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Journal articles on the topic 'Imam Hatip Schools'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Junaedi, Mahfud. "IMAM HATIP SCHOOL (IMAM HATIP LISESI): Islamic School in Contemporary Secular Turkey." Analisa 1, no. 1 (2016): 121. http://dx.doi.org/10.18784/analisa.v1i1.219.

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<p><em>Imam Hatip schools have been a crucial and controversial Islamic education in a secular Turkey. The majority of Imam Hatip School students come from families who live and conduct their relations in accordance with Islamic norms and principles. Many conservative, religious-minded parents in rural and small town (in central and eastern Turkey) sent their children after primary school to an Imam Hatip High school, because this is the only school type where they would study Islamic subjects besides the general curriculum and where the teachers were believed to impart traditional

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2

Öztürk, Adem, and Mehmet Ali Hamedoğlu. "Parents’ Perceptions of the Institutional Image of Imam Hatip Secondary Schools." International Journal of Educational Research Review 10, no. 3 (2025): 179–86. https://doi.org/10.24331/ijere.1715572.

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The aim of this study is to identify parental perceptions of the institutional image of Imam Hatip secondary schools, which are not bound by the address-based enrollment system and allow registration based on parental preference, as well as the factors influencing these perceptions. The research population consists of the parents of students enrolled in 14 independent Imam Hatip secondary schools operating in the province and districts of Bolu, with a total of 1,759 students. The sample comprises 500 parents randomly selected from this population. The study employed a survey model, and data we

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3

Nathir Jassim, Afrah. "Imam-Hatip Schools In Turkey1951 – 1994." مجلة دراسات إقلیمیة 7, no. 20 (2010): 191–206. http://dx.doi.org/10.33899/regs.2010.6487.

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Tayyba Zahoor and Dr. Muhammad Tahir Mustafa. "A History of Imam Hatip Schools in Turkey: A Transformative Chain of Knowledge in the Contemporary Muslim World." Al-Qamar 4, no. 1 (2021): 223–44. https://doi.org/10.53762/nk3c5w58.

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Imam Hatip schools in Turkey have been considered a transformative Institute in the contemporary Muslim world due to their historical transformation and some unique characteristics. In the beginning, the sole objective of this system was to produce Imam and Hatip only. But, over time this aim was transformed to develop religious beliefs among the students. The objective of this article is to observe the historical transformation of this system as a significant fragment of the Turkish National Education System. Having grown continuously, Imam Hatip schools are now tasked with nurturing a new ge

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Şefika, Şule, Nilhan Şuay, and Zeynep. "Leadership Competencies of the Imam Hatip School Administrators." Eskiyeni, no. 44 (September 20, 2021): 819–41. https://doi.org/10.37697/eskiyeni.951709.

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That many changes have occurred over the years can be seen when the management theories and leadership competencies in the body of literature are examined. Changes and developments in management theories and leadership competencies have guided the assumed roles of school administrators. In this conducted study, to determine the current leadership competencies of the school administrators who serve in these schools according to the written opinions of the teachers who teach at imam hatip schools and the branch managers who deal with the imam hatip schools and to compare these views with the lea

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Mohd Nor, Mohd Roslan, and Muhammad Khalis Ibrahim. "Conflicts of Religious Education in a Secular State: a Study on Turkey’s Imam-Hatip School." QIJIS (Qudus International Journal of Islamic Studies) 8, no. 1 (2020): 107. http://dx.doi.org/10.21043/qijis.v8i1.5849.

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Although the secularization process has been carried out tremendously in modern Turkey since the establishment of the republic, the role of religion (i.e. Islam) was not fully denied. This became more apparent especially in the area of education. In this regard, the Kemalist regime has established the Imam-Hatip School since the formation of modern Turkey. However, throughout its development, the schools have experienced various challenges and sanctions. Hence, this paper aims to discuss the conflicts faced by the Imam-Hatip School as a religious educational institution in Turkey and attempts

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Ali, Baltacı. "İmam-Hatip Lisesi Öğrencilerinin Değer Yönelimleri / The Value Orientations of Imam-Hatip High School Students." Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi / Journal of Eskişehir Osmangazi University Faculty of Theology 6, no. 11 (2019): 125–58. https://doi.org/10.5281/zenodo.3451376.

