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Warren, Heather A. "Character, Public Schooling, and Religious Education, 1920-1934." Religion and American Culture: A Journal of Interpretation 7, no. 1 (1997): 61–80. http://dx.doi.org/10.1525/rac.1997.7.1.03a00030.
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Over the past five years, the American public has witnessed a flurry of interest in “character” and “character or moral education.” In 1992, William Kilpatrick wrote a book that attracted widespread attention, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education. A year later, William Bennett's best-selling anthology of remedial readings appeared, The Book of Virtues. More recently, Gertrude Himmelfarb published a book on the Victorian golden age of morals. At the same time, within the educational field, a subprofession of consultants devoted to character work has aimed to affect schooling at the elementary and secondary levels. As early as the mid-1970's, theologians and ethicists began discussing the idea of character, taking their cue from Stanley Hauerwas. Common to all of these writers is the belief that character has a necessary tie to religion and democracy.
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Mortier, Freddy. "Separate Values Education and Moral Development in Flemish Secondary Schools." Journal of Moral Education 24, no. 4 (January 1995): 409–26. http://dx.doi.org/10.1080/0305724950240404.
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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940." Journal of Beliefs & Values 24, no. 1 (April 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.
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Hedayati, Nasibeh, Elina Kuusisto, Khalil Gholami, and Kirsi Tirri. "Moral conflicts in Iranian secondary schools." Journal of Beliefs & Values 40, no. 4 (May 20, 2019): 464–76. http://dx.doi.org/10.1080/13617672.2019.1618151.
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Kačarić, Ninoslav. "Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju." Inovacije u nastavi 34, no. 2 (2021): 162–73. http://dx.doi.org/10.5937/inovacije2102162k.
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The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development, as well as that the ways of conducting religious education, personality and approach in communication of religious education teachers (religious teachers) are important factors of moral development, and that religious education has significant place factors of moral development. Method applied in this study is systematic non-experimental observation and correlation analysis, by which were evaluated and interpreted data collected by questionnaire constructed for the occasion - students expressed their opinion on what contributed the most to their moral formation in terms of age in the faith. Among the important results are: The personality of religious teacher is of great importance and its contribution depends on his knowledge of the content transmitted to the students, and on interesting ways of teaching, by visiting Temples of the Holy Spirit and participation in church worship, while information and communication technologies are less significant. Practical pedagogical implications of these results are devoting special attention to personnel potential of religious teachers.
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Nurhadi, Nurhadi, and Muhammad Irhamuddin Harahap. "Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)." PALAPA 9, no. 1 (May 25, 2021): 137–81. http://dx.doi.org/10.36088/palapa.v9i1.1065.
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Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.
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Sultana, Dr Munazza, and Dr Syed Abdul Ghaffar Bukhari. "Factors of Ethical Decline and Religious Measures to Overcome." Journal of Islamic and Religious Studies 5, no. 1 (June 29, 2020): 85–98. http://dx.doi.org/10.36476/jirs.5:1.06.2020.17.
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This article aims to investigate the causes and factors involved in the moral decline of youth and its solution in the light of Islamic teachings. It is generally observed that the students studying at various education levels, especially undergraduate students of universities are seriously lacking in moral values and their ethical conduct is not satisfactory. Research shows that factors of bad conduct include, less emphasis on the moral conduct of students at secondary and higher secondary levels, lack of parent’s interest in building their children's attitude and least efforts by the religious scholars and government institutions in morale building. To preserve a nation on its Culture and Values, character building is one of its important aspects, based on religious norms and principles. Positive building constructs approach to promote behavioral, social, emotional, and moral competence and raises spirituality, self-efficiency, loyalty, confidence, identity, and prosaically norms. The findings of this research highlight that there is a correlation between the ethical conduct of students and their university environment, which brings changes in human personality and character development. Social illnesses and moral deterioration are rooted in the behavior of the students, which they usually acquire from the home and university environment.
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Okunoye, Job Oluremi. "Effective Christian Religious Education in Nigerian Secondary Schools as a Mechanism for Sustaining Democracy in Nigeria." Christian Education Journal: Research on Educational Ministry 16, no. 2 (February 27, 2019): 241–58. http://dx.doi.org/10.1177/0739891319833695.
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Nigeria is a nation that is morally and spiritually sick and her democracy is bedeviled with moral, social and political disorders. This article examines the role of Christian religious education in Nigerian secondary schools for the sustenance of democracy. There is a need to emphasize Christian religious education which upholds the principles of peace, non-violence and fair play in politics and elections into offices.
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Karolina, Asri, Wilyam Afsiska, Beni Azwar, Cikdin Cikdin, and Eka Yanuarti. "Peran Orangtua Penambang Emas Dalam Menanamkan Pendidikan Agama Islam Pada Anak Dikelurahan Kampung Jawa." Edification Journal 3, no. 1 (August 4, 2020): 1–22. http://dx.doi.org/10.37092/ej.v3i1.206.
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The purpose of this study is to describe the condition of Islamic religious education in children of gold miners in the Kampung Jawa Village, find out the role of parents in instilling Islamic religious education especially moral education in their children, helping the problematic role of parents in instilling Islamic religious education in particular moral education in children in Kampung Jawa Village. This type of research is qualitative research. The type of data used in this study are primary and secondary data. The subjects in this study were the village chief, religious leaders and gold miner parents. Data collection techniques are structured interviews, observation and documentation. The final step is drawing conclusions and verification. Based on the results of the study show that: first, the condition of Islamic religious education in the children of gold miners in the Kampung Jawa Village, namely religious understanding can be quite good. Second, the role of parents of gold miners in instilling moral education to their children varies depending on the understanding of parental religious knowledge. Third, the probelmatic role of parents consists of internal factors that are constrained by parents who are busy working that make children less controlled to behave properly according to Islamic teachings, external factors that are constrained by children unruly and difficult to be advised.
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Kryshmarel, Viktoriya. "Religious education in secondary schools in Ukraine: the place and influence of the Catholic component." Ukrainian Religious Studies, no. 66 (February 26, 2013): 355–63. http://dx.doi.org/10.32420/2013.66.283.
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Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools (approximately 15% of all schoolchildren) are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives.
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Hermans, Chris A. M. "Conflicting Goals for Moral Education: A study of the behavioral intentions of teachers in Catholic secondary schools in the Netherlands." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 282–300. http://dx.doi.org/10.1163/1570-0623-90000009.
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This article examines the criticism from liberal educators that the goals of moral education in religiously affiliated schools are incompatible. This paper addresses whether it is true that teaching a religious community’s values is incompatible with the development of moral autonomy; that teaching civic values is incompatible with teaching Christian values; and that teaching Christian values is incompatible with introducing children to the plurality of value systems in our society. This research demonstrates that from the perspective of teacher’s behavioral intentions, these goals are not in conflict within Catholic schools of secondary education in the Netherlands. The article concludes with a reflection on the research results from an ethical perspective and from the perspective of philosophy of education
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SIVKOVYCH, Halyna, Alla BOICHUK, and Oksana TYTUN. "EDUCATION IN WOMEN’S GALICIAN INCOMPLETE SECONDARY SCHOOLS: METHODICAL ASPECTS (LATE 19th – EARLY 20th CENTURIES)." Освітні обрії 48, no. 1 (March 18, 2019): 28–31. http://dx.doi.org/10.15330/obrii.48.1.28-31.
