Religious Education Teachers Research Articles

The intervention of Islamic Religious Education Teachers in Puberty Assistance: NVIVO Analysis

This research explores the role of Islamic Religious Education (PAI) teachers in accompanying students during puberty, a critical transition phase in the lives of Muslim adolescents that involves significant physical, emotional, and spiritual changes. Appropriate assistance during this period is crucial to help teenagers understand the changes occurring and carry out their religious responsibilities well. Using a qualitative approach with phenomenological methods, this research involved in-depth interviews with 10 PAI teachers from elementary and junior high schools. The analysis using NVivo 12 shows that the PAI teacher's role includes religious education, emotional guidance, spiritual formation, and social facilitation. Despite facing unique challenges, PAI teachers overcame them with various adaptive and responsive strategies. Through intensive personal guidance, key strategies that have proven effective include creating a supportive and open environment where students feel comfortable discussing sensitive topics. This research highlights the importance of a holistic and integrative approach in assisting puberty and provides practical recommendations such as [specific recommendations] to increase the effectiveness of this assistance. This research contributes to the Islamic religious education literature by providing new insights into the multifaceted role of PAI teachers and the challenges they face, as well as suggesting strategies for improving student support during puberty.

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Enhancement of Motivation to Learn Hinduism in Students of SMKN 1 Sukawati Gianyar

Education of religion has contributed to the achievement of national education goals. In this case, there are four components of educational goals whose achievement become the burden of religious education which means they also become the burden of religion teachers, namely having religious spiritual strength, self-control, personality, and noble character. Thus, how great the contribution of religious education and religion teachers in the effort to realize the expected educational goals is. Religious education functions to prepare students to become members of society who understand and practice the values of religious teachings and become experts in religious knowledge as well as increase student learning motivation in studying Hinduism as an effort to contribute to realizing national education goals in Indonesia. Educators can find out the factors that influence student motivation to study Hinduism subjects in school and outside of school because in essence religious people are expected to understand and know the religious teachings adhered to by the humans themselves. The study on the enhancement of motivation among Hindu students in participating in the Hinduism learning process in school was carried out by using observations, interviews, and document studies to obtain qualitative and quantitative data in the form of opinions related to learning problems to increase student’s motivation at SMKN 1 Sukawati Gianyar vocational school. Thus, educators use and improve the curriculum, the competence of Hinduism teachers, student’s motivation, teaching materials, learning models, learning media, facilities and infrastructure, learning environment and school culture towards efforts in implementing the curriculum, applying contextual learning models, increasing the competence of Hinduism teachers, preparing contextual teaching materials, providing learning infrastructure and media, conditioning the learning environment and school culture which is educative as well as praying on full moon and new moon continuously.

Actualization of Character Education in PAI Learning in Elementary School

Character education is very important because currently there are many students who cannot practice character in their daily lives. The aim of the research carried out by the author is to provide an important overview of the character cultivation that students must have by means of teachers and parents who must work together to always remind students wherever they are to apply character in everyday life. This type of research is qualitative research with the subject of research being Islamic teachers as the main topic of discussion. This is because Islamic teachers are teachers who can require their students to implement character education. Then data collection techniques use interviews and observation. The results of this research explain that character education implemented in the independent curriculum education unit has been determined. So teachers of Islamic Religious Education and Character Education subjects must provide a form of character education in PAI lessons to achieve success in the learning process. These forms are discipline, devotion, honesty, self-awareness, responsibility and empathy.

Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

Implication of Religious Character Program in Improving Self-Control at State Vocational High School 1 Pedan

<em>The ability of strong self-control can fortify faith for young people in the current era, starting from the concerns of Islamic religious education teachers at State Vocational High School 1 Pedan, sparking the implications of religious character programs aimed at increasing the faith of students to be strong, broad-minded, and have full awareness of understanding right and wrong actions. This study aims to describe the various activities carried out in the implications of religious character programs as a way to improve the religious character of students at State Vocational High School 1 Pedan. This research uses qualitative methods (field research). This research was conducted with data collection techniques through interviews, observations, and documents. Activities are carried out both daily, monthly and annually. Daily activities begin with praying both before and after learning, reading the Qur'an and short surahs, literacy, duha prayers, zuhur prayers, and school spiritists at school, if at home filled with TPA activities, tadarus, and daily amaliyah checks, which are monitored directly by their respective parents. The weekly activity called qolbu management begins with reading the Qur'an together and is filled with religious wisdom stories by the father and mother of Islamic religious education teachers and invited teachers from outside which are carried out on Friday of the first week of each month. Annual activities such as flash pesantren, Isra' Mi'raj commemoration, and the celebration of the Islamic holiday of Eid al-Fitr celebration which is filled with a gathering event between school residents.</em>