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İmam-Hatip Lisesi Öğrencilerinin Değer Yönelimleri Öz <strong> </strong>Bu araştırmanın amacı, imam-hatip liselerinde öğrenim gören öğrencilerin değer yönelimlerini, değer yönelimlerindeki farklılaşmaları çeşitli demografik değişkenler açısından belirlemektir. Betimsel tarama modelinde tasarlanan araştırmaya, Ankara, İstanbul, İzmir, Antalya, Adana, Konya, Trabzon, Erzurum, Malatya, Samsun, Gaziantep ve Diyarbakır illerinde öğrenim gören, karma örnekleme yöntemiyle belirlenmiş toplam 1389 imam-hatip lisesi öğre

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Bilgen, Sait. "The Human Model Intented to be Raised in Project Anatolian Imam Hatip High Schools." Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 10, no. 2 (2025): 378–401. https://doi.org/10.30622/tarr.1673082.

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This study analyzes the human model aimed to be cultivated by Project Anatolian Imam Hatip High Schools, which have become a significant part of religious education policies in Türkiye in recent years. A qualitative research method was adopted, and document analysis was used to examine the curricula published by the Ministry of National Education. Based on the objectives of elective courses implemented in each program type, the characteristics of the desired human model were identified and categorized. All Project Anatolian Imam Hatip High School programs commonly emphasize reciting the Qur'an

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9

Suprianto, Bibi. "Revitalization of islamic education at the imam hatip school in turkey." ATTARBIYAH: Journal of Islamic Culture and Education 5, no. 1 (2020): 43–59. http://dx.doi.org/10.18326/attarbiyah.v5i1.43-59.

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This research tells about the revitalization of Islamic education at the Imam Hatip school during Erdogan’s leadership. Also, this study reveals the beginning of Islamic education in Turkey during the Ottoman Empire, the Attaturk government, and continued by Erdogan’s leadership. This research aims to find out about Islamic education during Erdogan’s reign, such as the Imam Hatip Islamic schools, which are the focus of modern Islamic education by the Turkish community. Besides, the research objective is to prove Islamic schools in Turkey developed the contemporary curriculum. The method used i

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Aşlamacı, İbrahim, and Recep Kaymakcan. "A model for Islamic education from Turkey: the Imam-Hatip schools." British Journal of Religious Education 39, no. 3 (2016): 279–92. http://dx.doi.org/10.1080/01416200.2015.1128390.

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11

Erdoğan, Esin, and Hüseyin Aslan. "ETHICAL DILEMMAS EXPERIENCED BY TEACHERS IN SCHOOLS." Scientific Educational Studies 8, no. 2 (2024): 146–72. https://doi.org/10.31798/ses.1592489.

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Bu araştırmanın amacı, imam hatip okullarında görev yapan öğretmenlerin yaşadıkları etik ikilemleri belirlemektir. Etik kavramı, insanı iyiye ve doğruya ulaştırmayı hedefleyen çabalar bütünüdür. Eğitim ve öğretim faaliyetleri yerine getirilirken bir çok etik ikilem durumları yaşanmaktadır. Bu araştırma nitel araştırma yöntemlerinden olgubilimi deseninde yapılmıştır. Araştırmada amaçlı örnekleme yoluyla belirlenen çalışma grubunu Yozgat ilinde 2023-2024 Eğitim-Öğretim yılında imam hatip liselerinde görev yapan 21 branş öğretmeni oluşturmaktadır. Araştırma verilerini toplamak amacıyla yarı yapıl

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Firman Setiaji, Danu. "Comparison Of Islamic Education Modernization Of Imam Hatip Anatolian Turkish School With Al-Azhar Islamic School 9 Yogyakarta Indonesia." Al-I'tibar : Jurnal Pendidikan Islam 11, no. 1 (2024): 54–67. http://dx.doi.org/10.30599/jpia.v11i1.3319.