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The article presents the main aspects of the organization and the content of educational procedures in incomplete secondary schools for women in Galicia (late 19th – early 20th centuries). The authors show that the organization of educational activity in incomplete secondary schools for women was regulated by the state, regional, and land legislative and normative acts. They reveal the main directions, forms and methods of girls’ education at these types of institutions; analyze their curricula, programs and regulations. Special attention is paid to “female” subjects (women’s handicraft, housekeeping, hygiene) and establishment of distinct forms of national, religious, moral education of girls.
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Tolstoguzova, Olga S., and Elizaveta A. Troitskaya. "Political and legal institutionalization of a religious component in modern Russian education." Ars Administrandi (Искусство управления) 13, no. 1 (2021): 49–70. http://dx.doi.org/10.17072/2218-9173-2021-1-49-70.
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Introduction: the article is devoted to institutionalization of the religious component in Russian education; the main stages that determine the specificity of its manifestation are outlined. Objectives: identifying the stages and features of political and legal institutionalization of the religious component in modern Russian education. Methods: analysis of public authorities documents, secondary data analysis. Results: four stages in the institutionalization process have been highlighted: preliminary stage, characterized by a wide public discourse on the necessity and legitimacy of including a religious component in education; the stage of formalization and testing the norms; the stage of final integration of religious component into education; stage of discussing the new Federal State Educational Standard and the secularization of modules. The features of institutionalization process have been revealed. Conclusions: attempts have been made to find a middle ground between the secularity of education and the spiritual and moral education of students by teaching the course on “Fundamentals of Religious Cultures and Secular Ethics”. However, there is reason to believe that formal requirements are not fully met or are tacitly ignored locally, which creates new challenges for legislative regulation and a field for further research.
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Tamuri, Ab Halim, and Ahmad Munawar Ismail. "Hubungan Persekitaran Sekolah dan Guru dengan Amalan Akhlak Murid Sekolah Menengah Malaysia." International Journal of Islamic Thought 19, no. 1 (June 1, 2021): 1–13. http://dx.doi.org/10.24035/ijit.19.2021.190.
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This article examines the moral practice of secondary school students in Malaysia and their perception towards the school environment and the teachers of Islamic education. This article is part of the findings of a study that has used the survey as a method of data collection. The questionnaires were distributed to the students in the form four and lower six of secondary schools in Malaysia. They were selected based on the of multi stages cluster sampling. A total of 3 ,262 students were involved in answering the questionnaires. SPSS software has been used to analyze the data. It can be concluded that, the Islamic practice of Muslim students in secondary schools is categorized as ‘a high level of religious practice’ and their perception on school environment and Islamic education teachers also is high. This study also shows that there is a significant correlation between the Islamic moral practices of students and their perceptions of the school environment, and between Islamic education teachers.
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Komashinskaya, T. S. "ABOUT ORTHODOX EDUCATION IN MODERN RUSSIA." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 4 (2020): 35–42. http://dx.doi.org/10.18323/2221-5662-2020-4-35-42.
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The relevance of the study in regards to the science and theory is caused by the necessity of theoretical and pedagogical determination of the content of a new social and pedagogical reality developed due to the change of the place and status of religion in the public mind. The relevance of considering Orthodoxy in practice is caused by the search for ways for the spiritual revival of Russia as the society and the state desperately need educational models ensuring spiritual-moral components in the content of education. The paper analyzes the statistical data illustrating the dynamics of the Russians’ attitude to Orthodoxy. The author considers the legal and regulatory framework of Orthodox education. The author discusses the structure of Orthodox education in modern Russia. The paper describes the primary, secondary, vocational, and scientific training levels in Orthodox education and gives the typical forms of training for each level of education. The study shows that Orthodox learning uses both traditional and contemporary methods and techniques. In this respect, self-education is significant and necessary at all levels of Orthodox education. The main issues facing Orthodox education are associated with Orthodox education quality improvement, education forms and methods development, the training level of high-quality specialists for religious organizations, secondary and high school teachers, specialists in the sphere of inter-religious and church-state relations. One of the main problems at each level of learning is the specialization of education content and the selection of optimal ways of assessment and control for material retention. The author concludes that Russian people can get Orthodox education at any age, using various forms and methods of teaching.
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Septianti, Fitria, and Nur Hafidz. "Strengthening Children’s Religious And Moral Values In Shamil And Dodo Cartoon Film." Child Education Journal 3, no. 1 (May 25, 2021): 64–77. http://dx.doi.org/10.33086/cej.v3i1.2109.
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The current era of education for children is experiencing a moral crisis in the aspects of religious and moral development. Religious and moral values of children will be formed through interaction and environmental responses to an active five-sensory performance system. Cartoon films are a strategy for developing children's creativity. By presenting imaginative, interactive, and fun story events through the behavior and attitudes of the characters in cartoon films. The cartoon film Syamil and Dodo became a cartoon film by NCR Production which was made to educate children because it was rich in Islamic educational values and religious and moral values which were suitable to stimulate early childhood. The problem in this research is: "How is the strengthening of religious and moral values in the cartoon film Syamil and Dodo?". The research analyzes the strengthening of religious and moral values in the cartoon film Syamil and Dodo. This type of research is library or Library Research using the cartoon film Syamil and Dodo as the primary data source in this study. Meanwhile, secondary data were obtained from journals, books, and previous thesis. The data collection technique in this research is documentation by observing footage from the cartoon film Syamil and Dodo. Based on the research conducted by the author, the cartoon film Syamil and Dodo is a cartoon film suitable for watching early childhood, the film contains religious and moral educational values for children aged 4-6 years. Strengthening the Syamil and Dodo cartoons can be a medium to reflect and actualize how to properly instill religious and moral values for children in the scope of family and school education.
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Harto, Kasinyo. "MODEL PENGEMBANGAN PEMBELAJARAN PAI BERBASIS LIVING VALUES EDUCATION (LVE)." Tadrib: Jurnal Pendidikan Agama Islam 4, no. 1 (July 2, 2018): 1–20. http://dx.doi.org/10.19109/tadrib.v4i1.1873.
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In fact, the realistic-empirical data shows that the morality and character of the nation is now degraded, thus in itself inviting various calamities and disasters that extend to the social, religious, and political spheres, even in education. The general public indirectly blames educators from elementary to college, as the party most responsible for the deterioration of this nation in its mindset and behavior patterns that are inconsistent with the guidance of the world's citizens who should be cultured and dignified.
Religious education in this case Islamic Education, hereinafter referred to as PAI, should be the basis of morality. But today it seems to have been seen as having lost its vital role in the effort to form the character of the nation's child morality. This is due to the fact that PAI learning practices have only been concerned only with cognitive aspects and ignored the fostering of affective aspects, namely the willingness and determination to practice the values of religious teachings. This imbalance results in a gap between knowledge and experience, between theory and practice, or in the practice of religious education transformed into religious teaching, thus unable to form moral persons. As an effort of ijtihad to restore the essence, function and strategic role of learning of PAI in the formation of morals of the nation of this research is done with the principal of research problem, that is through improvement and development of PAI quality learning model for character formation of learners by using Living Values Education paradigm.
The purpose of this research is to design and formulate the learning model of PAI based on living values education and how to implement it in learning process of PAI. Then, this research includes library research, therefore the steps that will be carried out is the exploration of some data from various literatures, both primary data, and secondary data. The method of collecting data is done by collecting books, articles, journals, scientific opinion in which to reveal and study living values education, then look for writing about the learning of Islamic religious education. The data analysis technique using descriptive-analytic method. The data have been analyzed and then presented with deductive methods that depart from general theory to lead to the conclusion which is the answer of the research problem formulation.
