scholarly journals On the religious subject "Ethics of Faith" in Public Schools and the Consolidation of Christian Churches in Ukraine

2005 ◽  
pp. 88-91
Author(s):  
Oleh Kyselov
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Religious Studies ◽  
Ministry Of Education ◽  
Public Discussion ◽  
Christian Churches ◽  
Religious Subject ◽  
The Subject ◽  
Higher Educational ◽  
Academic Year

The problem of religious education is not new to Ukrainian religious studies. The latter was raised in connection with the decree of the Minister of Education and Science on the introduction of the subject "Theology" in higher educational establishments of Ukraine. However, as is often the case in Ukraine, the decree remained only on paper. At the same time, the topic of religious education was discussed in various circles in the circles of religious scholars. Now they are discussing this again. And these discussions are of a different nature, since the desire of the President without serious public discussion was started by the Ministry of Education and Science: since September 1 this academic year the course "Ethics of Faith" has already been introduced in some public schools in Ukraine. Discussions and controversies are already heard in parallel with the decision made and can actually change only the content of the subject, but not the decision on its teaching. That is, it is still debatable that children should be taught in public schools, but the fact that if a new subject does not appear on September 1, there will be almost no doubt after the new year.

scholarly journals Meningkatkan Motivasi Prestasi Belajar Mahasiswa Semester II Melalui Skenario Joyful Learning di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 91
Author(s):  
Ahmad Mustofa Jalalluddin Al-Mahali
Keyword(s):  
High School ◽  
Student Achievement ◽  
Religious Education ◽  
Achievement Motivation ◽  
Group Work ◽  
Know How ◽  
Learning Technique ◽  
Improve Student Achievement ◽  
The Subject ◽  
Academic Year

At least there are three main issues that underlie the reluctance of students to learn better. (1) learning technique problem that does not grow student's motivation, (2), lecturer's existence is not as a facilitator who teaches students, private auctions that teach or patronize, (3) delivery of instruction messages with less interactive and attractive media. By examining something that is in the field, there appears to be a discrepancy between learning by the method of learning it uses. Joyful Learning Scenario is usually done by lecturers so far only aspects of mastery of student concepts. For that need an assessment technique can reveal aspects of the process, one of them. The purpose of this research are: (1) To Know How to Improve Motivation of Student Achievement Semester II in Tarbiyah High School of Raden Wijaya Mojokerto, (2) To Know How Joyful Learning Scenario at Tarbiyah High School of Raden Wijaya Mojokerto (3) To Knowing How Efforts to Improve Student Achievement Motivation Semester II Through Joyful Learning Learning at Tarbiyah High School of Raden Wijaya Mojokert The subject of this research is the second semester students in the Islamic religious education program of Tarbiyah High School of Raden Wijaya Mojokerto academic year 2016/2017 . There are several things that need authors conclude (1) Group work is very effective done in order to support the activities of the lectures with a fun learning. (2) The provision of resource materials that students need to complete the task is very effective when the lectures are conducted using a fun learning lesson. (3) The balance of time efficiency with each group at the beginning and end of each lecture is essential in ensuring that the report card is really concise and interesting.

scholarly journals Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 392
Author(s):  
Mehmet H. Tuna
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Empirical Study ◽  
Religious Education ◽  
Islamic Education ◽  
Austrian Society ◽  
Muslim Community ◽  
Research Findings ◽  
The Subject

Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

scholarly journals DOMINASI ‘RITUAL’ AGAMA DALAM BUKU PELAJARAN AGAMA ISLAM (PAI) DI SD 01 LALEBBATA DAN SD MURANTE KOTA PALOPO SULSEL

Al-Qalam ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 93
Author(s):  
Muhammad Abdurrahim Subair
Keyword(s):  
Elementary School ◽  
Learning Strategies ◽  
Religious Education ◽  
Subject Matter ◽  
Research Problem ◽  
General Distribution ◽  
National Education ◽  
Religious Rituals ◽  
Religious Subject ◽  
The Subject

This study focused on the search and identification of problematic use of Islamic Religious Education lesson books Elementary School by taking samples at SD 01 Lalebbata da SD Murante Palopo. The research problem is: how textbooks Islam is exploited? how the utilization of the subject matter in the book and its relevance to the purpose of education to improve students' devotion and shaping behavior that noble ?. Operationalize the descriptive qualitative research method. The results showed that the general distribution of the utilization of the book Islamic Religious Studies (PAI) curriculum, 2006 at State Elementary School (SDN) Palopo not be a critical problem because of the use of BOS funds. Problems then just look at the mechanism of utilization of PAI books, for example in the use of religious subject matter in the book PAI are not relevant to the purpose of national education to create didika participants are devoted to Allah SWT. Relevanan lack is evident from the number of materials over religious rituals (worship) as compared with the material that introduces God as a substance which should dieknali and loved by humans. Learning strategies with the dominant religion of the subject matter more to load the religious rituals can be bad for students, where they're treated early with many television shows that divert them from the love of God.

