Conservative Government and Support for the Religious Institution: Religious Education in English Schools

1994 ◽  
Vol 45 (2) ◽  
pp. 195 ◽  
Author(s):  
Joseph B. Tamney
Keyword(s):  
Religious Education ◽  
Religious Institution ◽  
Conservative Government

scholarly journals Strategi Pengembangan Pembelajaran Pondok Pesantren Al Falah Somolangu Kebumen

2018 ◽  
Vol 1 (2) ◽  
pp. 184-197
Author(s):  
Aly Ngusman
Keyword(s):  
Religious Education ◽  
Boarding School ◽  
Active Role ◽  
Boarding Schools ◽  
Religious Institution ◽  
The Earth ◽  
The Times ◽  
Existing Data ◽  
Over Time

Discussion about the role of boarding schools in the formationand development of education, in particular the Islamiceducation, in Indonesia hardly needs to be debated and doubt.Long before Indonesia became independent, the institutions leadby the scholars (kyai) is present in the Earth. History shows thatthe boarding school is not only able to keep resistance fromexposure to the times, but also can take care of its developmentwhich continues to increase over time. According to existing data,the institution was first established, especially in Java, in the 15thcentury by Maulana Malik Ibrahim (one of the oldest walisongo)and then developed by the other walisongo. At the end of the 19thcentury, the number of boarding school in Java developed reaches300 boarding school, and based on the Notes Database boardingschools of ministry of religion RI, the number of boarding schoolsthe year 2018, this amounts to about 21,321. The resistance andsustainable development of the boarding schools that certainlycould not be released from the academic tradition developedwhich has a pretty strong distinction. One of them is the patternof his education is transformative. It makes boarding school isnot simply a religious institution that merely engaged in theworld of religious education for the students, but at the sametime have the concern and active role of the community in jointlyempower themselves. These values also did not escape from Al-Falah boarding school Somolangu, Kebumen. It will also makeboarding school can be instrumental in giving a concretecontribution for global life.

scholarly journals George Drew and the Rabbis: Religious Education in Ontario’s Public Schools

1998 ◽  
Author(s):  
Martin Sable
Keyword(s):  
Public Schools ◽  
Jewish Community ◽  
Religious Education ◽  
World Wide ◽  
Religious Instruction ◽  
Minority Children ◽  
Conservative Government ◽  
Spiritual Leader ◽  
General Community ◽  
Over Time

In 1944, Ontario Premier George Drew’s minority Conservative government introduced compulsory religious education into the Province’s public schools. The enabling legislation, the “Drew Regulation,” prescribed two one-half hour periods of religious instruction per week. A response to world-wide godlessness symbolized by Nazi Germany’s crimes, remarkably, the Drew Regulation remained in place for forty-six years. Over time it became clear that the Regulation was being used for decidedly Protestant purposes, and the task of opposing the Regulation fell to the Jewish community. The Jewish community, sensitive to the abuses visited on Jewish and other minority children by this Regulation, was nevertheless hamstrung by its reticence to assume a high public profile, especially when this meant clashing with deeply-felt convictions of the general community. Among the most outspoken critics of the Regulation in the Jewish community was Rabbi Abraham Feinberg, spiritual leader of Toronto’s Holy Blossom Temple who found himself at odds, not only with the general community, but also, for various reasons, with sectors of the Jewish establishment.

ARTICLES WORK, LEISURE, AND RELIGIOUS EDUCATION

1979 ◽  
Vol 74 (2) ◽  
pp. 159-170
Author(s):  
Gabriel Moran
Keyword(s):  
Religious Education

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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