grade V in the school by using audio visual learning model 162.</em><em> </em><em>This study aims to determine the improvement of student learning outcomes after the application of learning models of audio visual Ramayana on students of grade V SDN 4 Singapadu Kaler in the academic year 2016/2017.</em><em> </em><em>Student response against Hindu religious education learning with the use of audio visual learning model of Ramayana in cycle I, the most dominant activity is listen/pay attention to the teacher and writing with KBM are getting persentse very high 81.25%. There were some low points that lead to a less active pemebelajaran and msih focused on teachers only. Student response in cycle II has already started to increase in learning than previous cycles, overall student response in audio visual learning Ramayana on cycle II is very good. Pemebelajaran on cycle II were carried out with the active communication incentives because it happens between teachers with students. It is expected to be able to support the improvement of the results of learning achieved by students.</em></p><p><em>Based on the results obtained during research class action with audio visual learning model implementation of Ramayana, Hindu study results of students in these schools increased. An average score of student learning results shows that there is an increase of prasiklus, the cycle I and cycle II. On the prasiklus of 16 students 7 students obtained the results of the study is not complete. The average results of student learning on a cycle I of 74% with ketuntasan klaksikal on cycle I of 62.5% or 10 students have been completely. In cycle II, an average of 89% of student learning outcomes and ketuntasan classical 100% or 16 students have reached the ketuntasan study.</em></p>

Do students feel authentic in integrated RE? A quantitative analysis

The purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education.

Implementasi Model Pembelajaran Numbered Head Together Pada Mata Pelajaran Fiqih di MA Nurul Yaqin

The research in this thesis is motivated by the low student learning outcomes in Islamic Religious Education (PAI) subjects caused by Islamic Religious Education (PAI) teachers in presenting subject matter which is sometimes monotonous. Teachers are more likely to use the lecture method in learning, thereby making students bored. Therefore, researchers chose one of the cooperative learning models namely the Numbered Head Together (NHT) model to improve student learning outcomes. This model uses a grouping system with 4-6 members, which in the implementation phase includes the numbering, asking questions, thinking together and answering questions. This research is a classroom action research (CAR) conducted at Sorong Public High School 2, which aims to improve the learning outcomes of Islamic Religious Education (PAI) students by using the cooperative learning model type Numbered Head Together (NHT). The subjects of this study were students of class XII Science 3 of SMA Negeri 2 Sorong in the odd semester of the 2015/2016 academic year totaling 22 people. This research was conducted in 2 cycles, namely the first cycle and the second cycle was held 2 meetings. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed both quantitative and qualitative data. Quantitative data is calculated using the SPSS 16.0 formula. The results obtained after the action are given, namely: (1) the activeness of students during the learning process in the classroom has increased, (2) in the first cycle the average score of the Islamic Religious Education learning outcomes (PAI) of students is 71.91 are in the medium category and in the second cycle the average score of the test results of Islamic Religious Education (PAI) students was 88.50 in the high category, (3) in the first cycle the number of students who thoroughly studied in Islamic Religious Education (PAI) was 11 people ( 50%), while in cycle II the number of students who have finished learning is 20 people (90.91%), and (4) the students' responses to the Numbered Head Together (NHT) type of cooperative learning model are 95.45%. From the results of this study, in general, it can be concluded that an increase in learning outcomes of Islamic Religious Education (PAI) class XII students of Sorong Public High School 2 after applying the Numbered Head Together (NHT) type of cooperative learning model.

Pengembangan model pembelajaran simplified problem based learning materi Surah Al Fatihah dan Al Ikhlas mata pelajaran Pendidikan Agama Islam kelas IV di SDN Kranggan 3 Kota Mojokerto

Problem Based Learning Model is an innovation in learning because in this model students' thinking ability is optimized through a systematic group or team work process, so that students can empower, sharpen, test, and develop their thinking ability on an ongoing basis. However, not all educators (teachers) understand the concept of the Problem Based Learning Model. The purpose of this research development is: 1) To determine the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to Expert. 2) To know the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education fourth grade SDN Kranggan 3 City Mojokerto according to peers 3) To know the interest of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to student ratings. The selection and use of learning model based on simplified problem based learning can effectively streamline and streamline the implementation of learning. For that purpose, the learning model based on simplified problem based learning is absolutely necessary. Learning Products Islamic Education Learning model based learning simplified problem based learning has been refined based on analysis of test data. Based on the steps that have been implemented can be concluded as follows. 1) The learning model of simplified problem based learning of Surah Al Fatihah and Al Ikhlas subjects of Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto feasible according to Expert 2) Learning model of simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education Class IV SDN Kranggan 3 Mojokerto city feasible according to peers 3) Learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto interesting according to student ratings

Pengembangan model pembelajaran simplified problem based learning materi Surah Al Fatihah dan Al Ikhlas mata pelajaran Pendidikan Agama Islam kelas IV di SDN Kranggan 3 Kota Mojokerto

Problem Based Learning Model is an innovation in learning because in this model students' thinking ability is optimized through a systematic group or team work process, so that students can empower, sharpen, test, and develop their thinking ability on an ongoing basis. However, not all educators (teachers) understand the concept of the Problem Based Learning Model. The purpose of this research development is: 1) To determine the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to Expert. 2) To know the feasibility of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education fourth grade SDN Kranggan 3 City Mojokerto according to peers 3) To know the interest of learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education class IV SDN Kranggan 3 Kota Mojokerto according to student ratings. The selection and use of learning model based on simplified problem based learning can effectively streamline and streamline the implementation of learning. For that purpose, the learning model based on simplified problem based learning is absolutely necessary. Learning Products Islamic Education Learning model based learning simplified problem based learning has been refined based on analysis of test data. Based on the steps that have been implemented can be concluded as follows. 1) The learning model of simplified problem based learning of Surah Al Fatihah and Al Ikhlas subjects of Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto feasible according to Expert 2) Learning model of simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education Class IV SDN Kranggan 3 Mojokerto city feasible according to peers 3) Learning model simplified problem based learning material Surah Al Fatihah and Al Ikhlas subjects Islamic Religious Education grade IV SDN Kranggan 3 Kota Mojokerto interesting according to student ratings