The Role of Islamic Religious Education Teachers in Fostering Students' Morals at State Vocational High School 1 Banyudono

<p>Personality is a crucial factor for the success of students in the learning process. Instilling good habits from an early age is very important for students. Teachers play a significant role in schools, especially Islamic Education (PAI) teachers, who are educators directly responsible for moral development and the inculcation of legal norms concerning right and wrong, as well as responsibility. This study aims to determine the roles, methods, supporting factors, and obstacles faced by PAI teachers in shaping the personalities of students at SMKN 01 Banyudono Boyolali. The approach used is qualitative, employing case study research methods through data collection techniques such as observation, interviews, and documentation. The results of this study conclude that PAI teachers play an essential role in the moral development of students at SMKN 1 Banyudono, primarily as educators, guides, habituators, and implementers of religious activities. Efforts made by PAI teachers to cultivate students' morals include encouraging the habit of reciting "basmallah" at the beginning of learning activities, saying "hamdallah" at the end, starting lessons by reciting Asma’ul Husna, maintaining classroom cleanliness, assigning additional tasks to memorize prayer recitations, promoting Quranic literacy, guiding and setting an example for students to perform congregational prayers, and actively participating in the execution of religious activities.</p>

Argument in religious studies at GCSE: a collaborative developmental research project

ABSTRACT This paper describes a developmental research project that started from the desire amongst several religious education teachers across different schools to work collaboratively to improve their teaching of argumentation. It specifically focuses on GCSE religious studies examinations in England. We were particularly interested in how students express their own arguments in written examination essays, which have specific requirements. The intention was to think more deeply about what is meant by argument without resorting to pure philosophy, and thereby develop our pedagogy in teaching these skills through deeper reflection, learning and experiment in the classroom, as well as sharing our experience. Working with a researcher, we adopted a particular theory of argumentation, from Toulmin, and then heuristically developed techniques to refine our practice. Through collaborative self-study with a researcher, we draw on qualitative data to consider both what strategies were developed and how our collaboration supported our professional development. The strategies for teaching argumentation were through simplification and the use of metaphor. Collaboration was through inter-school support in developing and trying out new techniques. Significantly, we found that argumentation could be developed without explicitly teaching philosophy.

KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MELAKSANAKAN TUGAS PENGAJARAN PADA MASA PANDEMI COVID-19

This research was carried out to find out more clearly about the creativity of Islamic Religious Education teachers in teaching during the Covid-19 pandemic. This is one of the reasons for researchers to conduct in-depth studies and research related to the creativity of PAI teachers in carrying out teaching tasks during this period. the covid-19. The method used in this research activity is to use a qualitative approach with a phenomenological type. The data collection methods used were interviews, observation and documentation data analysis, while the data sources in this case were PAI teachers whom the researcher managed to meet in the field when the researcher conducted the research. And the results of the research show that PAI teachers have a variety of creativity to create a teaching process, namely by sending short stories and pictures, with the help of the internet, laptop, Instagram, WhatsApp, zoom meeting applications and so on, and PAI teachers also use various methods so that participants students do not feel bored, namely the project-based learning method is very important because it is effectively applied to students by forming small study groups. The online method is learning that is carried out face-to-face by paying attention to zoning and health protocols. In this method, students will be taught in turns (shift model). The implications of this research are: 1) PAI teachers' creativity is increasing, 2) teachers are becoming more active in making learning activities successful, 3) students are required to be more skilled in participating in learning activities using new methods.

Learning Strategies of Islamic Religious Education Teachers in the Era of the Independent Curriculum

This study aims to explore the learning strategies employed by Islamic Religious Education (PAI) teachers in the context of the Independent Curriculum (Kurikulum Merdeka) at SMK Negeri 1 Kertosono. With the curriculum being widely introduced across Indonesia, educators must adapt their teaching methods to align with new educational standards. This qualitative research, conducted through participant observation, interviews, and documentation, identifies two primary strategies: Discovery Learning and Project-Based Learning. It also highlights the challenges faced, such as teacher readiness and curriculum implementation at the institutional level, alongside the supportive role of collaborative efforts between school leaders and staff. The study concludes that continuous professional development and utilization of the Merdeka Belajar platform are critical to overcoming these challenges.