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The Imam Hatip School is the focus of modern Islamic education by Turkish society. In addition, the purpose of the study is to prove that Islamic schools in Turkey modernize Islamic education in Imam Hatip schools. Of course, Islamic educational institutions present an education system that produces students who have general knowledge and are supported by good religious knowledge. Al-Azhar Islamic High School 9 Yogyakarta Islamic education still maintains its religious identity in the same way as Islamic boarding schools and madrasas, but there are some that have carried out a renewal agenda i

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Zengin, Mahmut, and Abdurrahman Hendek. "The Future of Imam Hatip Schools as a Model for Islamic Education in Türkiye." Religions 14, no. 3 (2023): 375. http://dx.doi.org/10.3390/rel14030375.

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After the establishment of the Republic of Türkiye in 1923, the madrasah system was abolished, and new schools, called Imam Hatip Schools (IHSs), were established to train “officials responsible for the performance of religious services” in 1924. These schools have slowly transformed from vocational schools into mainstream schools, partly because of the public’s demand for religious and academic education at state schools. In this qualitative research, through official documents and existing studies, we explore the IHSs’ historical foundations and their features. Then, we examine the recent in

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ÖZDEMİR, Sevim, and Demet DURMUŞ. "9th Grade Arabıc Coursebook From The Vıews Of Arabıc Language Teachers." Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 7, no. 4 (2022): 962–82. http://dx.doi.org/10.30622/tarr.1194066.

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In this study, the 9th-grade İmam Hatip High School Arabic coursebook was studied in terms of the convenience of the language teaching methods that are in the syllabus, including writing and reading exercises sufficiently, the sufficiency of the exercises, difficulty level of the subjects, publication, readableness, and convenience for the language level of the type font, and type size, sufficiency of the compherensibleness of the pictures and graphics that are placed for the subject or exercise, sufficiency level of the review of the vocabulary, the convenience of the vocabulary for students’

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15

Hasanova, Samira. "A Qualitative Evaluation on Fiqh Education from İmam Hatip High Schools to Theology Faculties." SHS Web of Conferences 48 (2018): 01054. http://dx.doi.org/10.1051/shsconf/20184801054.

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Fiqh (Islamic law) has a central place in religious education. This paper attempts to attract attention to the central position of fiqh, which is defined as knowing one’s rights and duties; for this purpose the historical background of fiqh education from Ottoman madrasahs to the present is briefly covered, and its relation with basic Islamic sciences and Arabic, which is known as instrumental sciences, is displayed in the context of quality of education. In the paper the negative and positive aspects of the reflection of acquisitions on faculty education of İmam Hatip high school graduates in

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ÇETİNKAYA, Ahmet Enes, and Muhammed Ghaith MAHAINI. "Islamic Education for A Sustained Growth of Participation Banking: Evidence from Imam Hatip Schools and Theology Faculties in Türkiye." Wah Academia Journal of Social Sciences 3, no. 2 (2024): 43–64. https://doi.org/10.63954/wajss.3.2.3.2024.

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This study delves into the impact of Islamic education in Türkiye, through Imam Hatip schools from 2002 to 2022 and Theology Faculties 2006 to 2022, on the growth of participation banking from 2006 to 2022. It aims to discern if the principles instilled by Islamic education impact financial behaviors towards Islamic banking. A quantitative analysis was conducted, using multiple regression model alongside the proper diagnostics tools, to address the research question. The results indicate a persistent significant positive impact of Islamic education in both Imam Hatip schools and theology facul

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17

PAK, SOON-YONG. "Articulating the Boundary between Secularism and Islamism: The Imam-Hatip Schools of Turkey." Anthropology Education Quarterly 35, no. 3 (2004): 324–44. http://dx.doi.org/10.1525/aeq.2004.35.3.324.

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18

Karataş, Meryem. "The Paradox of Religiosity–Secularism in Formal Religious Education." Religions 16, no. 1 (2025): 99. https://doi.org/10.3390/rel16010099.

