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 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 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 READING INTEREST AND LITERATURE OF THE TEACHERS OF ISLAMIC RELIGIOUS EDUCATION IN SENIOR HIGH SCHOOL IN TANGERANG CITY, BANTEN

Dialog ◽  
2018 ◽  
Vol 41 (1) ◽  
pp. 35-52
Author(s):  
Asep Saefulloh
Keyword(s):  
High School ◽  
Religious Education ◽  
Senior High School ◽  
Religious Knowledge ◽  
Religious Books ◽  
Reading Materials ◽  
Religious Subject ◽  
History Of ◽  
The Subject ◽  
Reading Interest

English This paper discusses reading materials on religious topics consumed by the teachers of Islamic Religious Subject (Pendidikan Agama Islam [PAI]) in Senior High School (Sekolah Menengah Atas [SMA]) in Tangerang City, Banten Province. The teachers seem not to take benefit from Religious books as enriching literatures for the teaching of Islamic education materials. To glean the data, the study used questionnaires and interviews. The respondents of the study were 28 teachers of PAI. The study found that there were mainly two titles of the religious literatures commonly used by the teachers: Fiqh Sunnah, by Sayyid Sabiq, was mentioned 10 times, and Fiqh Islam, by Sulaiman Rashid was mentioned seven times. The study disclosed the facts that the teachers have no sufficient literatures on the studies of Qur’an, Hadith, Aqidah, Morals, and History of Islamic Culture. These areas were only mentioned once at average. The issue of “reading interest,” may be “low” in the context of enriching the subject materials, but it was “quite high” when associated with religious knowledge enrichment for everyday life. Indonesia Tulisan ini membahas tema bahan bacaan keagamaan guru mata pelajaran Pendidikan Agama Islam (PAI) SMA di Kota Tangerang Banten. Buku bacaan keagamaan sebagai literatur pengayaan bagi para guru PAI SMA, khususnya di Kota Tangerang Banten tergolong masih sedikit dimanfaatkan. Metode pengumpulan data digunakan angket dan wawancara. Jumlah responden sebanyak 28 orang guru PAI. Dari data yang diperoleh diketahui bahwa buku bacaan keagamaan yang relatif sering disebutkan hanya dua judul, dan keduanya untuk materi pembahasan fikih, yaitu Fiqih Sunnah, karya Sayyid Sabiq, disebutkan 10 kali, dan Fiqih Islam, karya Sulaiman Rasyid disebutkan tujuh kali. Temuan lain adalah minimnya referensi untuk materi-materi Al-Qur’an, Hadis, Akidah, Akhlak, dan Sejarah Kebudayaan Islam (SKI), rata-rata hanya disebutkan satu kali. Persoalan “minat baca”, bisa jadi “minim” dalam konteks memperkaya wawasan untuk menambah materi pembahasan mata pelajaran PAI, tetapi “cukup tinggi” jika dikaitkan dengan penambahan pengetahuan agama untuk kehidupan sehari-hari.

scholarly journals Student responses on the application of Hypnoteaching method to increase learning activities

2020 ◽  
Vol 53 (2) ◽  
pp. 184
Author(s):  
Ida Bagus Alit Arta Wiguna
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Education Students ◽  
Learning Materials ◽  
Student Responses ◽  
Religious Learning ◽  
Conventional Methods ◽  
Data Collection Technique

This research aims to identify and analyse students’ response on the application of the Hypnoteaching in learning Hindu religious education in class X of SMAN 7 Denpasar. This research follows a qualitative approach with observation as the main data collection technique. The sample of the study is X Mipa 6 class with 34 students from a total of 389. The application of hypnoteaching methods is fun for students compared to  conventional methods which tend to be uninteresting. When using Hypnoteaching method, students were very excited during learning activities. By using hypnoteaching methods in learning Hindu religious education students becomes very enthusiastic in listening to the teacher's explanation of Hindu religious learning materials. To improve learning activities students prepare themselves for the topic discussion. Students’ response to the application of Hypnoteaching method is positive. They think that the method is effective as it can increase students’ enthusiasm to learn.

scholarly journals Hvordan lese islamske Ornamenter i skolen?

Prismet ◽  
1970 ◽  
pp. 85-94
Author(s):  
Geir Winje
Keyword(s):  
Religious Education ◽  
Primary Sources ◽  
Religious Texts ◽  
Minority Religions ◽  
Fundamental Level ◽  
Geometric Figures ◽  
Norwegian School ◽  
The Subject ◽  
Ornamental Art

This article presents various ways of symbolic reading of Islamic ornaments, derived from academic writings on the subject. They may be categorized as more or less minimalist or maximalist, depending on the degree of explicit meaning ascribed to geometric figures and stylized flowers. The different interpretations of ornamental art is then seen in connection with Religious Education in Norwegian school, and the article proposes among other things a reading in accordance with contemporary views on multimodality and composition. On a more fundamental level, the article discusses the use of religious primary sources in school, especially those representing minority religions. It argues in favour of a didactic model that differentiates between several dimensions in religious texts, spanning from concepts and values that are common to all mankind, to what is specific for the actual religion. 

