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Journal articles on the topic 'Commission on Moral and Religious Education'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Elfin Warnius Waruwu. "Persepsi Guru Pendidikan Agama Kristen Terhadap Amanat Agung Yesus Kristus Sebagai Dasar Etika Profesi Pendidik." Sinar Kasih: Jurnal Pendidikan Agama dan Filsafat 1, no. 3 (2023): 49–63. https://doi.org/10.55606/sinarkasih.v1i3.164.

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This study aims to analyze the perceptions of Christian Religious Education teachers towards the Great Commission of Jesus Christ as the basis for the ethics of the teaching profession. The Great Commission of Jesus Christ contains important moral values in the educational context, such as love, justice, humility, forgiveness, and social responsibility. This study uses the library method. In the library method, the writer will search and select information sources that are relevant to the research topic. The results of this research can contribute to the development of an educational approach

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2

Sifa Maulida and Amiruddin Siahaan. "Aktivitas Manajemen Pendidikan Islam dalam Pemberdayaan Perempuan melalui Pendidikan Nonformal di Kota Medan." Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora 5, no. 3 (2025): 01–19. https://doi.org/10.55606/khatulistiwa.v5i3.6403.

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This study aims to analyze the role of Islamic education management in women's empowerment through non-formal education in Medan City, focusing on the programs of the Women, Youth, and Family Commission (KPRK) of the Indonesian Ulama Council (MUI). Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving KPRK leaders and training participants. The results indicate that KPRK MUI Medan implements Islamic education management principles—planning, organizing, actuating, and evaluating—in its non-formal education programs, such as th

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3

Tooba Khalid Noori, Tahira Munawar та Dr Ghazanfar Imran. "بائبل اور قرآن کا تصوراخلاق: ایچ ای سی سے منظور شدہ مجلات میں شائع ہونے والے مقالات کا جائزہ". Al-Qamar 6, № 3 (2023): 173–88. https://doi.org/10.53762/80b94k05.

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In this paper, articles from Higher Education Commission approved journals based on the concept of ethics in the Bible and the Qurʼan have been reviewed. Ethic refers to the behavior that is based on morals. The position of ethics is like a backbone in any nation and society. The common chapter of the religions of the world is ethics on which there is no disagreement. A review of the concept of ethics reveals that the word ethics does not exist at all in the Hebrew Bible. But through preliminary evaluations the meaning of ethics is understood. In the Hebrew Bible, God's will be considered mora

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Aziz, Mohammad Abdul. "Genesis of Education System in Bangladesh." Journal of Education, Management and Development Studies 4, no. 1 (2024): 15–30. http://dx.doi.org/10.52631/jemds.v4i1.220.

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The education system in Bangladesh is primarily derived from the British colonial legacy, imposing a secular philosophy despite a majority Muslim population. This article critically examines the roots and historical development of the education system in Bangladesh, discussing its basic structure and framework while presenting chronological narratives. The study seeks to comprehend prevailing trends by employing content analysis involving historical records, government documents, study reports, and expert opinions. The findings reveal a consistent neglect of religious education at all levels,

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Romagos, Allan P., Renato C. Sagayno, Benjamin P. Geraldizo Jr, Ronnel R. Echavez, and Sean Xavier O. Alquilita. "Factors Affecting Decisions Not to Engage in Premarital Sex Among Maritime First-Year Students in Cebu, Philippines." American Journal of Arts and Human Science 2, no. 3 (2023): 14–20. http://dx.doi.org/10.54536/ajahs.v2i3.1939.

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Premarital sex can be both fulfilling and detrimental to college students. Studies were conducted on the factors that induced premarital sex among college students. However, no study has been conducted yet, regarding maritime students-based factors affecting premarital sex decisions in the Philippines. The objective of this study is to provide the general public, especially the student-readers, an idea of the extent of the factors affecting decisions not to engage in premarital sex among maritime first-year students in Cebu, Philippines. Three hundred sixty maritime first-year students were se

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6

Marcel, Jean-Christophe, and Thomas Kemple. "Durkheim’s war for civilization." Journal of Classical Sociology 24, no. 4 (2024): 330–46. http://dx.doi.org/10.1177/1468795x241280708.