scholarly journals Religious Symbols in Public Schools as Teachable Controversies in Religious Education

2019 ◽  
Vol 9 (4) ◽  
pp. 91-108
Author(s):  
Christian Moe
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
School Setting ◽  
Religious Symbols ◽  
Making Sense ◽  
Liberal Democratic ◽  
A Value ◽  
The Subject ◽  
Democratic Principles ◽  
And Migration

This focus issue of CEPS Journal raises two topics usually treated separately, Religious Education and the use of religious symbols in public schools. Both involve the challenge of applying liberal democratic principles of secularism and pluralism in a school setting and refract policies on religion under conditions of globalisation, modernisation and migration. I take this situation as a teachable moment and argue that it illustrates the potential of a particular kind of Religious Education, based on the scientific Study of Religion, for making sense of current debates in Europe, including the debate on religious education itself. However, this requires maintaining a spirit of free, unbiased comparative enquiry that may clash with political attempts to instrumentalise the subject as a means of integrating minority students into a value system.

Religious Culture Dalam Pengembangan Kurikulum PAI

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 277-289
Author(s):  
Nur Iftitahul Husniyah
Keyword(s):  
Public Schools ◽  
Cultural Diversity ◽  
Religious Education ◽  
Learning Process ◽  
School Environment ◽  
Religious Culture ◽  
Mutual Understanding ◽  
Daily Lives ◽  
The Subject ◽  
Practical Level

At a practical level, the atmosphere of religious culture could be established through activities that encourage cultural diversity in the school / madrassa, among others: firstly, conducting routine activities, namely the development of cultural diversity regularly taking place in the days of learning at school; secondly, creating a conducive school environment that becomes a laboratory for the delivery of religious education, so that the environment and the process of life for the students really can provide education about how to be religious; thirdly, not only is the Islamic religious education formally presented by teachers of religion with the subject matter of religion in a learning process, but it can also be done outside the learning process in their daily lives; fourthly, creating religious situations or circumstances; fifthly, allowing students to express themselves, develop their talents, interests and creativity of Islamic religious education in various skills and arts. Sixthly, organizing various religious competitions. Fostering cultural diversity in schools / madrassa that should be taken into acount is that the phenomenon of the praxis of worship and prayers conducted in an educational environment instead of being solely conducted ritually. The issue of moral destruction can not be solved by simply praying or just reading the scriptures. In addition, religious education in public schools in particular is in need of attitudes and perspectives of teachers to be open, inclusive, and capable of promoting dialogue and mutual understanding amid cultural and religous diversity in the school environment. For the writer, the Islamic religious education is an education that teaches universally good values and can be received by the plurality of community in the school environment.

scholarly journals Religious education in secondary schools in Ukraine: the place and influence of the Catholic component

2013 ◽  
pp. 355-363
Author(s):  
Viktoriya Kryshmarel
Keyword(s):  
Religious Education ◽  
Religious Studies ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Educational Progress ◽  
Moral Orientation ◽  
Teaching Process ◽  
Regulatory Documents ◽  
School Year ◽  
State Initiatives

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools (approximately 15% of all schoolchildren) are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives.

scholarly journals RELIGIOUS AND MULTICULTURAL EDUCATION: INTRODUCING INTERFAITH DIALOGUE IN THE INDONESIAN EDUCATIONAL SYSTEM

Al-Albab ◽  
2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Mariani Noor ◽  
Ferry Muhammadsyah Siregar
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Educational System ◽  
Religious Studies ◽  
Cross Cultural ◽  
Interfaith Dialogue ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Multicultural Society ◽  
Front Line

Religious education which is taught in schools has a significant role in forming religious exclusivism and inclusivism, especially in Indonesia. It influences student’s views on others. It also depends on the way those religion educations taught. There is also a need to have more efforts to bring the idea of interfaith dialogue into educational system including in higher educational level. There are some educational institutions which already involved in inter-faith dialogue in their curriculum such as the CRCS (Center for Religious and Cross Cultural Studies) and the ICRS (Indonesian Consortium for Religious Studies) at Gadjah Mada University. However, the number of primary educational institutions which involves interfaith dialogue is still limited. This work suggests that, for today’s situation in Indonesian multicultural society, a need for reforming religion education curriculum in primary education is emerging. To make interfaith dialogue real in schools, the Ministry of Education in collaboration with Ministry of Religious Affairs is in a front line to arrange a new curriculum on religious education to be more pluralistic and affirm religious diversity in Indonesia including multi-religious education or inter religious education. Key words: religious, multicultural, education, interfaith.

