Religious Education In Schools Research Articles

Inclusivism: Ethical Values of Future Religious Education

Religious plurality and social pluralism in Indonesia are like a double-edged sword.� On the one hand, it can strengthen social ties and cooperation between social joints, but on the other hand, it is very vulnerable to conflicts, both inter-religious and inter-religious groups.� This paper describes how diversity also has an impact on educational institutions and the importance of providing moral awareness to students in schools to live side by side, in harmony and peace within the framework of plurality and humanity, especially in facing the social lifestyle in the industrial era 5.0. Inclusiveness is full of values of respect for differences, openness to accepting diversity, upholding humanity above individualistic interests, and a great willingness to blend in and stick together in brotherly bonds that actually should be used as ethical values in religious education in schools.� Thus, the purpose of this paper which is sourced from in-depth social analysis and relevant literature studies is to provide understanding and awareness that religious education in school institutions should move from just formalistic-dogmatic learning to be a substantial learning, egalitarian and educates students to promote moderate, tolerant and inclusive attitudes towards religious diversity and avoid potential social conflicts. �Building inclusivism in schools starts with creating a climate of religious education that is open to all and not divided based on the religion of the students.� Furthermore, religious education puts forward human values and universal goodness to eliminate bad prejudice and hatred towards different communities.

PENGEMBANGAN PEMBELAJARAN PENDIDIKAN AGAM ISLAM MELALUI PENDEKATAN INTERDISIPLINER DI SEKOLAH MENENGAH ATAS (SMA)

The industrial era 4.0 demands that educational institutions must be able to transform into all-digital institutions, as the assumption does not rule out the possibility that with the rapid progress of science and technology there will be global changes and will affect the values, attitudes or behavior of students' lives and modern society, it could be These values, attitudes and behaviors are in line with the teachings of Islam and support the success of development. On the other hand, it could be contrary to the teachings of Islam and even do not support the success of development, such as weak religious beliefs, individualistic, materialistic, hedonistic attitudes. criticisms of the weaknesses of the implementation of Islamic religious education in schools, such as (1) in the field of theology, there is a tendency towards fatalistic understanding. (2) The field of worship is only taught as a routine religious activity and is not emphasized as a process of personality formation, (3) the field of morals is oriented towards politeness and has not been understood as a whole religious human person, (4) the field of fiqh tends to be taught as a boundary of governance. rules that will not change over time, and do not understand the dynamics and spirit of Islamic law, (5) Islam tends to be taught as a dogma and does not develop rationality and love for science and technology advances, (6) the orientation of studying the Qur'an still tends to on the ability to read texts, has not led to understanding meaning and extracting meaning. There needs to be positive and reactive innovation towards the Islamic religious education learning system so that it becomes more effective, namely through an interdisciplinary approach. This interdisciplinary approach in Islamic religious education is able to bring a new atmosphere for students to keep trying to learn so that noble ideals are achieved. Islamic religious education with an interdisciplinary approach has been able to change the form and way of learning Islamic religious education from classical learning to modern learning.Keywords: Islamic Education Learning, Interdisciplinary Approach, Learning Effectiveness

MULTIKULTURALISME DALAM PENDIDIKAN ISLAM

Multicultural education emerged as part of a response to the phenomenon of ethnic, social and cultural conflict which often arises in multicultural societies. Multiculturalism is an understanding of the acceptance of pluralism in society so as to avoid horizontal conflict in society. The design of multicultural education in the book written by Kasinyo Harto entitled Multicultural-Based Islamic Religious Education Development Model emphasizes the cultivation of a method of living that is respectful, sincere and tolerant of cultural diversity that lives in the midst of a pluralistic society.
 This research uses a type of library research. The source of research data is Kasinyo Harto's book entitled Multicultural-Based Islamic Religious Education Development Model. The data collection technique was carried out using documentation techniques and descriptive analysis was chosen to describe and analyze the data obtained simultaneously.
 Multiculturalism in Islamic Religious Education in schools is teaching the Islamic religion to students openly and dialogically so that all students have the same opportunities and do not discredit other religions that are not the same as the religion of the religious teacher.