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Émile Durkheim’s collaborations with other French intellectuals during the war in various committees and polemical pamphlets, editorials, and scholarly essays are treated here as both a continuation of and a challenge to ideas he had developed earlier concerning social solidarity, the science of sociology, socialism, the modern state, and, ultimately, the moral foundations of civilization itself. Writing on behalf of the French war effort and against German “barbarism,” he tacitly or explicitly developed insights from his books On the Division of Social Labour, Suicide, The Rules of Sociologic

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7

Żołądź-Strzelczyk, Dorota. "„Wychowanie dobre dziecięciu szlacheckiemu” – Hieronim Baliński o edukacji." Biuletyn Historii Wychowania, no. 39 (December 15, 2018): 7–18. http://dx.doi.org/10.14746/bhw.2018.39.1.

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Hieronim Baliński’s treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as

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8

Choirun Nikmah, Azizah, and Henny Yusnita. "STRATEGI KOMUNIKASI PENGASUH PONDOK DALAM PEMBINAAN AKHLAK SANTRI." Syi’ar: Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam 3, no. 2 (2020): 131–43. http://dx.doi.org/10.37567/syiar.v3i2.720.

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In Indonesia there are many Islamic religious institutions, which are due to the Islamic majority of Indonesians. In the sambas district there is also the Islamic institution of education that has existed since 1979, the reformatory of Muhammad Basiuni Imran (PPMBI) sambas district. The purpose of this study is to learn about communication strategies used by PPMBI caregiver to morticizing santri. The approach used was peddlers sociological. The kind of research used in this study is qualitative. The data-collection techniques used in this study are observation, interviews, and documentation. T

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9

Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.

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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprisin

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10

Sadashiv, s. Mugali. "A PERSPECTIVE STUDY OF HUMAN RIGHTS IN INDIA." International Journal of Research – Granthaalayah 2, no. 1 (2017): 47–54. https://doi.org/10.5281/zenodo.884152.

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Human beings are born equal in dignity and rights. These moral claims are articulated and formulated in what is today known as human rights. Human rights are rights inherent to all human beings whatever our nationality, place of residence, sex, national or ethic origion, colour, religion, language or any other status. We are all equally entitled to our human rights without discrimination. The origin of human rights may be found both in Greek philosophy and the various world religions. In the Age of Enlightenment the concept of human rights emerged as an explicit category. Origin of the idea of

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11

Lawalata, Kevin Izaac Enrique, Deassy Jacomina Anthoneta Hehanussa, and Hadibah Zachra Wadjo. "Pendekatan Non Penal Dalam Penanggulangan Kekerasan Seksual Verbal Anak." TATOHI: Jurnal Ilmu Hukum 4, no. 8 (2024): 635. http://dx.doi.org/10.47268/tatohi.v4i8.2472.

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Introduction: Child verbal sexual crimes are still a serious problem and this is a social disaster that worries society. This condition demands the protection of children.Purposes of the Research: This study aims to analyze and discuss whether the non-penal approach is effective in dealing with child verbal sexual violence and what non-penal approaches can be used in tackling child verbal sexual violence.Methods of the Research: The research method used is an empirical juridical research type. The research locations are the Gasira Maluku Foundation, Ambon 1 Public High School, Ambon 4 State Vo

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12

OLARINDE, John Aremu, and Emmanuel Olujide ADETUNJI. "The Impacts of the Proliferation of Churches on the Socio-Cultural Development and Economy of Nigeria." Lead City Journal of Religions and Intercultural Communication 1, no. 1 (2024): 117–36. https://doi.org/10.5281/zenodo.13144346.

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This paper examined the history and spread of Christianity in Nigeria, the factors responsible for the proliferation of churches in Nigeria, and its impact on the socio-cultural development and economy of Nigeria. The theory adapted was church growth theory formulated by Donald McGavran, which investigates the planting, multiplication, function, and health of the churches as they relate to God’s great commission to make disciples of all nations as in Matthew 28:19-20. The study used a quantitative research design. Self-administered questionnaire of 40 copies was used for data collection.

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13

Zainuri, Ahmad. "PENDIDIKAN KARAKTER DI MASYARAKAT." Conciencia 19, no. 1 (2019): 1–9. http://dx.doi.org/10.19109/conciencia.v19i1.2644.

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Society (society) is a group of people who form a semi-closed (or semi-open) system, where most interactions are between individuals in the group. The variety of education received by students in this community is very much. These include the formation of habits, formation of knowledge, attitudes and interests, as well as moral and religious formation. Education in community education can be said to be indirect education, education carried out unconsciously by the community. And the students themselves consciously or not, they have educated themselves, strengthening their faith and self-confid

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14

vanden Auweele, Dennis. "Kant on Religious Moral Education." Kantian Review 20, no. 3 (2015): 373–94. http://dx.doi.org/10.1017/s136941541500014x.