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Creating a conceptual unity is an important starting point for understanding a subject. It is more difficult to find a common definition if the concept in question is ‘religion, religiosity, secularism’, which can vary according to the field of the person making the definition, where he/she positions himself/herself in relation to religion, the characteristics of the religion he/she believes in (or does not believe in), and many other parameters. In order to draw the boundaries of this research correctly, it is necessary to clarify the development and changes in the concept of ‘religion’ and t

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19

SÖYLEMEZ, ALİ. "CORONAVIRUS IN SCHOOL MANAGEMENT AT IMAM HATIP SCHOOLS EFFECTS OF THE (COVID-19) OUTBREAK." New Era Journal of Interdisciplinary Social Studies 6, no. 7 (2021): 108–14. http://dx.doi.org/10.51296/newera.28.

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20

Naiboğlu, Gülsu, and Ali Özdemir. "Occupational Choices and Career Orientations of Students in Girls Anatolian Imam Hatip High Schools." International Journal of Progressive Education 18, no. 2 (2022): 226–48. http://dx.doi.org/10.29329/ijpe.2022.431.15.

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21

Kemal Coşkun, Mustafa, and Dilek Yankaya. "National education as a battlefield. A Restructuring of Imam-Hatip Schools after the July 15th." Confluences Méditerranée N° 107, no. 4 (2018): 73. http://dx.doi.org/10.3917/come.107.0073.

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22

GENÇ, Muhammet. "Values Education or Religious Education? An Alternative View of Religious Education in the Secular Age, the Case of Turkey." Education Sciences 8, no. 4 (2018): 220. http://dx.doi.org/10.3390/educsci8040220.

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Debates about the teaching of religion date back to the formation of the modern education system, when religion was first compartmentalized as a distinct subject within a broader curriculum. In many places, they continue to rage today. In Turkey, they are inextricably tied to the creation of the country’s system of secular public instruction in the 1920s and the transition to multi-party government in the 1940s. On 30 March 2012, Turkey passed a new law that revamped the country’s public educational system, mandating twelve years of instruction divided into three four-year periods (roughly cor

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Sevinç, İrfan. "Job Satisfaction Levels of Religious Culture and Ethics Teachers and Imam Hatip High School Vocational Course Teachers." Journal of The Near East University Faculty of Theology 8, no. 1 (2022): 87–108. http://dx.doi.org/10.32955/neu.ilaf.2022.8.1.06.

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Undoubtedly, the basic element of education, which is a social institution and a system, is the teacher. Because the quality and quality of education is directly proportional to the quality of teachers, and a qualified school is required for a qualified education, and a qualified teacher is required for a qualified school. In addition to the qualifications sought in teacher qualifications, another important factor that concerns teachers is job satisfaction. Job satisfaction, which is expressed as the "expression of the employees' decisions regarding their enjoyment of their jobs" or the "attit

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Hergüner, Gülten, Mustafa Bar, and Menzure Sibel Yaman. "Determination of the expectations of middle school students participating in physical education and sports activities from their families, school principals and teachersBeden eğitimi ve spor etkinliklerine katılan ortaokul öğrencilerinin aile, okul yöneticileri ve öğretmenlerden beklentilerinin belirlenmesi." International Journal of Human Sciences 13, no. 1 (2016): 155. http://dx.doi.org/10.14687/ijhs.v13i1.3533.

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<p>Individuals’ living happily and according to social rules is related to good relations with each other and being helpful, respectful for human rights, honest and mentally and physically healthy. Physical education and sports activities can be a strong field of education ensuring the growth, development and behavior changes of students. Therefore, it is important for children to be directed to sports in early ages by families and educators. The expectations of children must be recognized in order to do sports healthily. The purpose of this research is to determine the expectations of I

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Yiğit, Yasin. "Attainment Level for Goal to Get the Problem-Solving Skill in the Anadolu Imam Hatip High School Vocational Courses: Example of Sivas Province." Eskiyeni 40 (March 20, 2020): 155–79. https://doi.org/10.37697/eskiyeni.667837.

