scholarly journals Tolerance in UAE Islamic Education Textbooks

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 377
Author(s):  
Mariam Alhashmi ◽  
Naved Bakali ◽  
Rama Baroud
Keyword(s):  
Content Analysis ◽  
United Arab Emirates ◽  
Education Program ◽  
Qualitative Content Analysis ◽  
Islamic Education ◽  
Education Curriculum ◽  
Grade Levels ◽  
Tolerance Education ◽  
Teaching Tolerance ◽  
Based Instruction

The concept of “tolerance” has been thoroughly promoted within educational settings in light of the increasing need to foster co-existence and to nurture peaceful climates in societies. The United Arab Emirates (UAE) Islamic education curriculum promotes the notion of tolerance as a core tenant across different grade levels. However, there is a gap in the literature investigating the approach and conceptualization of tolerance in UAE Islamic education curricula. This study employed qualitative content analysis of grade 10–12 textbooks to understand how the concept of tolerance is promoted and to identify the opportunities and gaps in teaching tolerance through these texts. The notion of tolerance in these texts was discussed through the themes of civic engagement, critical thinking, acceptance of multiplicity, justice and equity, protection from extremism, and compassion for humans. This study identified gaps in addressing tolerance and suggested other concepts that could further supplement the Islamic education program to more thoroughly address the notion of tolerance. This study argues that teaching tolerance through religious-based instruction may facilitate an exploration of effective tolerance inculcation approaches that provide insights into the field of tolerance education at large.

scholarly journals CHARACTER BUILDING DALAM KONSEP PENDIDIKAN IMAM ZARKASYI DITINJAU DARI FILSAFAT MORAL IBNU MISKAWAIH

2016 ◽  
Vol 25 (1) ◽  
pp. 100
Author(s):  
Najwa Mu'minah
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Education Program ◽  
Moral Values ◽  
National Character ◽  
Islamic Education ◽  
Education Curriculum ◽  
Moral Consciousness ◽  
Government Bureaucracy ◽  
Character Building

Degradation of moral consciousness, especially in the politic and Indonesian government bureaucracy, in recent times that was pictured by various anomalies and immorality, such as a corruption, has become a negative “cultural norm”, which seem very difficult to be controlled. The condition of national spirit and morality suggested the need of redevelopment of model of character education (character building) as a national healing. Imam Zarkasyi implemented several principles of character building in the Pesantren of Darussalam Gontor. He taught his pupils on the basis of the virtues of the excellences with refer to the Panca Jiwa and the Four Mottos of Modernity of the Pesantren as their living values. His reformative efforts in the context of contemporary Islamic education are actually intended to the development of character, in other words, “character building”, by implementing the principle of the Golden Mean of Ibn Miskawaih. Some aspects of Zarkasyi's principles of education that might be supportive for developing the national character education program, and still relevant for today are: firstly, moral education should have the leadership insights; secondly, moral education should have the objective moral values as the teleological purposes; thirdly, moral education should be built through the best environment, in order to be optimized and efficient; and fourthly, moral education curriculum should be integrated and comprehensive. So, the Zarkasyi's concept of character building, and the education movement became the concept of character education that quite mature and should be extracted by our nation.

scholarly journals The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis

2020 ◽  
Vol 8 (1) ◽  
pp. 121-152
Author(s):  
Siswanto
Keyword(s):  
High School ◽  
Content Analysis ◽  
Senior High School ◽  
Islamic Education ◽  
School Level ◽  
Educational Institutions ◽  
Education Curriculum ◽  
High School Level ◽  
Religious Understanding

The discourse of Islamic moderation in Indonesia is re-emerging as the phenomenon of radical religious understanding emerges. This study aims to analyze the values ​​of Islamic moderation in the curriculum of Education in Indonesia through the textbooks of Pendidikan Agama Islam and Budi Pekerti taught at the Senior High School level (SMA). The method used is content analysis. The results showed that the concept of Islamic moderation was not explicitly mentioned, but reflected in a material whose substance contained the values ​​of Islamic moderation, namely the values ​​of tolerance, democracy, simplicity, justice, and harmony. The mainstreaming of Islamic moderation values ​​in the education curriculum in Indonesia has become very important because of the emergence of concerns about strengthening extremist, intolerant and radicalism-terrorism movements in several educational institutions.