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AbstractWhile scholars are slowly coming to realize that Kant’s moral philosophy has a distinctive theory of moral education, the import of religion in such education is generally neglected or even denied. This essay argues that Kant’s reflections on religion in parts II and III of Religion within the Boundaries of Mere Reason interpret religion specifically as one aspect of moral education, namely moral ascetics. After first clearly distinguishing between a cognitive and a conative aspect of moral education, I show how certain historical religious practices serve to provide the conative aspec

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15

Martin, Michael. "Science Education and Moral Education." Journal of Moral Education 15, no. 2 (1986): 99–108. http://dx.doi.org/10.1080/0305724860150201.

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16

Martin, Jane Roland. "Transforming Moral Education." Journal of Moral Education 16, no. 3 (1987): 204–13. http://dx.doi.org/10.1080/0305724870160305.

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17

Muchová, Ludmila. "Moral Education: Education for Moral Virtues and Moral Argumentation?" Caritas et veritas 2, no. 2 (2012): 20–32. http://dx.doi.org/10.32725/cetv.2012.014.

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18

Cigman, Ruth. "Introduction to moral philosophy and moral education." Journal of Moral Education 39, no. 2 (2010): 253–55. http://dx.doi.org/10.1080/03057241003790553.

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19

Driesen, Isolde, Chris Hermans, and Aad de Jong. "Moral Pluralism and Goals of Moral Education within Christian Adult Education." Journal of Empirical Theology 23, no. 2 (2010): 133–58. http://dx.doi.org/10.1163/157092510x527321.

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20

Voskresenskaya, Nina O., and Elena A. Yalozina. "Early Soviet Ideas of Spiritual and Moral Education: Theoretical Heritage of the State Commission on Education." Общество: философия, история, культура, no. 8 (August 23, 2023): 117–23. http://dx.doi.org/10.24158/fik.2023.8.17.

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The paper focuses on the genesis of the Soviet model of spiritual and moral education. On the example of the activities in 1917–1918 of the State Commission on Education under the leadership of A.V. Lunacharsky shows the process of its organizational and ideological-theoretical work. The specifics of interaction between the Commission and the People’s Commissariat of Education in the process of preparing program documents and measures for the development of the Soviet education system are reconstructed. Principles of spiritual and moral education are examined on the basis of directive material

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21

Munro, Joan. "Care and Moral Motivation Moral Education/Secular and Religious." Journal of Educational Thought / Revue de la Pensée Educative 25, no. 1 (2018): 71–73. http://dx.doi.org/10.55016/ojs/jet.v25i1.52899.

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22

Cooling, Trevor. "Reconstructing Religious, Spiritual and Moral Education." Journal of Beliefs & Values 23, no. 1 (2002): 107–11. http://dx.doi.org/10.1080/13617670220125719.

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23

Nielsen, Niels C. "The Religious Dimension of Moral Education." Religion & Public Education 12, no. 1-2 (1985): 34–36. http://dx.doi.org/10.1080/10567224.1985.11487850.

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24

Woodhouse, Howard R. "Moral and Religious Education for Nigeria." Journal of Moral Education 14, no. 2 (1985): 120–31. http://dx.doi.org/10.1080/0305724850140205.

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25

Carr, David. "Moral and Religious Education 5-14." Scottish Educational Review 24, no. 2 (1992): 111–17. http://dx.doi.org/10.1163/27730840-02402007.

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26

Standish, Paul. "Moral and religious issues in education." Studies in Philosophy and Education 15, no. 1-2 (1996): 167–73. http://dx.doi.org/10.1007/bf00367526.

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27

Paris, Panos. "Moral beauty and education." Journal of Moral Education 48, no. 4 (2019): 395–411. http://dx.doi.org/10.1080/03057240.2019.1584554.

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28

John Morgan, W. "Marxism and moral education." Journal of Moral Education 34, no. 4 (2005): 391–98. http://dx.doi.org/10.1080/03057240500410079.

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29

van der Plas, Paul L. "Moral Education in Holland." Journal of Moral Education 14, no. 2 (1985): 111–19. http://dx.doi.org/10.1080/0305724850140204.

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30

SJ, Klaus Luhmer. "Moral Education in Japan." Journal of Moral Education 19, no. 3 (1990): 172–81. http://dx.doi.org/10.1080/0305724900190303.

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31

Arnold, Peter J. "Sport and Moral Education." Journal of Moral Education 23, no. 1 (1994): 75–89. http://dx.doi.org/10.1080/0305724940230106.