Collaboration between Islamic Religious Education Teachers and Islamic Religious Extension Workers in Drug Abuse Prevention in Labuhan Batu

Collaboration between Islamic Religious Education Teachers and Islamic Religious Extension Workers in Drug Abuse Prevention in Labuhan Batu

Analysis of the Readiness of Islamic Religious Education Teachers in Implementing the Independent Curriculum in Middle Schools

This research aims to analyze the readiness of Islamic Religious Education teachers in implementing Kurikulum Merdeka at the Junior High School through a library research approach. Kurikulum Merdeka is the latest innovation in the Indonesian education system which focuses on flexible, innovative and student-centered learning. This research collected data from various secondary sources, including books, journal articles, research reports, and official documents related to the implementation of Kurikulum Merdeka and the readiness of PAI teachers. The results of the analysis show that PAI teachers’ readiness in implementing the Kurikulum Merdeka includes aspects of planning, implementation, and evaluation. Then, in implementing differentiated learning in the Independent Curriculum, there are six main steps which will be explained in this article. The challenges in implementing Kurikulum Merdeka in PAI learning can be from internal and external factors such as school principals, PAI teachers and other education staff, facilities and infrastructure as well as the lack of optimal synergy and cooperation between related parties. This research provides recommendations for the development of more effective training programs and educational policies that support the implementation of Kurikulum Merdeka as a whole.

Metode Pembinaan Akhlak Berpakaian Oleh Guru Pendidikan Agama Islam di SMPN 1 Mandah Kecamatan Mandah Provinsi Riau

This study is motivated by the results of a problem found by several researchers, namely that there are some students who wear a headscarf but do not cover their breasts so that the body shape is visible, and there are also students who do not cover their genitals completely. Therefore, the teacher uses several methods to promote dress etiquette. The purpose of this study was to describe the method used by Islamic religious education teachers to promote clothing style in SMPN 1 Mandah, Mandah Regency, Riau Province. The type of research used in this study is descriptive qualitative research. The informants consisted of key informants and support informants, students and auxiliary informants, ie. Muslim religious education teachers. When gathering information through interviews, observations, and documentation. Data analysis with data reduction, data presentation and conclusion. Test the validity of the material with source triangulation, ie. comparing the results of interviews with key informants and supporting informants with the results of the author's direct observation. The results of this study are summarized as follows: that the teachers in SMPN 1 Mandah, Mandah Regency, Riau Province use several methods to promote the morals of students in dressing, namely: exemplary method, habit method, advisory method and punishment method.

Peran Guru Pendidikan Agama Katolik dalam Mengatasi Perilaku Antisosial pada Peserta Didik di SMP St. Antonius Bangun Mulia

Antisocial behavior is an action that harms others. At the junior high school level, anti-social behavior that appears to be carried out by students in the form of: bullying, not caring when their friends cry and laugh when they are punished and disturbing their friends during prayer. To overcome anti-social behavior in students, the existence of a PAK teacher is the right solution to overcome this behavior through its role, namely; as a motivator, learning manager, facilitator, role model and mentor. This study aims to overcome anti-social behavior in students through the role of PAK teachers. This research uses a qualitative approach with observation, interview, and documentation techniques. Based on the results of the study, the Catholic Religious Education (PAK) Teacher appears to have been effective in playing his role in overcoming anti-social behavior in students at SMP ST. Antonius Bangun Mulia Junior High School. Through his role, the Catholic Religious Education teacher has increased students' learning motivation, attracted students' interest in learning through learning management, provided various media to make it easier for students to understand the subject matter, became a model for students' behavior, and guided and directed students to have good attitudes and behavior.

Fragmentation in the European and Inter-American Human Rights Courts Regarding the Scope of Religious Autonomy: An Analysis of the Use of Sources and Methodologies

ABSTRACT Fragmentation in International Human Rights Law (IHRL) may affect the universality of human rights norms and their legitimacy. This article analyses a recent case of contradiction between the European and the Inter-American Court of Human Rights (IACHR) regarding employment contracts of religious education teachers and the scope of religious autonomy. These courts reached contradictory conclusions on key substantive issues because they used different ways of framing the issue at stake, and different legal sources and interpretative methodologies. The analysis reveals that while the European Court of Human Rights (ECHR) relied on the use of comparative law, a test of proportionality, and the margin of appreciation, the IACHR relied mainly on American domestic law and the opinions of two expert witnesses. In this case, the IACHR could learn from the approach of the ECHR to develop a more rigorous legal methodology in order to keep the coherence of the international legal system.