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The courses related to religious education in Anatolian Imam Hatip High Schools are called vocational courses. In these courses, it is mainly aimed that students learn Islam from the main sources and internalize the principles of belief, worship and morality of Islam. In order to achieve this goal, students are aimed to acquire a variety of skills as well as a lot of knowledge, attitude and behavior. As a requirement of the era, skill teaching has become an important topic in recent years. To be based on the skill-based approach in education in Turkey also reveals this situation. As a requirem

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Rutz, Henry J. "The Rise and Demise of Imam-hatip Schools: Discourses of Islamic Belonging and Denial in the Construction of Turkish Civic Culture." PoLAR: Political html_ent glyph="@amp;" ascii=""/ Legal Anthropology Review 22, no. 2 (1999): 93–103. http://dx.doi.org/10.1525/pol.1999.22.2.93.

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M. Fajar Sidik, Vrisko Putra Vachruddin, Evi Fatimatur Rusydiyah, Ani Setya Pertiwi, and Mugthi Alintya Darmawan. "Conceptualization of the Integrated Islamic Religious Education Curriculum: A Literature Study at Imam Hatip Schools Turkey and MAN Insan Cendekia Indonesia." Jurnal pendidikan agama Islam 21, no. 1 (2024): 111–30. http://dx.doi.org/10.14421/jpai.v21i1.7617.

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Purpose – The authors aim to compare Imam Hatip School (IHS) with MAN Insan Cendekia (MAN IC), two Islamic educational institutions that have successfully implemented an Islamic religious education curriculum integrated with general science. Design/methods/approach – This study used a literature review research method that examined several sources and government documents in three languages. The data collection technique was conducted by extracting and evaluating information in articles that meet the inclusion criteria. Once extracted and evaluated, the authors analyzed and interpreted the dat

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Demir Kaya, Meva, and Figen Çok. "Gender, Self-silencing, and Identity among School and out of School Emerging Adults." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 561–74. http://dx.doi.org/10.52380/ijpes.2023.10.2.1177.

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This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Şahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, n done class in each of the 9, 10, 11 and 12 grades,

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Kılınç, Erdal. "Examining the Relationship Between Adolescents' Psychological Resilience and Attachment Styles Using Canonical Correlation." International Journal of Psychology and Educational Studies 10, no. 2 (2023): 441–52. http://dx.doi.org/10.52380/ijpes.2023.10.2.1001.

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This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Şahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, 2n done class in each of the 9, 10, 11 and 12 grades

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Durakbaşa, Ayşe, and Funda Karapehlivan. "Progress and Pitfalls in Women’s Education in Turkey (1839-2017)." Encounters in Theory and History of Education 19 (November 30, 2018): 70–89. http://dx.doi.org/10.24908/eoe-ese-rse.v19i0.11915.

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Girls’ education and women’s enlightenment have been key elements of the Kemalist Republic (1923), which claimed to face towards the highest level of civilization and treated women as the symbols of a modernized secular Turkish nation-state and society. However, the official ideological and cultural principles of the education system in Turkey underwent dramatic transformations. Education policies under the AKP rule have been shaped by a combination of neoliberalism, conservatism and Islamism. Consequently, the education system has changed rapidly especially during the last six years. Since ea

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Demircioğlu, Aytekin. "CHALLENGES ENCOUNTERED IN RELIGIOUS EDUCATION IN TURKEY." Journal of Education Culture and Society 11, no. 2 (2020): 474–89. http://dx.doi.org/10.15503/jecs2020.2.474.489.

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Aim. In this study, the challenges encountered during the introduction of religious education in Turkey are examined within the scope of their intended solutions. Methods. In this study, challenges encountered in the implementation of religious education in Turkey are being discussed in a descriptive manner. Literature scanning and interpretation methods, one of the qualitative research methods, were used in the study. Results. Religious education in Turkey is both maintained within the formal education system and the non-formal education system. Formal education is provided in pub

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Yildiz, Ayla. "The relationship between secondary education students' digital addiction levels and their inquiry skills." Research in Pedagogy 11, no. 1 (2021): 151–64. http://dx.doi.org/10.5937/istrped2101151y.