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32

Damon, William, and Anne Colby. "Education and Moral Commitment." Journal of Moral Education 25, no. 1 (1996): 31–37. http://dx.doi.org/10.1080/0305724960250103.

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33

Niemczynski, Adam. "Moral Education is Not Good Enough Because Education is Not Moral Enough." Journal of Moral Education 25, no. 1 (1996): 111–16. http://dx.doi.org/10.1080/0305724960250112.

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34

Basri, Hasan. "Implementation Of Character Education In Islamic Religious Education Learning." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 12, no. 2 (2024): 152–71. https://doi.org/10.24952/di.v12i2.13695.

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Character education is very important to shape moral the moral personality of the next generatin. Character education in Islamic religious education is expected to help student internalize the values of ahlakul karimah (noble moral). This jurnal discusses various ways in which character education can be implemented in islamic religious education programs in schools in Indonesia. Thorough the Qualitative Descriptive Method. This research focuses in analyzing curriculum content, observing the learning process’ and interviews with Islamic religious Education (PAI) teacher. The research result sho

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35

Abdillah, Syaik, and Ismi Andini Nurjanah. "Pengaruh Pembelajaran Pendidikan Agama Islam Dan Budi Pekerti Terhadap Perkembangan Karakter Moral Peserta Didik Di Kelas XI Akuntansi Dan Keuangan Lembaga (AKL) SMK Ciledug Al-Musaddadiyah Garut." Masagi 1, no. 2 (2022): 67–74. http://dx.doi.org/10.37968/masagi.v1i2.114.

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Islamic Religious Education and Moral Education are integral parts of the educational system in Indonesia. These subjects are essential for imparting knowledge, shaping attitudes, personality, and skills of students in practicing Islamic teachings, and are taught at all educational levels. This study addresses the following research questions: (1) How is Islamic Religious Education and Moral Education taught in the 11th grade of the Accounting and Finance (AKL) program at SMK Ciledug Al-Musaddadiyah Garut? (2) What is the moral character of students in the Islamic Religious Education and Moral

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36

Ahmad Haerudin, Dodi. "RELIGIOUS EDUCATION IN FORMING STUDENTS' CHARACTER." Edukasi Islami: Jurnal Pendidikan Islam 14, no. 01 (2025): 149–60. https://doi.org/10.30868/ei.v14i01.8132.

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Background: In Indonesia, character development through education is essential to address moral decay in society. Purpose: This study examines the role of Islamic Religious Education (PAI) in shaping students' character by instilling moral values and ethical behavior. Method: Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving PAI teachers, students, and school officials. Result: The research highlights the significant role of PAI in fostering values such as honesty, responsibility, discipline, and mutual respect. Teachers

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37

Rolston, Holmes. "SCIENCE EDUCATION AND MORAL EDUCATION." Zygon� 23, no. 3 (1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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38

Dwiyani, Aryanti, Adi Fadli, Jumarim Jumarim, Muh Iwan Fitriani, Abdullah Fuadi, and Yorman Yorman. "Character Education Model in Islamic Religious Education in Public High Schools in the City of Mataram." International Journal of Educational Narratives 2, no. 1 (2023): 53–65. http://dx.doi.org/10.70177/ijen.v2i1.624.

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Background. Character education is a value education that emphasizes moral or ethical aspects. The term character is known as morals which not only emphasizes moral knowledge (moral knowing/learning to know), but also moral formation (moral feeling/moral loving) and application or actualization of values (moral action/moral doing). Purpose. The purpose of this study is to describe the types of Islamic religious education activities that become a medium for strengthening character, forms of character that are strengthened through Islamic religious education activities and models of strengthenin

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39

Samsudin. "Implementation of Moral Sufism in Islamic Religious Education." Indonesian Journal of Contemporary Multidisciplinary Research 2, no. 6 (2023): 1209–30. http://dx.doi.org/10.55927/modern.v2i6.6806.

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Sufism is a field of study in Islamic studies that has been researched from time to time and has developed rapidly, becoming a scientific discipline that is closely related to efforts to improve morals in people's lives through Islamic Religious Education (PAI). In other words, Sufism is not only an effort to purify oneself individually but also helps build a society with noble morals by drawing closer to Allah as Al-Khaliq. 'rifatullah. Moral Sufism is one method of studying Sufism. Moral Sufism is Sufism that upholds moral development. To achieve moral perfection or insan kamil, the teaching

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40

Jommuang, Ornnutcha, and Thaweesak Kaew-asa. "Development of Morality and Ethics in Educational Institutions under the Office of the Vocational Education Commission Pathum Thani Province." Interdisciplinary Academic and Research Journal 4, no. 5 (2024): 1069–86. http://dx.doi.org/10.60027/iarj.2024.276788.