Pendidikan Agama sebagai prevensi pernikahan dini: analisis terhadap pemahaman dan praktik agama dalam mengatasi fenomena pernikahan dini di Pekanbaru

Erly-age marriage remains a severe issue in Indonesia, including in Pekanbaru. This phenomenon seriously impacts individuals and society, including poor reproductive health, low education and skills, social and emotional problems, financial issues, and family problems. This study analyzed the religious understanding and practices in the Pekanbaru community related to early-age marriage through a descriptive qualitative approach. The results indicated that adolescents' common religious knowledge and lack of religious education were the main factors contributing to the early-age marriage. This research advises enhancing religious education in schools and communities and teaching concepts such as gender equality, children's rights, and social responsibility to improve public awareness and prevent early-age marriage in Pekanbaru.

Nurturing Faith and Character: A Values-Based Approach to Islamic Religious Education in Vocational High Schools

This study aims to explore the implementation of values education in Islamic religious education at a Vocational High School. The research utilized a descriptive qualitative method and purposive sampling to select school principals, student affairs, Islamic Religious Education Teachers, and students as research subjects. The data collection techniques involved observation, interviews, and documentation. The findings indicated that values education implemented at SMK Syahida led to students who are devout in worship, democratic, environmentally aware, and tolerant. The results were verified with a data assessment rubric, which showed that values education at SMK Syahida was integrated into Islamic religious education. This research concludes that Islamic religious education is suitable for implementing values education. The implications and benefits of this research include contributing to the development of Islamic religious education and values education in Indonesia. The novelty of this research is the integration of values education into Islamic religious education in vocational schools.

Revitalizing Religious Programs in Elementary Schools Post Covid-19

Religious programs cannot be carried out due to the Covid-19 Pandemic. However, after the repeal of PPKM, the school resumed carrying out the religious program. This study aims to analyze the school's efforts to revitalize religious programs when schools are allowed to hold face-to-face learning in line with the decline in the spread of Covid-19. The research method used is descriptive qualitative. Research informants are school principals, PAI teachers, and students. Collecting data through observation, interviews, and documentation. Data analysis through data reduction, data display, and drawing conclusions. This study found that the revitalization of religious programs was carried out after the program was not implemented optimally or even could not be implemented due to the Covid-19 Pandemic. This revitalization is essential as a form of school responsibility in strengthening character education, one of which is the religious program. The revitalized programs are 1) Quran recitation at the 0th hour, 2) commemoration of Islamic holidays, and 3) Yasin recitation. On the other hand, the school also revitalizes the teachers' understanding of the importance of religious education, teacher professionalism, and moral degradation as a challenge. Revitalizing religious programs can be done after the end of Covid-19 by revitalizing the program and teacher's understanding so that it can educate students' character through religious education in schools.

Integration of Local Cultural Values in Forming Student Morale in Learning Islamic Religious Education in Junior High Schools

This study aims to analyze how local (Minangkabau) cultural integration forms in learning Islamic religious education, and its effect on the behavior of students in secondary schools. This study used a qualitative method with a case study approach, data were collected through in-depth interviews with ten informants consisting of school principals, Islamic religious education teachers, culture and arts teachers and students. All data were analyzed using the Miles and Huberman technique. The research findings show four forms of integration of local (Minangkabau) culture with the learning of Islamic religious education conducted by the school. The four integrations are (cultural learning through Islamic religious education subject matter, holding traditional dress days at school, shaping the daily behavior of students according to culture, holding extracurricular activities about cultural and customary teachings. Furthermore, the findings also found that the integration of local (Minangkabau) culture with Islamic religious education has an effect on the attitudes and behavior of students such as (ability to communicate well, growing attitudes of loving culture and customs, liking to dress in traditional clothes that are more polite and neat). This integration model can be used as a reference for other schools in teaching values culture and customs through learning Islamic religious education