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The aim of this study is to determine the relationship between high school students' digital addiction levels and their inquiry skills. The sample of the study consists of 319 9th, 10th, 11th, and 12th grade high school students chosen by random sampling. Of these students studying in Sivas province schools of Turkey, two are Anatolian High School, and one is an Anatolian Imam Hatip (Religious) High School. 190 of the students are girls (59.6%), and 129 are boys (40.4%). Data were collected through the "Digital Addiction Scale (DAS)" developed by Dilci (2019) and the "Inquiry Skills Scale (ISS

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Öztığ, Laçin İdil, and Umut Can Adısönmez. "Old Wine in a New Bottle: Navigating Religion and Politics in Turkiye." Religions 15, no. 7 (2024): 836. http://dx.doi.org/10.3390/rel15070836.

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While there is a large body of literature on different models of secularism and religion and politics, relatively scarce attention has been devoted to the experimentation of the moderate secularism model in authoritarian and Muslim-majority countries. This article brings a novel insight into the literature by unpacking the complex relationship between secularism, politics, and religion in Turkiye. The Turkish Republic was founded on the norm of authoritarian secularism that promulgates the exclusion of religion both from the political and public spheres. After the Justice and Development Party

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Yakup, Alan. "The Effect of Syrian Secondary School Students' Reading Habits on Their Vocabulary Learning Motivations." Education Quarterly Reviews 4, Special Issue 1 (2021): 196–206. https://doi.org/10.31014/aior.1993.04.02.239.

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The purpose of this study is to reveal the effect of the reading habits of Syrian students studying at secondary schools on their vocabulary learning motivation. The mixed research model was used in the study. The universe of the study consists of Syrian secondary school students studying in Kilis. The sample consists of 164 Syrian secondary school students studying at Hoca Ahmet Yesevi Imam Hatip Secondary School. Research data were collected using the "Book Reading Habit Attitude Scale" and "Word Learning Motivation Scale." In addition, a semi-structured interview form wa

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TAN, Çetin, and Yusuf CEYLAN. "Examination of Fair Play Approaches of High School Students who Participate in School Sports and not." International e-Journal of Educational Studies 7, no. 15 (2023): 584–93. http://dx.doi.org/10.31458/iejes.1283892.

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In order to improve people's behavior in line with the spirit of fair play, both in the world of athletics and in the social sphere, it is vital to challenge the phenomenon of fair play at all educational levels. All social actors agree that it is possible to establish communities in which fair play behaviors are common, but only with the education that must be provided from a young age. This study aims to investigate high school students’ perceptions of fair play, both among those who participate in and among those who do not participate in school sports. A total of 145 female students make u

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Gülmez, Abdurrahman, and Bahri Ata. "The effect of a unit prepared with a global history approach on the academic success of high school students: The example of the unit on Türkiye and the World during World War II." Turkish History Education Journal 14, no. 1 (2025): 35–48. https://doi.org/10.17497/tuhed.1578852.

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The global history approach emerged as a method for understanding the interactions and connections that have shaped the modern world, preventing fragmentation and providing a specific perspective on world-building. In this study, the global history approach, which has rapidly developed within the discipline of history and has become widespread not only in the United States but also in Europe and Asia, was examined and its effect on the academic achievement of high school students was analysed. This research, in which a quasi-experimental design was used, was limited to a total of 6 lesson hour

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BAYRAKTAR, Muhammet Mustafa. "An Analysis of the Problem of Academic Structuring of Islamic Sciences Faculties in Turkey from the Darulfunun to the Present." Eskiyeni 26, no. 47 (2022): 43–462. https://doi.org/10.37697/eskiyeni.1125964.

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Turkey’s higher religious education institutions were established for religious scientific research or vocational training. Higher religious education institutions have preserved their existence by transforming/diversifying under the influence of formal/informal elements in the historical context. In this context, the faculty’s quality, purpose, and institutionalization problems, the issues of employment and qualification of the faculty members and students, and the academic structuring problems of the faculties were also discussed. The discussion point of methodological issues rel

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Cingöz, Abdüssamet, and Abdurrahman Hendek. "Veli Görüşlerine Göre Örgün Eğitimle Birlikte Hafızlık Projesi." Nous Academy Journal, no. 4 (April 15, 2025): 54–74. https://doi.org/10.5281/zenodo.15210180.