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Jensen, Tim, and Karna Kjeldsen. "RE in Denmark – Political and Professional Discourses and Debates, Past and Present." Temenos - Nordic Journal of Comparative Religion 49, no. 2 (January 23, 2014): 185–224. http://dx.doi.org/10.33356/temenos.9546.
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Religion education (RE) in the public school in Denmark, as in many countries, is often subject to political, public and professional debate, relating not only to different ideas about RE’s potential contribution to Allgemeinbildung, religious and/or moral formation and citizenship education, but also to reactions or responses to what is perceived as challenges posed by supranational processes such as globalization, individualization, and migration, including a new and growing Muslim presence. Based on an academic Study of Religions approach, defined in contrast to confessional RE, the article outlines relevant political processes and political, public and professional debates on RE, and analyzes the way they have set their mark in past and present Danish education legislation, national curricula and guidelines issued by the state for RE and for the training of RE teachers. Whereas a study-of-religions approach has long been seen as a ‘natural’ framework for RE in the upper-secondary school, RE in the compulsory school (as well as in teacher education for these schools) has traditionally been linked to theology, and is often seen as an instrument in political and ideological efforts to promote and secure a social and national-cultural identity, an identity defined with reference to the majority religion. RE is thus thrust into a key role in on-going ‘culture wars’.
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Mery Handayani, Luh Putu. "POLA PEMBELAJARAN MULTIKULTURPADA PASRAMAN LINGGA YONI DI DESA ADAT TANGEB KELURAHAN ABIANBASE KECAMATAN MENGWI KABUPATEN BADUNG." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 174. http://dx.doi.org/10.25078/jpah.v1i2.233.
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<p><em>Religious education is one of education that fosters human development, especially helping in ethical and moral development. Thus, religious education in Indonesia gets a considerable portion of the education system. Through religious education can increase moral ethics in order to maintain harmony of the nation, mutual respect respects between followers of different religions. Hindu religious education conducted formally in schools has not provided the expected results. Theoretically the children know by heart and understand the teachings of religion but the implementation of the teaching is done in everyday life seems to need to be balanced with religious practices. These religious practices can be taught to children through non-formal education in the form of pasraman, because formal education is bound by the curriculum and time targets. Thus, non-formal education needs to be developed, in the hope that children are not only intellectually savvy but also spiritual savvy and grow up to be virtuous people. Form of non-formal religious education can be done through pasraman system. Implementation of pasraman activities in Desa Adat Tangeb have differences with pasraman in general. Pasraman Lingga Yoni Desa Adat Tangeb includes children who are genuine Catholics from Indigenous Desa Adat Tangeb.</em></p><p><em>The theory used to analyze the problem formulation is the multicultural theory used to dissect the formulation of the first problem, the behavioristic theory used to dissect the formulation of the second and third problems. The research method used is the type of qualitative research with primary data sources bendesa adat and teachers pasraman and secondary data source is the source of other supporting data. Data were collected using participant observation method, unstructured interview, documentation and literature. The collected data was analyzed using data analysis method with three steps: (1) data reduction, (2) data presentation and (3) inference / verification.</em></p><p><em>The results of this research are: First: multicultural learning pattern in pasraman Lingga Yoni is (1) contextual teaching and learning (CTL), (2) coopertative (cooperative learning), (3) instilling understanding that leads to multicultural education in self Children, through several approaches are: Instilling pluralism education, instilling and implementing the concept of Bhineka Tunggal Ika, instilling the concept of manners / ethics, applying the concept of Tri Hita Karana, and applying the concept of menyama braya. Second: the constraints on parsaman Lingga Yoni are (1) lack of understanding of Catholic children about pasraman (2) environmental influences, (3) the need for more guidance for Catholic children, (4) decreased interest of children following pasraman, (5) facilities and infrastructure are still minimal. Third: the efforts undertaken to facilitate pasraman learning activities are, (1) conduct socialization, (2) provide understanding to Catholic children, (3) guide wholeheartedly and apply multicultural learning pattern, (4) affirm student attendance, (5) submit proposal.</em><strong><em></em></strong></p>
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Muhaemin, Muhaemin, and Muhadir Azis. "VALUES LUWU LOCAL WISDOM IN EDUCATION ANTI-CORRUPTION THROUGHOUT STATE MADRASAH ALIYAH PALOPO." Al-Qalam 25, no. 2 (December 5, 2019): 225. http://dx.doi.org/10.31969/alq.v25i2.721.
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<p>This research aims to examine the form of Luwu's local value-relevance in anti-corruption education, madrasa efforts in instilling Luwu's local wisdom values in anti-corruption education, teacher's strategy in instilling Luwu's local wisdom values in Anti-corruption education in State Madrasah Aliyah Palopo using descriptive qualitative methods. Data sources used primary data from principals, vice principals and teachers of moral akidah, Al-Qur'an hadith, and PKn as well as students through interviews, while secondary data from school documents. The instrument is the researcher himself who collects and selects informants as sources of data, analyzes data, and manages data. Supporting instruments for observation sheets, interview sheets, cameras, recorders, and stationery. The results of the study show that, the relevance of local wisdom in anti-corruption education in the assessment of educational values with the creation of a religious atmosphere in the madrasa environment.</p>
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Sari, Diana. "Tasawuf Aa Gym: Studi Pesan Dakwah KH. Abdullah Gymnastiar." Panangkaran: Jurnal Penelitian Agama dan Masyarakat 3, no. 2 (August 13, 2020): 227. http://dx.doi.org/10.14421/panangkaran.2019.0302-06.
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The rise of Sufism shows a new existence in Indonesia. Sufism is not only understood as Sufi teachings and traditional institutions (tarekat). A new passion in Sufism in Indonesia has been seen in cities and among the middle classes. Howell’s research shows the rise of Sufism promoted in two ways (1) ‘Ulamas who come from traditional Islamic education and taught their followers in formal education classes and (2) Television preachers who create their programs and regulate and dramatize it in for the television viewers. New nuances by grounding Sufistic values are also carried out by the KH. Abdullah Gymnastiar who connects his spiritual experience with the world of Sufism, including preaching messages that refer to the teachings of Sufism. This research is a qualitative-field research. The primary source in this study is the da’wah message of KH. Abdullah Gymnastiar. Secondary sources refer to religious studies written in Abdullah Gymnastiar’s social media, book literature, journals/articles, or previous studies. This study uses descriptive analysis to read the da’wah message KH. Abdullah Gymnastiar in his lectures and studies. If placed in the development of the history of Sufism, seen from the character of its religious assembly, Aa Gym is included in the category of contemporary Sufism. However, when viewed from the contents of the principal teachings of moral values, related to the material of da’wah, the message expresed by Aa Gym is the teachings of moral science (ilmu Akhlaq). Broadly speaking, the message of da’wah is not classified as Sufism but religious spirituality which is moral because it contains moral teachings as a reform of morality that synergizes the values of physical and spiritual potential.[The rise of Sufism shows a new existence in Indonesia. Sufism is not only understood as Sufi teachings and traditional institutions (tarekat). A new passion in Sufism in Indonesia has been seen in cities and among the middle classes. Howell’s research shows the rise of Sufism promoted in two ways (1) ‘Ulamas who come from traditional Islamic education and taught their followers in formal education classes and (2) Television preachers who create their programs and regulate and dramatize it in for the television viewers. New nuances by grounding Sufistic values are also carried out by the KH. Abdullah Gymnastiar who connects his spiritual experience with the world of Sufism, including preaching messages that refer to the teachings of Sufism. This research is a qualitative-field research. The primary source in this study is the da’wah message of KH. Abdullah Gymnastiar. Secondary sources refer to religious studies written in Abdullah Gymnastiar’s social media, book literature, journals/articles, or previous studies. This study uses descriptive analysis to read the da’wah message KH. Abdullah Gymnastiar in his lectures and studies. If placed in the development of the history of Sufism, seen from the character of its religious assembly, Aa Gym is included in the category of contemporary Sufism. However, when viewed from the contents of the principal teachings of moral values, related to the material of da’wah, the message expresed by Aa Gym is the teachings of moral science (ilmu Akhlaq). Broadly speaking, the message of da’wah is not classified as Sufism but religious spirituality which is moral because it contains moral teachings as a reform of morality that synergizes the values of physical and spiritual potential.]