Learning Design Education Religion Islam In School

Structure content learning without considering learning models or methods so that the information presented by the teacher is forgotten quickly. The object of the paper: This article examines the procedures for planning, defining, and creating an organizing strategy for subject-matter learning in the context of professional Islamic religious education. Temporary, as in the theory applied to the issue This design model theory learning is in reference to the Kemp, Dick, and Carey approach system as well as the Dageng model. All three address the formation of learning strategies, the development of process measurement learning, and analysis condition learning. Inductive reasoning, descriptive-analytical thinking, and characteristic libraries are all topics covered in this essay. The analysis of data from characteristic facts, facts specific to directions, and general information about design development in Islamic religious education learning form the basis of the debate. Review the report of outcomes. This demonstrates that: (1) Kemp's model may be used to construct Islamic religious education based on the four planning learning elements of participant students, objectives, methods, and evaluation. Dick and Carey's term "design models development" refers to the approach systems and design models development of Degeng based on the following influencing variables: learning form goals and characteristics field study, source learning and constraints, characteristics participant educate, purpose study and content learning, organizing strategy content learning, delivery strategy content learning, management strategy learning, development procedure measurement results learning. (2) Procedures for planning and implementing Islamic religious instruction in schools, such as standard competency analysis, content learning, participant characteristics, approach selection and determination, and learning evaluation standards.

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN SIKAP RELIGIUS SISWA PADA ASPEK ISLAM

Schools as a place to educate the nation's next generation are very important in seeking to improve the religious attitude or character of students, especially in the Islamic aspect. At present, Islamic religious education in schools is considered less successful in changing the attitudes and behavior of the diversity of students and building the morals and ethics of the nation. The reality of student behavior that is very real is the increasing number of students involved in brawls between students, drug association, theft, promiscuity and so on. The role of the teacher at school is very important in helping students to improve their religious character through various learning activities carried out at school. The religious attitude in the Islamic aspect concerns the frequency and intensity of the implementation of worship which determines, for example, prayer, fasting and zakat. The role of the teacher in shaping or improving students' religious attitudes to the Islamic aspect includes: the teacher must be able to be a good educator, the teacher can be a good teacher, the teacher becomes a guide, and most importantly the teacher can be a model and role model for his students.

ENHANCING THE SOCIAL AND RELIGIOUS CHARACTER OF STUDENTS AT QURRATU A'YUN HIGH SCHOOL THROUGH EXTRACURRICULAR ACTIVITIES

Religious education in schools is expected to have a significant impact on the development of students' religious and social character so as to prevent them from immoral social behavior. This research tries to identify extracurricular activities that help improve the social and religious character of students. This research uses qualitative methodologies, with in-depth interviews providing as data collecting technique. The data were subsequently analysed utilising triangulation techniques by modifying existing theories. According to the findings of this study, the school offers an Islamic tarbiyah programme as an extracurricular activity from Saturday through Sunday. Every day, a programme called tawjihat murabbiyat is used to control Islamic tarbiyah activities. In addition to extracurricular activities, the improvement of students' religious and social character is accomplished by the incorporation of religious principles into subject matter and the entrenching of appropriate behaviour in school culture. Developing social character involves working on a variety of skills, including discipline, respect for others, serving both parents, tolerance, humility, and caring for others and the environment. Concerning the religious attitudes fostered by the program, such as the practise of congregational prayer, the wearing of the veil, and hostility towards Wahdah Islamiyah and Mutamayyiz Muslims.

2013 Curriculum: Implementation of Islamic Religious Education Learning in Schools for Children with Special Needs

The 2013 curriculum is the latest guideline for implementing education in Indonesia. Its application applies to public schools and special schools. This study aims to determine how to implement the 2013 curriculum in learning Islamic religious education for children with special needs (ABK) at SLB Negeri 01 Jakarta. This study uses qualitative research with a descriptive approach to data collection techniques with interviews, observation, and documentation. Data were collected based on field notes, comments, and documentation. The results of the study concluded that the implementation of the 2013 Curriculum for Children with Special Needs (ABK) at SLB Negeri 01 Jakarta uses the same PAI curriculum as the curriculum in traditional schools, and the scope of Islamic Religious Education materials taught is no different from other schools including; al-Qur'an hadith, faith, morals, fiqh and the history of Islamic culture. The learning methods for Islamic Religious Education in special schools are lectures, practices, questions and answers, demonstrations, and exercises. The learning media used include audio-visual media, tape recorders, films, radio, television, digital al-Qur'an, and braille Qur'an are also puzzles. Learning Evaluation consists of three domains cognitive, affective, and psychomotor.