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In Türkiye, official Quran hifz/memorization is conducted by the Presidency of Religious Affairs. The Department of Quran Memorization Training within the Presidency of Religious Affairs provides this training largely in boarding Quran courses. However, with the protocols signed between the Ministry of National Education and the Presidency of Religious Affairs, since 2014 the Hifz/Memorization along with Formal Education Project, which offers the opportunity to memorize the Quran at the lower secondary school level within the scope of formal education, has brought a new dimension to Quran

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BAYRAKTAR, Muhammet Mustafa. "The Problem of Academic Structuring of Faculties of Theology/Islamic Sciences in Turkey from Daru'l-Fünun to the Present." Eskiyeni, no. 47 (September 20, 2022): 437–62. http://dx.doi.org/10.37697/eskiyeni.1125964.

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Higher religious education institutions in Turkey were established for purposes such as religious-scientific research or vocational training. Higher religious education institutions have preserved their existence by transforming/diversifying under the influence of formal/informal elements in the historical context. In this context, the quality, purpose and institutionalization problems of the faculty, the employment and qualification problems of the faculty members and students, and the academic structuring problems of the faculties were also discussed. The discussion point of methodological p

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Sacan, Selvinaz. "How do high school students elect their president of the school?" Journal of Human Sciences 14, no. 2 (2017): 1338. http://dx.doi.org/10.14687/jhs.v14i2.4543.

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This study has been carried out in order to determine the school assembly election attitudes of high school students. This descriptive study has been performed with 1380 students from 9th, 10th and 11th grades who attended center high schools of Aydin in 2014 – 2015 Academic Year. Demographic information form which was generated by researchers and five point likert scale was used in collection of data. PASW 18.0 packet software was used in the analysis of the data obtained from the study. It has been determined that 59 % of students were girls, 41% were boys, 63% were around 15-16 years old, 3

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Güven, Naciye. "Moral Maturity Levels of Imam Hatip High School Students: The Case of Ortakoy District." International Journal of Psychology and Educational Studies 4, no. 3 (2017): 42–52. http://dx.doi.org/10.17220/ijpes.2017.03.005.

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Çakmak, Diren. "Pro-Islamic Public Education in Turkey: The Imam-Hatıp Schools." Middle Eastern Studies 45, no. 5 (2009): 825–46. http://dx.doi.org/10.1080/00263200903135596.

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Mustafa, Fatih Ay. "Dropout from the Faculties of Theology: A Phenomenological Study on those who withdrew from the Faculties of Theology." Eskiyeni, no. 43 (March 20, 2021): 269–88. https://doi.org/10.37697/eskiyeni.846289.

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Abstract In this study, people who dropout their registration voluntarily and therefore are not likely to continue their theology education were determined as participants. In this context, it is aimed to discuss the school dropout experience of the people who canceled their registration from the Fa-culty of Theology. In other words, within the framework of the experiences of those who withdrew the Faculty of Theology, it is aimed to reveal the specific aspects of the Faculty of Theology of school dropouts in higher education. The study was carried out based on the phenomenological approach, w

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Cemal and Gülşen. "Understanding of Knowledge and Religious Knowledge of Religious Education Teachers." Eskiyeni, no. 44 (September 20, 2021): 753–79. https://doi.org/10.37697/eskiyeni.942405.

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Religious knowledge has an encompassing dimension in the mental worlds and lives of individuals on the axis of beliefs. Religious knowledge does not only exist in terms of worship for believers, but it can also be a guide for the whole of life. Religious knowledge is frequently referenced in actions in daily life. In this respect, religious knowledge has a system that organizes daily life for individuals and realizes this through its worldview. The dimension of religious knowledge that comes to the fore in teaching processes also directly affects the worldview of religion and to what extent it

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KOÇ, Ahmet. "A Qualitative Research on the Problems and Expectations of Imam Hatip Secondary School Students (The Case of Istanbul Province)." International Journal of Psychology and Educational Studies 7, no. 4 (2020): 43–51. http://dx.doi.org/10.17220/ijpes.2020.04.005.

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İrfan. "The Relation Between Theology Students' Attitude Towards Teaching Profession and The Occupational Anxiety Levels." Eskiyeni, no. 44 (September 20, 2021): 797–818. https://doi.org/10.37697/eskiyeni.954088.