Pengembangan metode pembelajaran quantum teaching sistim tandur untuk meningkatkan hasil belajar Pendidikan Agama Islam kelas VII di SMP Negeri Dlanggu Kabupaten Mojokerto

There is a paradoxical state between individual achievement and institutional quality. Why when in other countries Indonesian people are able to perform well, while in their own country is not. For that is the time we rise rescue the children of this country with a positive education, applicative and normative. Changes the paradigm that education is with 3D (Sit, Silence, Listen), which is very fooling child. School-based learning tends to be very theoretical and unrelated to the environment in which the child is located, resulting in the child being unable to apply what he or she learns in school in order to solve life problems faced in daily life. From the problems that the purpose of this research development are: 1) To determine the feasibility of RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to Expert. 2) To know the feasibility of LKS learning method of learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to colleagues 3) To know the interest of students to RPP learning model Quantum teaching system tandur subjects Islamic Religious Education class VII in SMP Negeri Dlanggu Kabupaten Mojokerto. The selection and use of teaching materials of Islamic Religious Education of learning method of quantum teaching of tanding system can effectively streamline and streamline the implementation of learning. For that purpose the teaching materials of Islamic Religious Education of quantum teaching method of tandur system is absolutely necessary. The teaching material of Islamic Religious Education of teaching method of quantum teaching of this tandur system has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). According to the Expert RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent enough to use 2) According to colleagues LKS learning learning method Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent Used. 3) RPP learning model Quantum teaching system of subject matter of VII Islamic Religion Education at State Junior High School Dlanggu Mojokerto Regency appeals to students

Pengembangan metode pembelajaran quantum teaching sistim tandur untuk meningkatkan hasil belajar Pendidikan Agama Islam kelas VII di SMP Negeri Dlanggu Kabupaten Mojokerto

There is a paradoxical state between individual achievement and institutional quality. Why when in other countries Indonesian people are able to perform well, while in their own country is not. For that is the time we rise rescue the children of this country with a positive education, applicative and normative. Changes the paradigm that education is with 3D (Sit, Silence, Listen), which is very fooling child. School-based learning tends to be very theoretical and unrelated to the environment in which the child is located, resulting in the child being unable to apply what he or she learns in school in order to solve life problems faced in daily life. From the problems that the purpose of this research development are: 1) To determine the feasibility of RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to Expert. 2) To know the feasibility of LKS learning method of learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto regency according to colleagues 3) To know the interest of students to RPP learning model Quantum teaching system tandur subjects Islamic Religious Education class VII in SMP Negeri Dlanggu Kabupaten Mojokerto. The selection and use of teaching materials of Islamic Religious Education of learning method of quantum teaching of tanding system can effectively streamline and streamline the implementation of learning. For that purpose the teaching materials of Islamic Religious Education of quantum teaching method of tandur system is absolutely necessary. The teaching material of Islamic Religious Education of teaching method of quantum teaching of this tandur system has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). According to the Expert RPP / Scenario learning Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent enough to use 2) According to colleagues LKS learning learning method Quantum teaching system tandur subjects Islamic Religious Education class VII SMP Negeri Dlanggu Mojokerto decent Used. 3) RPP learning model Quantum teaching system of subject matter of VII Islamic Religion Education at State Junior High School Dlanggu Mojokerto Regency appeals to students

Secular normativity and the religification of Muslims in Swedish public schooling

ABSTRACTThis article suggests that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education. It is based on interviews with 20 Muslim students in Sweden who reflected on their experiences of attending supplementary Islamic education in parallel to their secular schooling. Despite the variety of Islamic education reported by the students, they all held in common that they had learned to read and memorise the Quran as part of their Islamic education. A majority of the students reported that they avoid mentioning their Islamic education classes and their memorisation skills in secular schools since the reaction of teachers has proved to be negative. Those who mentioned that they attended supplementary religious education classes were immediately classified as ‘too religious’, a category that most wanted to avoid. The article shows that to memorise a sacred text stands in stark contrast to much of the educational ideals that prevail in Swedish modern schooling, where a discourse of secular normativity prevails. By using an identity economics model I show that what is perceived as prestigious and rewarding in the Muslim context risks being turned into a cost in the setting of a secular school.

The Relevance of Prior Content Knowledge Regarding Bioethical Dilemmas: Religious Education in Dialogue with Empirical Studies of Educational Psychology

In religious education classes bioethical topics are part of the curriculum. Research on religious education mostly reflects on bioethical topics theoretically. From the perspective of educational psychology, this article concentrates on one of the most important prerequisites for learning — prior knowledge. It combines prior knowledge with learning through argumentation and considers its relevance for learning bioethical topics. Finally an overview over four studies on prior knowledge in bioethical discussions is presented and the results discussed.

Islamic Education in Belgium: Past, Present, and Future

This article focuses on Islamic education in Belgium. First, attention is given to the organization of Islamic classes in state schools, where some important problems occur, such as the lack of appropriate teachers and inspectors, the mono-confessional content of the curricula, and the absence of state control. Next, the content of religious education (RE) classes in Catholic schools, which are also attended by many Muslims, will be addressed. Finally, the author argues that a shift within the current RE classes is not sufficient today. Based on autonomy-based, epistemological, and societal arguments, the author proposes a shift from confessional to non-confessional RE.