scholarly journals Konsep Takhalluq bi Akhlaqillah sebagai Proses dan Hasil Pendidikan Islam

2021 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Giantomi Muhammad ◽  
Nurwadjah Ahmad Eq ◽  
Andewi Suhartini
Keyword(s):  
Content Analysis ◽  
Descriptive Analysis ◽  
Data Interpretation ◽  
Islamic Education ◽  
Education Curriculum ◽  
Literature Study ◽  
Human Personality ◽  
Process And Outcome ◽  
Education Process

The concept of takhalluq bi akhlaqillah as a process and outcome of Islamic education provides an idea in shaping a human personality with character. This concept comes from the teachings of Sufism which are exemplified by Sufis as a way to increase the level towards the love of Allah SWT. The purpose of this research is to find the concept of the process and outcomes of Islamic education with the concept of takhalluq bi akhlaqillah which is the basis for the implementation of the Islamic education process. The method used in this research is literature study and content analysis, followed by descriptive-analytic and the last step is descriptive analysis and data interpretation. The results of this study show that Islamic education in the concept of takhalluq bi akhlaqillah emphasizes the process of increasing the faith and devotion that teachers can do and efforts to internalize it in the Islamic education curriculum. Teachers and the Islamic education curriculum are the most important elements in conveying takhalluq bi akhlaqillah attitudes that form human personalities who can love Allah SWT to increase faith and devotion and lead to noble behavior.

scholarly journals Gaining Education Character Based on Cultural Sundanese Values: The Innovation of Islamic Education Curriculum in Facing Era Society 5.0

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 104-119
Author(s):  
Hisny Fajrussalam ◽  
Agus Salim Mansyur ◽  
Qiqi Yuliati Zaqiah
Keyword(s):  
Content Analysis ◽  
Daily Life ◽  
Islamic Education ◽  
Next Generation ◽  
Education Curriculum ◽  
West Java ◽  
Analysis Techniques ◽  
Islamic Values

This research was motivated by moral and social crises that occur in Indonesian society, especially in West Java. It was predicted that the society is not ready to face this era if they analyse moral cases occur in West Java. Most people who adhere to this religion of Islam, have not been able to fully realize the Islamic values​ in daily life. Ideally, education as a mediator in dealing with these cases presents a solution. Therefore, this article was to provide a basic inspiration regarding the innovation of the Islamic education curriculum based on the values ​​of Sundanese cultural characters. This research uses library research’s method by using inductive-deductive analysis as well as a comparison of literature and content analysis techniques. The result showed that the presence of an Islamic education curriculum based on cultural Sundanese character values ​​could emerge a generation that upholds culture and Islam. Hence,  it could make the next generation of a nation to have noble character. Keywords: Sundanese Culture, Era Society 5.0, Curriculum, Islamic Education

STRATEGI PENGELOLAAN VOCATIONAL LIFE SKILL PADA PENDIDIKAN ISLAM

2021 ◽  
Vol 6 (1) ◽  
pp. 39-45
Author(s):  
Apri Wahyudi ◽  
Salamun ◽  
Abdul Hamid ◽  
Choirudin
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Management Strategies ◽  
Islamic Education ◽  
Life Skill ◽  
Education Curriculum ◽  
Education Programs ◽  
Islamic Schools ◽  
Implementation Time ◽  
Skills Education