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Scholefield, Lynne. "The Spiritual, Moral, Social and Cultural Values of Students in a Jewish and a Catholic Secondary School." International Journal of Children's Spirituality 6, no. 1 (June 2001): 41–53. http://dx.doi.org/10.1080/13644360124019.
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Rivera, Joseph. "Religious Reasons and Public Reason: Recalibrating Ireland’s Benevolent Secularism." Review of European Studies 12, no. 1 (February 28, 2020): 75. http://dx.doi.org/10.5539/res.v12n1p75.
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Liberal regimes in the West are not homogeneous in their application of secular principles. What kind of “secular” state a particular government promotes depends in large part on the strength and influence of the majority religion in that region. This article acknowledges the heuristic value of a recent threefold taxonomy of secularism: passive, assertive, and benevolent forms of secularism. I take issue with and challenge certain institutional privileges granted to the majority religion in one benevolently secular regime, the Republic of Ireland. I consider how benevolent secularism, while remaining benevolent toward religion, can align its application of secularism in the arena of publicly-funded education (primary and secondary education). A politically liberal regime, defined by the idea of public reason, invokes the principle of publicity, namely, that discourse and public policy be intelligible (and acceptable to a large degree) not only to an individual’s religious or moral community but also to the broader collection of members who constitute a liberal state. Drawing on John Rawls’ conception of public reason, and using Ireland as a case study, I show how this particular state-religion interrelation can be recalibrated in order to increase the prospects of reconciliation with a secular space of public reason.
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Maitles, Henry, and Isabel Gilchrist. "Never too young to learn democracy!: a case study of a democratic approach to learning in a Religious and Moral Education (RME) secondary class in the West of Scotland." Educational Review 58, no. 1 (February 2006): 67–85. http://dx.doi.org/10.1080/00131910500352721.
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WHAWO, DANIEL D. "A STUDY OF THE OPINIONS OF SECONDARY SCHOOL TEACHERS AND STUDENTS IN DELTA STATE ON CORRUPTION IN NIGERIA." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 3 (December 25, 2015): 286–91. http://dx.doi.org/10.24297/jah.v3i2.5142.
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This is a survey research to obtain the opinions of staff and students of secondary schools in Delta State of Nigeria on the corruption in the country. It is a replica study of an earlier one carried out among primary school teachers. Secondary school teachers are part of the societal agents charged with the character development of citizens.
Analysis of available data indicated that both staff and students agree that there is corruption in Nigeria and that Nigerians are corrupt. They both disagree on the assertions that: all Nigerians are corrupt; only men are corrupt ; and, men are more corrupt than women in Nigeria.
The most noticeable causes of corruption identified by respondents are poor income, unemployment,, corrupt leadership, greed, selfishness, prevalence of bribery and desire to openly spend money in public gatherings.
A strong emphasis on moral and religious education for character building and civic/citizenship education is advocated as a long-term antidote to the evils of corruption in Nigeria.
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KassimMwatamu, Fatuma. "THE ROLE OF ISLAMIC INTEGRATED EDUCATION PROGRAMME IN MORAL AND RELIGIOUS DEVELOPMENT OF LEARNERS IN SELECTED ISLAMIC SECONDARY SCHOOLS IN NAIROBI COUNTY." International Journal of Advanced Research 7, no. 9 (September 30, 2019): 844–98. http://dx.doi.org/10.21474/ijar01/9734.
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Marty, Martin E. "Hell Disappeared. No One Noticed. A Civic Argument." Harvard Theological Review 78, no. 3-4 (October 1985): 381–98. http://dx.doi.org/10.1017/s0017816000012451.
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An abstract of this essay would reveal two interests, one civil and one religious. The first has to do with a public debate over values in American elementary and secondary education and what this debate symbolizes about national life in general. Specifically, I want to suggest that the stated intentions of citizens who demand religious instruction in the public schools could only be fulfilled, logically, if this instruction included doctrines of eternal punishment—in short, the possibility of hell. This is especially true if they wish to restore moral instruction “as it used to be.” My second argument urges that such a teaching would impose on schools a doctrine that has disappeared or been drastically diminished in the preachments of most American religious groups. It is a doctrine that is hence not culturally available.
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Sholikhin, Agus. "TAREKAT SEBAGAI SISTEM PENDIDIKAN TASAWUF." Conciencia 18, no. 2 (December 30, 2018): 1–13. http://dx.doi.org/10.19109/conciencia.v18i2.2760.
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The research of this dissertation was entitled Tarekat As a System of Sufism Education (The Moral Study of the Education System of the Qodiriyah Wa Naqsabandiyah Congregation in Ogan Komering Ilir District). This is motivated by the growth and development of a desire for spiritualism or Sufism in society in the form of tarekat teachings. The teachings of Sufism which were once exclusive and individual can only be learned by special people. In its development the tarekat underwent a shift so that it was inclusive and communal / group that could be learned by all Muslims. The growth of Sufism Majlis became the embryo of the formation of non-formal institutions of Sufism namely tarekat. Qadiriyah wa Naqsabandiyah (TQN) is one of the Sufism educational institutions which consists of educational components that work systemically. So the formulation of the problem is how morality in the spiritual education system of the Qadiriyah wa Naqsabandiyah Order includes aspects; Educational Objectives, Educators, Students, Educational Processes, Curriculum and evaluation. This research is a type of field research (Field Research), while the research approach that I use is the Phenomenological approach. This research includes descriptive qualitative research. In collecting data, the authors used primary and secondary data sources, namely murshid tarekat, students, provincial and district JATMAN administrators, and tarekat guidebooks. Data collection techniques are interview techniques, observation, and documentation. After the data is obtained, then it is analyzed using the descriptive-qualitative method with the technical data collection, data selection process (data reduction), data assessment, and conclusion drawing. This study found that in the Qadiriah Wa Naqsyabandiyah Ogan Komering Ilir Congregation, there are educational components that work systemically, including: Educational Objectives that have a moral characteristically Effective Ritualist, become an Al'Abid al Kamil, a moral educator (Teacher Centered) being the main controller in education, students who have the morality of Resignation Religion, namely surrender fully/have a strong belief in spiritual guidance given by murshid (Rabithah and Wasilah). The Education Process that has an Akhlakistik Religious Internalisation, namely internalizing religious values through Dhikrullah (Dzikir Darajah and Khasanah), and with the method of Mujahadah, Muraqabah, and Musyahadah. The curriculum which has the morality of the subject of Eksperiance Oriented is oriented towards the spiritual experiences of students through the Amaliah and the teachings of the TQN (Aurad Dhikr, Tawajjuhan, Khataman, Shalawat, Istighasah and Manaqiban). Evaluation that has an akhlaqic Collegial Personal in the sense of institutional evaluation and individual (personal) evaluation in terms of the spiritual/inner condition of the student through isyarah murshid. With the findings above, the most important contribution in this research is Practically, this dissertation shows that the existence of the TQN tarekat institution in Kab. Ogan Komering Ilir is one of the Islamic Religious education institutions that focuses on the spiritual formation of the community so that it is able to create positive community morals in the face of the swift currents of globalization/modern civilization values in the present.