KAJIAN PENTINGNYA BELAJAR MENGEVALUASI PELAKSANAAN PEMBELAJARAN MENGGUNAKAN MODEL EVALUASI CIPP

The goal of evaluating the implementation of Christian religious education in schools is to determine the extent to which lesson plans have been implemented. In the absence of learning evaluation activities in schools, teachers will be unaware of deficiencies or even issues arising from their teaching and learning endeavors. These issues, such as the lack of textbooks and instructional aids in learning activities, may prevent students from comprehending the material delivered by the instructor. In order to accomplish this, the teacher must acquire evaluation skills, which entails that he develops his capacity to conduct evaluation tasks. And this is really helpful for identifying gaps in the implementation of learning by the teacher. The CIPP evaluation model is the evaluation model that should be learned. This study aims to persuade PAK teachers to enhance their abilities to evaluate the implementation of learning and to introduce them to the CIPP evaluation paradigm. This is a result of the lack of learning evaluation activities, including PAK, conducted by teachers in schools. The method of research employed is qualitative and literature-based. This study's findings include an explanation of the scope of learning evaluation in general, the CIPP evaluation model, the relevance of evaluating PAK by instructors according to the Bible, and the considerations PAK teachers must make while utilizing the CIPP model to conduct evaluations.

Penerapan Strategi Problem Based Learning dalam Meningkatkan Kemampuan Siswa pada Mata Pelajaran Al-Qur’an Hadits

The Qur'an Hadits is one of the subjects of Islamic Religious Education in schools. This study aims to find out what strategies teachers use and find out what factors are obstacles in implementing these learning strategies. This research uses a qualitative research approach. Qualitative research is systematic research that is used to study or examine an object in a natural setting without any manipulation in it and without any hypothesis test. The results showed that Problem Based Learning learning, educators only act as facilitators and as motivators. Educators motivate learners to actively engage in the search for problem-solving solutions. Educators help and guide learners to utilize relevant resources and help learners to be able to interact and collaborate in groups to provide the best alternative solutions.

An Opportunity for Expanding University-School Connections: Stakeholder Views of the Religion and Worldview Proposal

This article explores the results of an 18-month project exploring the opinions on Religious Education in schools and the religion and worldview’s proposal (CoRE 2018) with key stakeholder groups ‘outside the classroom.’ This article begins with a review of relevant academic critiques and then explores the key themes revealed by the stakeholder groups in the course of the research. We highlight three key thematic areas of challenge 1) structural and resourcing issues facing RE in schools, 2) conceptual debates about key words and areas of subject focus and pedagogical approach and 3) the perceived value of the subject. These issues are explored in some depth, noting that all groups thought that greater resource sharing and cooperation between the various stakeholders was important. It concludes by arguing that this discussion offers a unique opportunity for university engagement. Although academics in particular expressed concerns about a lack of conceptual coherence in the religion and worldview proposals, we suggest that university engagement with schools could effectively model constructive discussions across differences of academic disciplines and the various ways of understanding beliefs, practices and ethical choices.

Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools

This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers’ confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools.

From religious freedom to pluralism: diversity as a value in School Religious Education in Paraná

Resumo Este artigo examina como os valores de uma democracia pluralista foram ressignificados e incorporados aos objetivos pedagógicos da disciplina Ensino Religioso. Tomaremos como estudo de caso a experiência do Paraná, considerada pelos atores que militam nesse campo uma referência no trato da diversidade religiosa. Embora suas diretrizes tenham sido elaboradas por uma associação inter-religiosa, o formato desse ensino se assume, oficialmente, como não confessional. Examinaremos as diretrizes propostas para essa disciplina no documento Referencial Curricular do Paraná: princípios, direitos e orientações, de 2018 e publicado em 2020, as orientações da Base Nacional Comum Curricular, de 2017, e depoimentos de membros da associação inter-religiosa que colaboraram na sua redação. Demonstraremos que a inclusão dessa disciplina na grade curricular do ensino fundamental em 2017 consolidou um processo de transformação de seu estatuto, conteúdo e objetivos, iniciado nas décadas anteriores. Trata-se de examinar neste artigo os termos dessa integração, apreender suas articulações com outras disciplinas, e mapear seus valores intrínsecos.