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Theology faculties serve as teacher training institutions that train Religious Culture and Ethics teachers to work in primary and secondary schools, and vocational course teachers to work in Imam-Hatip high schools. The success of teacher candidates in teaching as a professional occupation that requires certain knowledge, skills, and attitudes depends on having the necessary equipment and qualifications. The aim of this study is to determine the attitudes of theology students towards to teaching profession and their occupational anxiety levels; and to understand the relationship between the at

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Şentürk, Zeynel, Onur Zahal, Cemal Yurga, Engin Gürpınar, and Fırat Altun. "Investigation of music teachers’ attitudes toward teaching profession according to their profile propertiesMüzik öğretmenlerinin öğretmenlik mesleğine yönelik tutumlarının profil özelliklerine göre incelenmesi." Journal of Human Sciences 13, no. 3 (2016): 5032. http://dx.doi.org/10.14687/jhs.v13i3.4024.

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The overall objective of this study is determining the relations between profile properties of a music teacher and their attitudes toward the profession. This research was created in the relational model. In the study; main purpose is relation between Music teachers’ profiles and attitudes toward profession. So the work bears descriptive nature. Working group of the study consisted who worked on 2014-2015 academic year at Malatya province and district music teachers (n=150). Data collection instruments used in the study; MÖPÖF, ÖMTÖ and to determine the schools they work these teachers from Ma

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Faris El Amin, Faris. "Pandangan dan Sikap Imam Ahmad bin Hanbal Terhadap Tokoh-Tokoh Sufi." PUTIH: Jurnal Pengetahuan Tentang Ilmu dan Hikmah 8, no. 1 (2023): 15–26. http://dx.doi.org/10.51498/putih.v8i1.95.

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Ahmad bin Hanbal is one of the founders of four schools of jurisprudence which are at the corner of the Madrasah Hadith Expert and is a reference for his followers who call themselves Ahlussunnah. This article examines how Imam Ahmad bin Hanbal interacted with Sufi figures who lived in his time. because of the existence of a shallow paradigm of strong contact between hadith experts and Sufis. This study uses a qualitative descriptive historical approach. The results of this study conclude that there is a good relationship and a careful attitude from Imam Ahmad bin Aanbal towards the practices

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El Amin, Faris. "Pandangan dan Sikap Imam Ahmad bin Hanbal Terhadap Tokoh-Tokoh Sufi." PUTIH: Jurnal Pengetahuan Tentang Ilmu dan Hikmah 8, no. 1 (2024): 15–26. https://doi.org/10.51498/a768x641.

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Ahmad bin Hanbal is one of the founders of four schools of jurisprudence which are at the corner of the Madrasah Hadith Expert and is a reference for his followers who call themselves Ahlussunnah. This article examines how Imam Ahmad bin Hanbal interacted with Sufi figures who lived in his time. because of the existence of a shallow paradigm of strong contact between hadith experts and Sufis. This study uses a qualitative descriptive historical approach. The results of this study conclude that there is a good relationship and a careful attitude from Imam Ahmad bin Aanbal towards the practices

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Agatha Lilis Pratiwi, Anselmus Joko Prayitno, and Gregorius Daru Wijoyoko. "Dampak Pernikahan Beda Agama terhadap Perkembangan Iman Anak Usia Balita di Paroki Hati Kudus Tuhan Yesus Simo Boyolali." Lumen: Jurnal Pendidikan Agama Katekese dan Pastoral 3, no. 1 (2024): 450–68. https://doi.org/10.55606/lumen.v3i1.373.

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As a multicultural country, Indonesia grows and develops with various cultural structures, ethnicities, religions and races. The diversity that occurs for a long time makes it possible for marriages with different religions to occur. Interfaith marriage in the Catholic Church is not allowed, but there is a dispensation so there are people who do it. As happened at the Sacred Heart of Jesus Simo Church, Boyolali, from the data for 2018-2023, there were 41 marriages and 9 of them were married to different religions (Cult Disparity). This phenomenon occurs due to several things including a lack o

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