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Kahar, Abdul. "PENDIDIKAN IBADAH MUHAMMAD HASBI ASH- SHIDDIEQY." Tawazun: Jurnal Pendidikan Islam 12, no. 1 (June 29, 2019): 20. http://dx.doi.org/10.32832/tawazun.v12i1.1902.
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<p class="15cKeywordsBInggris">This research is focused on Muhammad Hasbi Ash Shiddieqy’s Thinking of Religious Education. Specifically in religious education resources, purpose, curriculum, method, evaluation, its relevance to Islamic education, these cases is an effort to find how is religious education concept in Islamic education contexts. To get the data, the writer used library research that founded sources of data from various readings either primer or secondary data. After researching data then it analyzed by using data analysis method (content analysis or istimbathiyah) to describe the real communication content objectively, systematically and quantitatively in getting resources of primer and secondary sources. The result of this research will find very ideal concept formulation, which has relation with religious education according to Muhammad Hasbi Ash Shiddieqy. The characteristic of this thinking will be appear well from various aspects such as; cognitive, affective, and piskomotoric. He said that religious education is an effort in giving awareness to human beings so that to obey in Allah. While the aim of religious education is to be ‘abid (Allah people) that obey him. In religious curriculum, he devided two kinds of religious, they are; mahdah and ghairu mahdah also there are two methods namely targhib and tarhib and the religious education is the last valuation of a human being, he changed or not his moral is very determined in doing worship, that is all depend on belonging knowledge and it will get in Islamic education.</p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p>Fokus penelitian ini adalah pemikiran pendidikan Muhammad Hasbi Ash Shiddieqy mengenai landasan pendidikan ibadah, tujuan, kurikulum, metode, evaluasi dan relevansinya terhadap pendidikan Islam. Hal ini sebagai usaha untuk melihat bagaimana konsep pendidikan ibadah dalam konteks pendidikan Islam. Pendekatan yang digunakan dalam mencari data pada penelitian ini adalah studi riset kepustakaan (<em>library research)</em> dengan tahapan pokok yang menelusuri sumber-sumber data dari berbagai bacaan baik yang bersifat primer maupun yang bersifat skunder. Setelah penelusuran data dilakukan, maka akan dianalisis dengan menggunakan metode analisis data (content analysis atau istimbathiyah), berupa pelukisan isi komunikasi yang nyata secara objektif, sistematik dan kualitatif terhadap bahan yang didapati dari sumber data primer dan skunder. Hasil penelitian ini akan menemukan formulasi konsep yang sangat ideal terkait dengan pendidikan ibadah menurut seorang ulama fiqh seperti Muhammad Hasbi Ash Shiddieqy. Karakteristik pemikiran ini akan terlihat baik dari segi kognitif, afektif, maupun psikomotorik. Muhammad Hasbi Ash Siddieqy mengatakan, pendidikan ibadah merupakan usah memberi kesadaran kepada manusia untuk taat kepada Allah. Sedangkan tujuan pendidikan ibadah adalah untuk menjadi ‘abid (hamba Allah) yang taat. Dalam kurikulum ibadah Hasbi membagi dua macam yaitu ibadah mahdah dan ghairu mahdah, metode juga Hasbi membentuk dua metode yaitu metode targhib dan tarhib adapun evaluasi ibadah merupakan penilaian akhir seorang hamba berubah atau tidaknya itu sangat ditentukan oleh ibadah yang dilakukan. Tentu semua itu juga tergantung ilmu yang dimiliki, dan ilmu akan didapatkan dalam pendidikan Islam.</p>
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Abdul Hatim, Ahmad Sahlan, Mohd Nizam Sahad, and Rosmawati Mohamad Rasit. "Persepsi Pelajar Terhadap Pembentukan Akhlak Melalui Penerapan Nilai Murni Dalam Aktiviti Dakwah Kesenian Di SMKA Negeri Kedah (Student’s Perception Towards Formation of Morals (Akhlaq) by Inculcating Noble Values in the Art Da’wah Activity in SMKA of Kedah)." UMRAN - International Journal of Islamic and Civilizational Studies 7, no. 2 (June 28, 2020): 1–16. http://dx.doi.org/10.11113/umran2020.7n2.398.
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The education system of the country places great emphasis on morals to create balanced people who master the knowledge and appreciate the values. However, the involvement of students in the symptoms of moral collapse caused by a lack of knowledge and appreciation of religion is a serious issue. As such, the medium of art is seen as being able to attract students to engage in preaching activities in strengthening religious appreciation. In addition to identifying the level of implementation of the art propaganda activities, this study also identified the values applied in the implementation of art propaganda activities in schools as well as the students' appreciation of those values. The results of the survey by distributing the questionnaire to 300 students from the National Religious Secondary School (SMKA) throughout the state of Kedah showed that the level of implementation of the preaching activity through the arts in the schools was high (mean = 3.30). The results of the study also found that the majority of respondents agreed that all 11 values listed were applied in the art education activities at the school. Overall, students' appreciation of values was high (mean = 3.24). The findings show that 10 dimension values are high level (min = 3.00) and one dimension values are moderate level (min = 2.95). Therefore, the application of values should be emphasized towards producing excellent and balanced students in academic and personal aspects.
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Oktarina, Nela. "Nilai Pendidikan Pantun "Besaot" dalam Laman Facebook." Alinea: Jurnal Bahasa, Sastra, dan Pengajaran 9, no. 2 (October 31, 2020): 118. http://dx.doi.org/10.35194/alinea.v9i2.834.
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Artikel ini akan membahas nilai pendidikan pantun besaot di cyberspace. Penelitian dilakukan menggunakan metode deskriptif kualitatif, dengan datasekunder berupa pantun yang bersumber dari laman facebook. Teknik pengumpulan data yang digunakan dalam penelitian menggunakan teknik analisis dokumen. Teknik analisis data dalam penelitian menggunakan concent analyis (analisis isi) dengan mengungkap, memahami, dan menangkap pesan karya sastra. Berdasarkan hasil kajian terhadap 6 pantun besaot yang di dapat di laman facebook dalam grup “Bangka Yoh” yang diunggah oleh akun yang bernama Budi Js, diketahui bahwa pantun besaot memiliki nilai pendidikan sebagai berikut: (1) nilai pendidikan religi, (2) nilai pendidikan moral, (3) nilai pendidikan sosial dan (4) nilai pendidikan budaya.Katakunci: pantun, nilai pendidikan, facebookAbstract:This article will discuss the value of pantun besaot education in cyberspace. The research was conducted using a qualitative descriptive method, with secondary data in the form of rhymes that were sourced from the Facebook page. The data collection technique used in the study was document analysis techniques. Data analysis techniques in research use content analysis (content analysis) by revealing, understanding, and capturing messages of literary works. Based on the results of a study of 6 besaot rhymes obtained on the Facebook page in the "Bangka Yoh" group uploaded by an account named Budi Js, it is known that the besaot pantun has the following educational values: (1) the value of religious education, (2) the value of education moral, (3) the value of social education and (4) the value of cultural education.Keywords: pantun , educational values, facebook
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Purwaningsih, Dwy. "PEMIKIRAN FAZLUR RAHMAN TENTANG PENDIDIKAN DAN RELEVANSINYA DALAM DUNIA MODERN." Jurnal PAI Raden Fatah 1, no. 4 (October 31, 2019): 408–24. http://dx.doi.org/10.19109/pairf.v1i4.3524.