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

2016 ◽  
Vol 3 (1) ◽  
pp. 187
Author(s):  
Abd. Rouf
Keyword(s):  
Religious Education ◽  
Time Allocation ◽  
Islamic Education ◽  
Teaching Staff ◽  
Religious Knowledge ◽  
Credit Hours ◽  
Instructional Process ◽  
Religious Teaching ◽  
The Subject ◽  
Optimal Implementation

<p><strong>Bahasa Indonesia:</strong></p><p>Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif.</p><p> </p><p><strong>English:</strong></p><p>Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.</p>

scholarly journals PENDIDIKAN AGAMA ISLAM BEWAWASAN SPIRITUALITAS EKOLOGI: Telaah Materi dan Model Pembelajaran

2017 ◽  
Vol 17 (2) ◽  
pp. 471
Author(s):  
Mohammad Muchlis Solichin
Keyword(s):  
Religious Education ◽  
Inquiry Learning ◽  
Contextual Learning ◽  
Islamic Education ◽  
Islamic Culture ◽  
Learning Materials ◽  
Ecological Spirituality ◽  
History Of ◽  
Itu Model ◽  
Thematic Learning

Abstract: Ecological Spirituality is an awareness for connecting the environment through education. Education is a means of shaping the character of the environmental awareness. The knowledge and awareness of the importance of the environment can be fostered through the process of learning in school/madarasah. Ecological Spirituality can be implemented in the Learning of Islamic Education (PAI) by integrating the concept of Islam which is related to the environment into the teaching. This paper focus on 1) What are the learning materials of Islamic Religious Education (PAI) associated with ecological spirituality?, 2) How is the implement of the learning model of Islamic Religious Education (PAI) with associated with ecological spirituality. The findings revealed that the PAI learning materials which is related to the ecological spirituality comprising the learning of  environment in the perspective of Alquran, Hadith, Fiqh, Aqidah, Moral and History of Islamic Culture. Meanwhile, the learning models encompassing a contextual learning, thematic learning and, inquiry learning models.الملخص: إن الروحانية الإيكولوجية هو الوعي للقدرة على التعامل مع البيئة، وأن ينمّى هذا الوعي – بقدر المستطاع – عن طريق التربية. والتربية هي الوسيلة لتكوين طبيعة الاهتمام والوعي بالبيئة. ويكون الفهم عن الوعي بالبيئة يمكن تنميته عن طريق عملية التعليم في المدارس. والروحانية الإيكولوجية يمكن تكوينها عن طريق عملية التربية الإسلامية ببيان التعاليم الإسلامية المتعلقة بالبيئة والعالم. وتركيز هذا المقال هو: 1) ما هي المواد في التربية الإسلامية في ضوء الروحانية الإيكولوجية: 2) كيف تطبيق نماذج التعليم في مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية. ومن البيانات المجموعة يمكن الاستنتاج منها : أن مواد تعليم مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية تحتوى على تعليم موضوع البيئة في ضوء القرآن والسنة والفقه والعقيدة والأخلاق وتاريخ الثقافة الإسلامية. وأما نماذج تعليم مادة التربية الإسلامية على ضوء الروحانية الإيكولوجية فهي : نموذج التعليم السياقي، ونموذج التعليم الموضوعي، ونوذج التعليم على أساس التحقيق. Abstrak: Spiritualistas Ekologi merupakan suatu kesadaran untuk mampu berhubungan dengan lingkungan yang ditanamkan melalui jalur pendidikan. Pendidikan merupakan wahana pembentukan karakter peduli terhadap lingkungan. Pemahaman, kesadaran akan pentingnya lingkungan alam dapat ditumbuhkembangkan melalui proses pembelajaran di sekolah/madarasah. Spiritualitas Ekologi dapat dilakukan melalui pembelajaran Pendidkan Agama Islam (PAI) dengan menjelaskan ajaran Islam berkaitan dengan lingkungan, alam. Fokus tulisan ini adalah 1) Apa saja materi pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi, 2) Bagiamana pelaksanaan model-model pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi. Dari penelusuran data, terungkap bahwa materi pembelajaran PAI berwawasan spiritualitas ekologi meliputi pembelajaran lingkungan hidup dalam perspektif Alquran, Hadis, Fiqh, Aqidah, Akhlak dan Sejarah Kebudayaan Islam. dan Akhlak. Sementara itu model-model pembelajaran (PAI) berwawasan spiritualitas ekologi, adalah model pembelajaran kontekstual, model pembelajaran tematik, dan model pembelajaran, inquiry.

scholarly journals Źródła i przedmiot nauczania katechetycznego w ujęciu prawa kanonicznego

2018 ◽  
pp. 463-475
Author(s):  
Jerzy Adamczyk
Keyword(s):  
Religious Education ◽  
Canon Law ◽  
Primary Source ◽  
Point Of View ◽  
Church Life ◽  
Religious Teaching ◽  
The Subject ◽  
The Law

The following article deals with the sources and subject of religious teaching from the canon point of view. Canon Law Code 760 specifies the Holy Bible as the first and primary source of religious education. The next fundamental source of cathesis is Tradition, then, the liturgy and the Magisterium and Church life. The subject of word ministry (religious education) should be the mystery of Christ presented entirely and faithfully, taking the law hierarchy into account.

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