Abstract Tujuan penelitian ini untuk menjelaskan strategi penelolaan vocational life skills pada pendidikan Islam. pendidikan keterampilan dilatarbelakangi sebagai upaya pendidikan Islam dalam menjawab kebutuhan masyarakat yang menginginkan peserta didik tidak hanya memiliki kemampuan ilmu tetapi juga keterampilan untuk bekal hidup di masyarakat. Pengelola program pendidikan keterampilan pada pendidikan Islam mencakup aspek planning, implementing, and evaluating. a) Perencanaan program pendidikan keterampilan di Sekolah Islam meliputi pendidikan keterampilan yang akan dilaksanakan, mengadakan sosialisasi, menentukan tujuan, menyebar angket, menentukan waktu pelaksanaan, kurikulum pendidikan keterampilan pilihan, menyiapkan sarana prasarana. b) Pelaksanaan meliputi: menyeleksi dan memilih Pembina (tutor) untuk mengampu mata pelajaran pendidikan keterampilan, membuat modul pendidikan keterampilan terkait materi yang akan di ajarkan pada masing-masing guru Pembina. c) Adapun evaluasi, meliputi: penilaian terhadap program pendidikan keterampilan apakah sudah sesuai dengan target visi, misi dan tujuan melalui evaluasi persemester dilakukan oleh seluruh dewan guru bersama kepala sekolah dan evaluasi tahunan dilakukan kepala sekolah, komite madrasah. Keywords: Vocational Life Skills, Strategi Pengelolaan, Pendidikan Islam Abstract This study aim to describe management education program vocational skills at the Islamic schools. The background behind the education skills is an effort to Islamic schools in responding to the needs of people who want learners to have not only capabilityin science but also in skills for the provision of life in the community. The managements of skills education programs in Islamic schools are planning, implementing, and evaluating. a) Planning for skills education programs in Islamic schools includes skills education to be implemented, conducting socialization, determining goals, distributing questionnaires, determining the implementation time, selected skills education curriculum, preparing facilities, and infrastructure. b) Implementation includes: selecting and selecting coaches (tutors) to teach skills education subjects, making skills education modules related to the material to be taught to each coach teacher. c) The evaluation includes: an assessment of the skills education program whether it is in accordance with the target vision, mission, and objectives through a semester evaluation carried out by the entire teacher board together with the principal and an annual evaluation carried out by the principal, madrasah committee Keywords: Vocational Life Skills, Management Strategies, Islamic Education

Assessment of the Language Arts Curricula in the Nigerian Basic Education Program

2019 ◽  
Vol 200 (2) ◽  
pp. 97-103
Author(s):  
Yetunde Adedoyin Ajibade ◽  
Emmanuel Olajide Awopetu ◽  
Cecilia Omobola Odejobi ◽  
Hannah Olubunmi Ajayi
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Language Arts ◽  
Education Program ◽  
English Language ◽  
Basic Education ◽  
Education Curriculum ◽  
Learning Content ◽  
Different Dimensions ◽  
National Languages

Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different dimensions at the levels of the three languages.

scholarly journals Reformulasi Pendekatan Pendidikan Islam dalam Problem Kontemporer

2016 ◽  
Vol 17 (1) ◽  
pp. 19
Author(s):  
Abdul Malik
Keyword(s):  
Human Nature ◽  
Education Program ◽  
Learning Experience ◽  
Islamic Education ◽  
Education Curriculum ◽  
Educational Content ◽  
Humanitarian Crisis ◽  
The Third

<p>There are at least three crucial issues to cover in Islamic education. First is humanitarian crisis. Second, is the issue of nature. The third is the crisis of divinity. This paper aims to demonstrate that the approach developed in Islamic education contributes to solve the three major problems. The development of Islamic education curriculum should be directed to the rescue of human nature that emphasizes its approach to morality so that human are able to think and act with full of wisdom. Therefore, preparing the curriculum or Islamic education program could start from the problems faced in the community as an educational content, while the process or the learning experience is developed by studying the Quran and the hadith. Learners should be able to reflect the results of the dialogue between Quran and hadith with the reality that occurs in the community.</p><p>Di dunia sekarang ini setidaknya ada tiga masalah krusial yang harus diperhatikan dalam pendidikan Islam. Pertama, adalah krisis kemanusiaan. Kedua, adalah masalah alam. Yang ketiga adalah krisis ketuhanan. Tulisan ini bertujuan menunjukkan bahwa pendekatan yang dikembangkan dalam pendidikan Islam ikut andil dalam menyelesaikan tiga problem besar tersebut. Pengembangan kurikulum pendidikan Islam harus diarahkan pada penyelamatan fitrah manusia yang lebih menekankan pendekatannya kepada akhlak agar manusia mampu berpikir dan berperilaku secara imbang dan penuh hikmah. Karena itu, dalam menyusun kurikulum atau program pendidikan Islam bisa bertolak dari problem yang dihadapi dalam masyarakat sebagai isi pendidikan, sedangkan proses atau pengalaman belajar peserta didik dikembangkan dengan mengkaji al Quran dan hadits. Peserta didik harus mampu merefleksikan hasil dialog antara al Quran dan hadits dengan realitas yang terjadi di masyarakat.</p>

scholarly journals Gender, Non- Violence and Character Education: Contextualising Raden Adjeng Kartini’s Thoughts in Reconstructing Islamic Education