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Pragmatic education thought-instrumental is a philosophic point of view that blends with the religious viewpoint of abstract speculation in outlining the education. One of renewing Islamic education is Fazlur Rahman. According to him, the goal of Islamic education are as renewal which is the initial step in the Islamization for all aspects of human life.
The study of library (library research) i.e. research sourced from material libraries using a qualitative approach. In this case, the author does exploration of a number of primary data as well as secondary data. The author does an analysis of the concept of Islamic education prespective Fazlur Rahman and relevance against the modern world.
The concept of educational thought Fazlur Rahman i.e. the Qur'an as a guide in resolving every problem and the answer and make the human person that are creative, have moral values in accordance with the Qur'an. Whereas, education as an alternative to the secular science by receiving updates and tried to enter it with Islamic concepts as for Islamic education renewal effort started from the educational objectives, educational system, learners, educators and the means of education. The relevance of educational thought on modern world Fazlur Rahman now is integration between religion and discrimination through public education, omission of religion and public education, this has been done wrong by the College namely IAIN with try to follow the thinking of education Fazlur Rahman dare change the State Islamic University (UIN).
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 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 comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
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Ul Haq, Nisar, Muhammad Zaigham Qadeer, and Javed Iqbal. "Effect of Institutional Climate on Students Ethical Grooming: A Secondary School Level Study." Global Regional Review V, no. I (March 30, 2020): 417–24. http://dx.doi.org/10.31703/grr.2020(v-i).45.
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Schools are the best places which support students’ moral development. The purpose of this research study was to determine the effect of institutional climate on students ethical grooming. The sample comprised of sixty (60) heads, three hundred (300) SSTs and three hundred (300) students of Punjab School Education Department selected on a random basis. The questionnaires and interview schedule was used as tools of research. The research tools were piloted and validated before actual data survey. It was concluded that the institutional climate has a positive effect on ethical grooming of students. A large number of ethical traits like discipline, teamwork, time management, religious diversity, manners and etiquettes, cultural diversity, confidence, speaking skills, intellectual skills, attitude and leadership qualities flourished in the institutions. It is recommended that a society for developing students’ ethical grooming may be established at the school, district, division, provincial and state levels.
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Azminah, Suhartini Nurul. "Movie Media with Islamic Character Values to shaping “Ahlaqul Karimah" in Early Childhood." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 185–200. http://dx.doi.org/10.21009/141.13.
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ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development.
Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media
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Zuhri, Mahdi. "PENANAMAN NILAI-NILAI AKHLAK SISWA." THORIQOTUNA: Jurnal Pendidikan Islam 2, no. 2 (December 20, 2019): 53–61. http://dx.doi.org/10.47971/tjpi.v2i2.173.
Full textAbstract:
This research aims to find out what moral values are implantedin SMP Ma'arif NU 1 Purwokerto. This type of research in this thesis isfield research or field research where the approach uses qualitativemethods that are descriptive analytic. In the process of collecting data,the authors use the method of observation, documentation andinterviews. The results showed that the values planted at Ma'rif NU 1Junior High School Purwokerto included (a) Respecting parents, (b)Respecting teachers, (c) Honest, (d) Fair (e) Respecting fellow friends(f) Tolerance (g) Diligent (h) Diligent (i) Responsibility. The purpose ofcarrying out learning oriented there are elements / moral values is toform a deep character, especially class ix which ends his education atthe junior secondary level. While the practical implementation in theform of conditions that occur in SMP Ma'arif NU 1 Purwokerto includethe disciplinary attitude carried out by Islamic Religious Educationteachers to their students by leaving early, reading Asmaul Husnapraying together, directed towards good behavior in each subject
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Al-Smadi, Khitam, Najihah Abd Wahid, Anas Mohd Yunus, and Heyam Okleh Almomani. "EVALUATION OF FEMALE STUDENTS' ATTITUDES TOWARD THE VALUE OF CITIZENSHIP FOR THE EIGHTH-GRADE BOOK OF NATIONAL AND CIVIC EDUCATION IN THE GOVERNORATE OF AJLOUN." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 147–59. http://dx.doi.org/10.35631/ijepc.5340012.
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The paper is an attempt to evaluate female students’ attitudes towards the value of citizenship in the book of national and civic education in Jordan. It is mainly built on the key issues surrounding the book of national and civic education. The study aims to identify female students’ attitudes towards citizenship values for the eighth-grade book of national and civic education. The study population consists of (120) eighth-grade students at Anjara Elementary Girls School. They were selected by a simple random method. In order to achieve the objectives of the study, a study tool consisting of (37) items was developed, divided into two areas, values towards women and society, religious, moral and social values, and then applying pre- and post-test for control and experimental sample. The results of the study showed that there was a statistically significant difference between the average performance of female students in the experimental and control groups on the scale of students' attitudes towards the post values of citizenship traced to the teaching of national and civic education book in favor of the experimental group. The study recommended that the values of citizenship in the national and civic education book for secondary schools needs to be developed in the Hashemite Kingdom of Jordan to measure the impact of female student attitudes toward it.
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MAMAT, MOHD NOR, and Fattawi Mokhtar. "Effective instructional design for value dominant education in Malaysian public universities." Social and Management Research Journal 5, no. 2 (December 1, 2008): 61. http://dx.doi.org/10.24191/smrj.v5i2.5160.
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Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.
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Oktarina, Ani, and Muhammad Alfatih Suryadilaga. "PENDIDIKAN SEKS USIA DINI DALAM KAJIAN HADIS." Riwayah : Jurnal Studi Hadis 6, no. 2 (November 5, 2020): 361. http://dx.doi.org/10.21043/riwayah.v6i2.7615.
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<p><span>Pendidikan seks harus diajarkan sejak usia dini sebagaimana yang telah diajarkan Nabi melalui hadisnya agar dapat mengembangkan nilai-nilai moral, sosial, dan agama pada aspek perkembangan anak-anak yang menjadi tanggung jawab pendidikan. Artikel ini bertujuan menjelaskan pendidikan seks pada anak usia dini dalam kajian hadis. Metode yang digunakan dalam kajian ini adalah metode deskriptif yang diperoleh dari sumber-sumber primer dan sekunder yang bersifat kepustakaan. Hasil dari penelitian ini adalah bahwa orang tua dan guru perlu memberikan upaya pencegahan yang diperlukan untuk mendidik dan meningkatkan kesadaran tentang pendidikan seksual anak dalam memahami apa yang diizinkan dan apa yang tidak dalam bingkai hadis Nabi yang membentuk ajaran Islam. Para guru dan orang tua juga perlu memberikan Informasi, pengenalan, pemahaman, dan antisipasi dengan tepat untuk mencegah terjadinya penyalahgunaan sehingga dapat sesuai dengan ajaran Islam yang tercerminkan dari hadis Nabi.</span></p><p><span><br /></span></p><p><span>[<strong>Early Sex Education in Hadith Discourse</strong>. Sex education must be taught from an early age as taught by the Prophet through his hadith in order to develop moral, social, and religious values in the aspects of children’s development which are the responsibility of education. This article aims to explain sex education in early childhood in hadith study. The method used in this study is a descriptive method obtained from primary and secondary library sources. The result of this study is that parents and teachers need to provide the necessary precautionary measures to educate and raise awareness about child sexual education in understanding what is permissible and what is not within the framework of the Prophet's hadiths that shape Islamic teachings. Teachers and parents also need to provide information, introduction, understanding, and anticipation appropriately to prevent abuse so that it can be in accordance with Islamic teachings as reflected in the hadith of the Prophet.]</span></p>
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Zakaria, Mohd Zaini, Muhamad Amar Mahmad, and Mohd Nizho Abdul Rahman. "Penerapan Kemahiran Insaniah (Soft Skills) dalam PdPc Kursus Tarannum Kelas Kemahiran al-Quran di Sekolah Menengah Berdasarkan Konsep Penilaian CIPP." Maʿālim al-Qurʾān wa al-Sunnah 14, no. 1 (June 1, 2018): 76–84. http://dx.doi.org/10.33102/jmqs.v14i1.118.