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Background and Aims: Developing a nation to compete with advanced countries requires prioritizing human resource development, with education serving as the foundation of this progress. Quality education establishes a sustainable knowledge base, essential for achieving economic, social, and political growth. This study aims to: (1) evaluate the level of moral and ethical development among staff in vocational institutions governed by the Vocational Education Commission in Pathum Thani Province; (2) compare staff perspectives on moral and ethical growth based on variables such as gender, position

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41

Jensen, Alexander S. "Against the Anglican ‘Conscience’: The Analytical Tool from Churches and Moral Discernment Applied to the Discussions About Homosexuality at the Lambeth Conferences 1978–2022." Ecclesiology 19, no. 2 (2023): 165–85. http://dx.doi.org/10.1163/17455316-bja10029.

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Abstract In the recently published document Churches and Moral Discernment the Faith and Order Commission of the wcc offers an analytical tool for moral discernment processes and introduces the concept of the ‘conscience’ of the Church. Applying this tool to the moral discernment processes in the Anglican Communion leading up to the 1998 Lambeth Conference and its Resolution I.10 ‘Human Sexuality’ indicates that the moral discernment processes did not reflect the Anglican ‘conscience’, i.e. the inherited understanding of moral norms and authority. This led to the Resolution being divisive rath

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42

Ko, Byoungchul. "Moral Responsibilities, Free Will, and Religious Education." Journal of Human Studies 32 (July 31, 2016): 63. http://dx.doi.org/10.21738/jhs.2016.07.32.63.

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43

Walzer, Michael. "Moral Education, Democratic Citizenship, and Religious Authority." Journal of Law, Religion and State 1, no. 1 (2012): 5–15. http://dx.doi.org/10.1163/221248112x638172.

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I have two purposes in this essay: first, to argue that morality forms a central part of a liberal education and to say something about how it is properly taught; second, to argue more specifically that the moral virtues required by democratic citizenship, and the rights and obligations that citizenship entails, should figure in school curricula, and then to consider the conflicts with religious authority that this is sure to produce.

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44

Horne, Suzanne, and Alison Logie. "Pupils' Attitudes to Religious and Moral Education." Journal of Ministry Marketing & Management 5, no. 2 (1999): 67–82. http://dx.doi.org/10.1300/j093v05n02_05.

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45

Peperzak, Adriaan. "Some Reflections on Moral and Religious Education." Dialectics and Humanism 12, no. 3 (1985): 131–38. https://doi.org/10.5840/dialecticshumanism1985123/427.

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46

Carr, David. "RE-EXAMINATION OF THE RELATIONSHIP BETWEEN MORAL AND RELIGIOUS EDUCATION IN NON-SECULAR SCHOOLING." International Journal of Education and Religion 2, no. 1 (2001): 165–81. http://dx.doi.org/10.1163/1570-0623-90000030.

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This article examines two contradictory patterns of reasoning that share the same (minor) premise that rival religious perspectives can authorise rationally non-negotiable moral principles. The first argument goes against separate religious or other culturally grounded moral education, because this would lead to indoctrination. The second argument indicates the impossibility of a common moral education, because moral perspectives are internally related to religious view-points. The author challenges both arguments on the grounds that religious perspectives need not lead to a non-rational appro

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47

Marshall, Jon C., Sarah D. Caldwell, and Jeanne Foster. "Moral education the CHARACTERplusWay®." Journal of Moral Education 40, no. 1 (2011): 51–72. http://dx.doi.org/10.1080/03057240.2011.541770.

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48

Mustakova‐Possardt *, Elena. "Education for critical moral consciousness." Journal of Moral Education 33, no. 3 (2004): 245–69. http://dx.doi.org/10.1080/0305724042000733046.

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49

Alavi, Hamid Reza. "Al‐Ghazāli on moral education." Journal of Moral Education 36, no. 3 (2007): 309–19. http://dx.doi.org/10.1080/03057240701552810.

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50

Nipkow, Karl Ernst, and Friedrich Schweitzer. "Moral Education in West Germany." Journal of Moral Education 14, no. 3 (1985): 194–203. http://dx.doi.org/10.1080/0305724850140307.

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