Upaya Guru PAI dalam Pembentukan Karakter Sosial Siswa dalam Pendidikan di MTSN 2 Medan

This study aims to explore the efforts of Islamic Religious Education (PAI) teachers in shaping the social character of students at Mtsn 2 Medan. Using a normative juridical approach, the research collected data through interviews, observations, and documentation. The findings indicate that social character formation is conducted through various methods, including the habituation of polite behavior, enforcement of discipline, use of distinctive terms between teachers and students to create emotional closeness, and the implementation of educational sanctions and rewards. These efforts collectively demonstrate the strategic role of PAI teachers in effectively and comprehensively shaping the social character of students.

Religious Education and Ecumenical Formation in Post-confessional Settings – Essentials for the Theological Education of Pastors and Teachers of Religion

Abstract The article discusses the significance of international discourse on ecumenical formation for debates about the future of religious education in diverse environments, both from a German and global perspective. It emphasizes the historical importance of education in the ecumenical movement, tracing back to the early pioneers with a background in the World Student Christian Fellowship. The author draws from his longstanding involvement in international ecumenical work on education to advocate for ecumenical formation for students of theology, including those training to be religious education teachers. The article surveys key policy documents from German and international church bodies and concludes with six essential learnings for theological education in post-confessional environments.

Peran Guru Pendidikan Agama Kristen (PAK) Dalam Implementasi Pembelajaran Interaktif Berbasis Teknologi Untuk Meningkatkan Motivasi Belajar Siswa

Technology-enhanced interactive learning in Christian religious education holds great potential for enhancing students' learning motivation and understanding of Christian values. This article discusses the crucial role of Christian Religious Education (CRE) teachers in designing and implementing this approach, as well as the challenges encountered in the process. Interactive learning leverages tools and platforms such as Classpoint, Slido, and other applications to create a dynamic and contemporary learning environment. Teachers are tasked with selecting and adapting Christian religious content that meets students' needs while utilizing interactive features to enhance student engagement. Challenges including limited technology access, inadequate technological skills, and resistance to change are also addressed within the context of technology integration in religious education. By combining technological innovation with appropriate pedagogical approaches, teachers can maximize the potential of interactive learning to create meaningful and effective learning experiences that deepen students' understanding and application of Christian values in everyday life.

Pengaruh Kompetensi Sosial Guru Pendidikan Agama Kristen Terhadap Motivasi Belajar Siswa Di Kelas XI SMK Negeri 1 Raya

The aim of this research is to determine the positive and significant influence of the Social Competence of Christian Religious Education Teachers on Student Learning Motivation in class XI of SMK Negeri 1 Raya. The method used is a descriptive quantitative research method, with a population of 237 students and a sample taken of 25% so that the sample for this research is 59 students using Random Sampling techniques. The instrument used in this research used a closed questionnaire of 33 questions, of which 20 questionnaire items were for variable X and 20 items were for variable Y which had been tested on 33 students outside the research sample. The results of the research show that there is a positive and significant influence between the Social Competence of Christian Religious Education Teachers on Student Learning Motivation in class XI of SMK Negeri 1 Raya. 1) Test the relationship between rcount > rtable, namely 0.574>0.226; 2) Significant test tcount>ttable, namely 5.292>2.021; 3) Determination test, namely 32.94%; 4) The regression equation is obtained from Y ̂= 14.91+0.69X ; 5) Test the hypothesis using the F test to obtain Fcount > Ftable = (α= 0.05, dk numerator k = 19, dk denominator = n-2 = 59-2 = 57) namely 27.87> 1.40. Thus Ha, namely that there is a positive and significant influence between the Social Competence of Christian Religious Education Teachers on Student Learning Motivation in class XI of SMK Negeri 1 Raya is accepted and H0 is rejected.

Vacare: from Lectio Divina to Contemplative Reading. Making space for the personal formation of secondary school students

The personal formation of students is an important goal in Religious Education in secondary schools in the Netherlands. This article, which is based on the design research of my PhD dissertation, examines how a contemplative approach to reading stories can, according to Religious Education teachers, contribute to the personal formation of students. Thus, a teacher’s manual, based on the monastic tradition of Lectio Divina, was designed and tested for the Contemplative Reading of Biblical parables. What possibilities does this teacher’s manual for Contemplative Reading offer for creating space for the personal formation of students in daily teaching practice? How do the results of this intervention contribute to the theory of personal formation and the theory of contemplative practices in education? Cultivating a space for freedom—vacare—appears to be essential. Contemplative Reading can open this space of attention and listening in the classroom.