scholarly journals PELAKSANAAN PENDIDIKAN AGAMA PADA SMA YPK DIASPORA KOTA JAYAPURA*

Dialog ◽  
2014 ◽  
Vol 37 (2) ◽  
pp. 173-182
Author(s):  
Asnandar Abu Bakar
Keyword(s):  
Religious Education ◽  
Learning Materials ◽  
Good Communication ◽  
Sufficient Knowledge ◽  
Christian Students ◽  
Inquiry Approach ◽  
Religious Subject ◽  
The Subject ◽  
Course Innovation

This paper aims at investigating course inovations in religious education developed by SMA YPK Diaspora for non Christian students. In this school, these students were obliged to take Christianity as the religious subject. Course innovation developed by the teachers was based on inquiry approach where the learning was focused on the students’ needs; and that the students were required to be active in developing and exploring the learning materials. This approach was supported by some methods, such as: lecturing, discussion, and practical works so that the students could interact directly with the teachers. By this means, students comprehended the subject better. To explore the students’ competence and to build a good communication with the teachers, a continuous educative interaction was developed so that non-Christian students were motivated to study Christianity. This was to equip the students with sufficient knowledge to build inter-religious harmony. The evaluation results of the religious subject indicated that non-Christian students obtained satisfactory grades in the subject, implying that they were able to comprehend Christianity well.

scholarly journals Desain Pengembangan Kurikulum Pendidikan Agama Islam

2021 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Mahrus Mahrus
Keyword(s):  
Public Schools ◽  
Character Education ◽  
Religious Education ◽  
School Environment ◽  
Islamic Education ◽  
Education Curriculum ◽  
Teacher Resources ◽  
The Subject ◽  
Moral Crisis ◽  
Religious Material

Design can be formulated as a deliberate process of thinking, planning and selecting the parts, techniques, and procedures that set a goal. Challenges to Islamic religious education include a moral crisis and a personality crisis. Therefore, Islamic religious education is required to be able to equip students with the moral, personality, quality and maturity of life to live a multi-cultural nation life, which is currently hit by an economic crisis in order to livepeacefully in the world community.In an effort to develop an Islamic education curriculum to overcome various challenges and problems, it is necessary to pay attention to several aspects including strategies, methods, materials, Islamic religious teacher resources, facilities, teaching media and supporting instruments.Taking into account the demands of the globalization era of Islamic religious education in madrasas and public schools, it is necessary to implement several strategies, including: First, perfecting the religious education curriculum so that the subject matter reaches a proportional and functional composition but does not burden students. Second, combining religious material with character education materials such as PPKn or other related subjects can also erode thedichotomy of knowledge. Third, creating a religious condition in the school environment

scholarly journals EFEKTIVITAS METODE THINK PAIR SHARE TERHADAP MINAT DAN HASIL BELAJAR SISWA

2020 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Ahmad Masduki
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Religious Education ◽  
Research Method ◽  
Initial Conditions ◽  
Student Learning Outcomes ◽  
Student Interest ◽  
Cooperative Approach ◽  
The Subject ◽  
Academic Year

The purpose of this study was to determine the increase in interest and student learning outcomes of class XI OTKP-1 SMK YPE Nusantara Slawi Academic Year 2019/2020 in the subject of Islamic Religious Education (PAI) using a Think Pair Share (TPS) type cooperative approach. The research method uses a classroom action research method with two cycles. Each cycle involved 26 students who were divided into six groups. Each cycle consists of four stages, namely planning, implementing the action, observing, and reflecting. Data analysis used comparative descriptions of initial conditions, cycle I, and cycle II for interest variables in learning and learning outcomes. The results showed that applying the TPS-type cooperative learning model could increase student interest in learning and learning outcomes. Increased interest in learning in the first cycle of the first meeting reached 52%, and the second meeting reached 63%. The first meeting reached 76.66% in the second cycle, and the second meeting reached 88.33%. Learning outcomes increased from 34.61% to 80.77% in cycle I and 65.39% in cycle II.Keywords: Think Pair Share, Interest in Learning, Learning Outcomes

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