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Teaching and Facilitation (PdPc) is a comprehensive approach of communication and receiving knowledge involving closely related teachers and students. In Malaysia, the Ministry of Education introduced the Kelas Kemahiran al-Quran (Quranic Art Class) in secondary schools with aim to produce knowledgeable students who understand and practice Quranic culture in daily life activities. However, if the elements of kemahiran insaniah (soft skills) are ignored in its approach, achieving this goal i.e. producing knowledgeable student can be difficult. One of the national goals is producing a balanced and holistic Muslim student who can accomplish his responsibilities as a human resource or human capital. The students are not only well-versed in the Quranic studies, but also possesses the characteristics of an ideal Muslim. Hence this paper aims to examine the application of the elements of soft skills in the Quranic Art Class (KKQ) course which has been introduced by the ministry to the National Religious Secondary School (SMKA) and Aliran Agama (Religious Stream) curriculum based on the CIPP assessment concept. In collecting data, this qualitative study employs document analysis, semi-structured but in-depth interviews, target group interviews as well as observational method. The preliminary findings show that only two elements of soft skills, professional ethics and moral values, are applied in the PdPc of Quranic Art Class in the secondary school.
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Arkhipova, N. E. "Union of Nizhny Novgorod Teachers of Religion: Creation and Activity (1902-1918)." Nauchnyy Dialog, no. 2 (February 28, 2020): 288–307. http://dx.doi.org/10.24224/2227-1295-2020-2-288-307.
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The activity of the first in Russia teachers of religion union of secondary educational institutions of Nizhny Novgorod (since 1915 - all Nizhny Novgorod teachers of religion) is considered. The relevance of the study is due to the revival of religious education in the modern school. The novelty of the study is that for the first time a generalized analysis of the work of the union, designed to rally the teachers of the “Law of God”, is presented, to facilitate the exchange of experience in order to increase the educational value of the course in the context of expanding secularization of public consciousness. It is concluded that the union carried out important work on the analysis of spiritual literature, textbooks, curricula, and sample lessons. It is shown that the lack of power and authority of the union deprived it of the opportunity to influence the choice of new teachers of religion and deputies for exams on the course “God’s Law”, limited its importance in solving the problems of religious and moral education of students. The author has come to the conclusion that the union, becoming an example for other cities, played a role in understanding the teaching theory and practice for harmonizing and optimizing the work of teachers of religion. It was established that in 1917-1918 the union took measures to preserve the institution of teaching of religion at school.
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Lbs, Mukhlis. "KONSEP PENDIDIKAN MENURUT PEMIKIRAN KH. HASYIM ASY’ARI." Jurnal As-Salam 4, no. 1 (June 9, 2020): 79–94. http://dx.doi.org/10.37249/as-salam.v4i1.170.
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Abstract: The aim of this research is to look at the thoughts of the founder of NU KH. Hasyim Ash'ari on the concept of education so that it can be obtained comprehensively. This research model is carried out using a library-research approach, in collecting data carried out by collecting references on the topic being studied, tracing the work of the character being studied, and looking for the work of other parties with regard to the thought of Hadratus Shaykh Hasyim Asy'ari ideologically, social, cultural and religious. The research data consisted of primary sources and secondary data. After the research data has been collected, it is processed by reading and classifying its contents, then data interpretation is carried out through the content of ideas or concept analysis. The findings in this research are that KH. Hasyim Ash'ari on the concept of education: First, it is seen from the aspect of the relationship between science and religion that cannot be separated. Secondly, education must contain moral values through aesthetic values with sufistic breath. Third, applying the principles of ahl as-Sunnah wa al-Jamaah (tawazun, tawassuth, ta‘adul and tasamuh) in the implementation of education.
Keywords: KH. Hasyim Ash'ari, Thought, Education
Abstrak: Penelitian ini tujuannya melihat pemikiran pendiri NU KH. Hasyim Asy’ari terhadap konsep pendidikan sehingga dapat diperoleh dengan komprehensif. Model penelitian ini dilakukan dengan pendekatan kepustakaan (library-research), dalam pengumpulan data dilakukan dengan mengumpulkan rujukan mengenai topik yang sedang kaji, menelusuri karya tokoh yang sedang diteliti, dan mencari karya pihak lain yang berkenaan dengan pemikiran Hadratus Syaikh Hasyim Asy’ari secara ideologis, sosial, kultural dan keagamaan. Data penelitian terdiri dari sumber primer dan data sekunder. Setelah dikumpulkan data penelitian diolah dengan dibaca dan diklasifikasikan isinya, selanjutnya dilakukan interpretasi data melalui isi gagasan atau analisa konsep (conten analysis).Temuan dalam penelitia ini bahwa pemikiran KH. Hasyim Asy’ari terhadap konsep pendidikan: Pertama, dilihat dari aspek hubungan ilmu dan agama yang tidak bisa dipisahkan. Kedua, pendidikan harus memuat nilai-nilai moral melalui nilai-nilai estetis yang bernafaskan sufistik. Ketiga, menerapkan prinsip-prinsip ahl as-Sunnah wa al-Jamaah (tawazun, tawassuth, ta‘adul dan tasamuh) dalam pelaksanaan pendidikan.
Kata kunci: KH. Hasyim Asy’ari, Pemikiran, Pendidikan
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Mahmudah, Ema, Sofyan Sauri, and Ending Bahruddin. "Pemikiran Zakiah Daradjat Tentang Pendidikan Anak dalam Keluarga." Ta'dibuna: Jurnal Pendidikan Islam 2, no. 1 (August 31, 2013): 65. http://dx.doi.org/10.32832/tadibuna.v2i1.549.