2020 ◽  
Vol 15 (2) ◽  
pp. 277
Author(s):  
Nur Fajriyah Rohmat ◽  
Asfa Widiyanto
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
19Th Century ◽  
Women's Education ◽  
Qualitative Content Analysis ◽  
Islamic Education ◽  
Social Involvement ◽  
Late 19Th Century ◽  
Present Context

<p class="06IsiAbstrak">This paper seeks to examine the strategy, creativity and social involvement of Raden Adjeng Kartini (1879-1904) in developing education in Indonesia, especially women’s education, and its relevance for Islamic education in present-day Indonesia. This study uses qualitative content analysis and hermeneutics to analyse and contextualise Kartini’s ideas in reconstructing Islamic education, most specifically in the context of Indonesia. This paper argues that even though Kartini lived in the late 19th century, her thoughts still found its relevance in the present context. Her thoughts may serve as inspiration and foundation for reconstructing Islamic education in Indonesia. This reconstruction touch upon such issues as gender-conscious education, non-violent education, and character education.</p>

The Nature of the Aims of Education: Quranic Perspectives

2015 ◽  
Vol 13 (1) ◽  
pp. 25-46
Author(s):  
Omar Nakib
Keyword(s):  
Content Analysis ◽  
Qualitative Methodology ◽  
Human Life ◽  
Research Problem ◽  
Islamic Education ◽  
Education Curriculum ◽  
Aims Of Education ◽  
Different Dimensions ◽  
Research Questions ◽  
Practical Implications

This study is concerned with analyzing the aims of education in the Qurʾān. It involves an investigation into relevant Quranic verses and their exegesis. Due to the nature of the research problem, a qualitative methodology has been adopted, and content analysis employed to examine the data when addressing the research questions. The questions addressed are: How does the Qurʾān treat the aims of education? What are the main aims of education that are treated by the Qurʾān? What are the practical implications of this on developing an Islamic education curriculum? The findings of this study show that the Qurʾān, as well as the Sunna, has prescribed a range of aims for education, distinguished into three important aspects: constancy, consistency, and universality through harmonizing, integrating, and encompassing the different dimensions of the human personality. The Qurʾān has a particular view of man since it deals with human nature from a realistic perspective, one which takes the human being as he really is, as regards all aspects of his personality: spiritual, material, and intellectual. To conclude, and to elucidate the implications of the findings on the development of an Islamic education curriculum, this study emphasizes the need to preserve the originality of Quranic teachings and their feasibility in order to actualize the meanings of the Qurʾān in human life. The curriculum should clearly reflect these aims in such a way that educational practitioners should be able to actualize the desired model of man as prescribed by the Qurʾān.

scholarly journals Disaster Risk Reduction in Iranian Primary and Secondary School Textbooks: A Content Analysis

2021 ◽  
pp. 1-9
Author(s):  
Hamed Seddighi ◽  
Sepideh Yousefzadeh ◽  
Mónica López López ◽  
Homeira Sajjadi ◽  
Meroe Vameghi ◽  
...  
Keyword(s):  
Content Analysis ◽  
Risk Reduction ◽  
Natural Hazards ◽  
Disaster Risk Reduction ◽  
Qualitative Content Analysis ◽  
Disaster Risk ◽  
School Year ◽  
Grade Levels ◽  
Persian Language ◽  
Effective Interventions

Abstract Objective: School textbooks have a significant role in transferring knowledge to the students and changing their behavior. This work aims to analyze school textbooks to find the representation of natural hazards in Iran, which is vital for supporting children in disaster situations. Methods: In this study, a qualitative content analysis was used. Data were analyzed qualitatively by using MAXQDA 2018 software. For the 2019–2020 school year, 300 Iranian school textbooks in Persian language were collected. Results: Findings of this work show that students receive information about disaster risk reduction (DRR) education through the primary and secondary grade levels in all 12 grades. The educational content covers various types of natural hazards, including geophysical, hydrological, climatological, meteorological, and biological disasters. In addition, the textbooks contain discussions about local hazards, causes and effects of disasters, and the disaster management cycle. Conclusions: The coverage of DRR and the relevant contents in school textbooks reveals that the discourse of natural hazards is important for Iranian authorities, especially in the education system. This study helps decision-makers and practitioners design more effective interventions to prepare children for disasters.

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