Religious Education in Primary School: Utopia or challenge?

Religious Education in Primary School: Utopia or challenge?

RELIGIOUS EDUCATION SYSTEM AND RELIGIOUS EDUCATION IN SCHOOLS OF KYRGYZSTAN

Kyrgyzstan gained its independence in 1991. The Constitution adopted in 1992 became a basis for the restructuring process in the religious sphere. According to the relevant articles of the Constitution, the issues relating to the place and purpose of formal and non-formal religious education in general education, the formation of religious groups, their relations with the state, etc., have been discussed. The subject of this article is the changes and transformations in religious education in schools after independence. In this context, first of all, information about the general education system and religious education of Kyrgyzstan will be given. Then, the legal and historical basis of religious education at schools since 1991, its status in the school system, its aims, teaching model, teachers, regional variations, etc., will be reviewed and evaluated. In the conclusion part, current developments and challenges will be discussed. The aim of the article is to evaluate whether religious education in the school system in Kyrgyzstan is structured on national and universal principles and to open the issue for discussion. The study is important in terms of drawing a future perspective on how religious education should be at the universal level in the school system and contributing to comparative religious education.

Problematics of the Learning Proces of Islamic Religious Education in Junior High Schools

This research aims to determine the planning, implementation, and evaluation carried out in Islamic Religious Education learning. This research uses a qualitative method with a descriptive approach, namely describing the conditions that occur in the field as they are. The data sources in this research are Islamic Religious Education teachers, students, and the principal of Palembayan 01 Junior High School. Data collection techniques were carried out by means of interviews, observation, and documentation. Meanwhile, the sampling technique is using snowball sampling. The analysis results show that; i) learning strategy planning is less than optimal, including planning in learning objectives, choosing teaching materials that focus on book material without looking for additional references, learning techniques that are less varied, only using lecture and question and answer techniques, poor class management, ii) implementing strategies Islamic Religious Education learning is not consistent in carrying out the steps in using strategies, only using direct, expository learning strategies which are according to one's own wishes, discussions focused only on activity, iii) forms of learning evaluation questions given in the form of tests and non-tests, questions that less interesting because there are no pictures or tables, relying on questions. The results of this research can be used as initial data for future researchers to study in different contexts and studies.

Majlis Agama Islam dan Adat Istiadat Melayu Kelantan (MAIK) and Modernisation of Malay Education, 1917-1957

This article examines the Majlis Agama Islam dan Adat Istiadat Melayu Kelantan (MAIK) administration of Malay schools in the state of Kelantan from 1917 until the end of British colonial rule in 1957. This involvement is examined through two of its schools, the Maahad Muhammadi (Malay) for boys and Maahad Muhammadi (Malay) for girls. The establishment of MAIK Malay schools is a testament to its professed aims of looking after local welfare, which was not given any attention under British colonial rule. MAIK had faced a myriad of challenges in its administration of Malay schools, whether from within its administration or from outside, especially from Malay schools that were under British control. Based on the qualitative method that involved the perusal of primary documents such as MAIK files, MAIK annual reports, journal Pengasuh and British annual reports on Kelantan from the National Archives of Malaysia and other institutions, this study has found that the British neglect of Malay education has made MAIK indispensable as the organisation responsible for religious affairs and defending local customs in the formal education sector of the state. With this heavy responsibility, MAIK, specifically through its Malay schools, has provided both secular and religious education in schools under its jurisdiction. MAIK’s strategy and improvisations have ensured its schools’ continuity despite competition from the Malay education provided by the colonial government. Through its organisational dynamism, MAIK has enabled itself to be involved in the planning and transformation of primary education in Kelantan from 1917 until 1957.