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<p>A family constitutes the first and the main educational institution to form a child having an Islamic personality, being obedient to worship God and having a broad knowledge which is useful for this life. Rampaging various moral degradations and <em>akhlak</em> of children and teenagers are indeed started from the misled education in the family. A family education is started from pregnancy to the end of life. Thus, it is needed a deep study toward the concept of children education in the family. The thought of Zakiah Daradjat as the figure of educator and <em>muslim</em> intellectual related to the concept of children education in the family which is become the object of this research, especially in her book entitled <em>Pendidikan Islam dalam Keluarga dan Sekolah</em>. The goals of this research are to (1) Know the Concept of Human Being in Education<em> </em>according to Zakiah Daradjat, (2) Know The Goal of Islamic Education in a Family according to Zakiah Daradjat, (3) Know the Concept of Islamic Education in a Family according to Zakiah Daradjat, (4) Know the Concept of Family as the Media of Education according to Zakiah Daradjat, (5) Know the Effort to Form Children Personality in a Family according to Zakiah Daradjat. This research constitutes a kind of library research, meaning a research using descriptive data and explored from various relevant literatures. As for the primary data are explored from the work of Zakiah Daradjat entitled <em>Pendidikan Anak dalam Keluarga dan Sekolah</em>, and the secondary ones are explored from other Zakiah Daradjat�s books as well as some relevant literatures and supporting the problems discussed in this research. The result of this dissertation denotes that Zakiah Daradjat constitutes a figure having comprehensive point of view and thought related to children education in a family. Children education in a family which is operationally performed by a mother should touch seven dimensions completely and systematically. Zakiah Daradjat offers a concept of religious education in a family by using a psychological approach namely from children moral and conduct. The goal of children education in a family according to Zakiah Daradjat�s thought is to form a child having Islamic personality by the indications having strong <em>iman</em> (faith) and <em>tauhid</em> (unity of God), being obedient to worship God, having a noble character, having a broad knowledge which is useful and having life skill as a foothold to have a role in society. All of these should be applied through education in a family by using love and affection approach, parents� teaching and exemplary at home as well as a positive environment around the house.</p>
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Hadisaputra, Prosmala. "Karakteristik Guru dalam Tradisi Pendidikan Nahdlatul Wathan, Lombok." At-Tafkir 13, no. 1 (May 9, 2020): 1–17. http://dx.doi.org/10.32505/at.v13i1.1441.
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This article discusses the characteristics of teacher who teaches Islamic sciences in the perspective of the Nahdlatul Wathan educational tradition, comprehensively. On the other hand, this article is one form of response to the moral degradation of teachers that have recently been rife, especially in Indonesia. This article is the result of qualitative research with a literature approach. Primary data are the books of Tuan Guru Kiai Haji Muhammad Zainuddin Abdul Madjid (Sheikh), which include Wasiat Renungan Masa (Book), Batu Ngompal (Book), the struggle song of Nahdlatul Wathan, and the recording of Sheikh's speech during his lifetime. Secondary data consists of scientific journals and relevant research results, as well as Islamic education books, Sufism, tafsīr and hadīth. Data was collected offline and online, then analyzed by using the NVivo 12 Plus software. This study shows that nine characteristics must be possessed by religious teachers who teach in the Nahdlatul Wathan madrasas/pesantrean (Islamic boarding school), namely: murshīd, sincere, obedient, mandate, behave as the teacher's morals, have a clear pedigree (silsilah/sanad), wise and polite in speaking, competent, and straight (istiqamah). This study concludes that the characteristics of the teacher mentioned in the will of the Sheikh are based on the results of contemplation (tafakkur), empirical experience (tajrībah), and extensive knowledge.
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Istiani, Nurul, and Athoillah Islamy. "Efektifitas Efektifitas Pendidikan Karakter melalui Metode Storytelling bagi Siswa Tingkat Menengah Atas." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 6, no. 2 (December 23, 2020): 38–54. http://dx.doi.org/10.32923/edugama.v6i2.1419.
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The large number of delinquency phenomena of school students is one of the crucial problems that are the big responsibility of educational institutions. In this context, the embodiment of character values in all forms of the learning process in schools is a necessary and important thing to always be emphasized. This study aims to see the effectiveness of the implementation of character education through the storytelling method for students at the senior secondary education level, such as vocational high schools (SMK). Given that so far the storytelling method is more dominant in middle and lower education students. This research is a qualitative research in the form of observation and interviews. The subjects in this study were students of SMK Negeri 3 Pekalongan. Meanwhile, the theory used as an analysis knife is the theory of Thomas Lickona and Tony R. Sanchez. This study concludes that character education through the storytelling method can attract students' attention and imagination in listening to and living the moral messages about ethical values contained in storrytelling, especially if the story material is a factual story that comes from religious teachings or the life story of a scientist in field of student vocational concentration taken at the SMK.
Banyaknya fenomena kenakalan siswa sekolah merupakan salah satu masalah krusial yang menjadi tanggung jawab besar lembaga pendidikan. Dalam konteks ini, perwujudan nilai karakter dalam segala bentuk proses pembelajaran di sekolah menjadi hal yang perlu dan penting untuk selalu ditekankan. Penelitian ini bertujuan untuk melihat keefektifan implementasi pendidikan karakter melalui metode bercerita pada siswa jenjang pendidikan menengah atas seperti Sekolah Menengah Kejuruan (SMK). Mengingat selama ini metode bercerita lebih dominan pada siswa pendidikan menengah ke bawah. Penelitian ini merupakan penelitian kualitatif berupa observasi dan wawancara. Subjek dalam penelitian ini adalah siswa SMK Negeri 3 Pekalongan. Sedangkan teori yang digunakan sebagai pisau analisis adalah teori Thomas Lickona dan Tony R. Sanchez. Penelitian ini menyimpulkan bahwa pendidikan karakter melalui metode mendongeng dapat menarik perhatian dan imajinasi siswa dalam menyimak dan menghayati pesan moral tentang nilai-nilai etika yang terkandung dalam penceritaan, terutama jika materi cerita merupakan cerita faktual yang bersumber dari ajaran agama atau kisah hidup seorang ilmuwan di bidang konsentrasi siswa SMK yang diambil di SMK.
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Az Zafi, Ashif. "PENERAPAN NILAI-NILAI MODERASI AL-QUR’AN DALAM PENDIDIKAN ISLAM." Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis 21, no. 1 (January 30, 2020): 23. http://dx.doi.org/10.14421/qh.2020.2101-02.
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Religious moderation is one of the themes that has been widely discussed in the past few decades. This is an anti-thesis of various intolerance attitudes that befall many circles, whether related to politics, social, or even religion. Intolerance in religion becomes the main focus of many circles. Even the younger generation practice this attitude. This attitude of intolerance is suspected to have entered primary and secondary educational institutions, while the efforts made by many parties in anticipating this movement did not reach its main essence. Intolerance in religion is influenced more by a lack of understanding of religion correctly, though al-Qur'an mentioned many principles and moderate attitudes that can be applied in the education system in schools. To get the principles and values of moderation in the Qur’an that can be applied in the education system in schools, this study uses a thematic method introduced by Fazlur Rahman. From this method, it is produced that the values of moderation in the Qur’an accumulate in aspects of justice, openness, wisdom, and balance. These values are required to always be maintained and become a guideline to achieve the universality of Islam in action. The application of these values in education can be committed with several approaches, namely the values inculcating approach, the cognitive moral development approach, the value analysis approach, the value clarification approach, and the learning approach by doing. Through this approach, moderate attitudes are instilled that can give birth to tolerance, mutual respect, and affection between people.
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Shodiq, Muhammad. "Quranic Moral in Pancasila: Efforts to Strengthen Mental Revolution Through the First Principle of Pancasila." Buletin Al-Turas 27, no. 1 (January 30, 2021): 139–58. http://dx.doi.org/10.15408/bat.v27i1.18209.
Full textAbstract:
This research aimed to reveal that the values contained in Pancasila were relevant to the values contained in the Al-Qur’an. Al-Qur’an morals that were relevant to the Pancasila mentality were worthy of being the guide and strengthening of the mental revolution in Indonesia This study was a library research using a social and political psychological approach. The primary data were the verses of morality in the Al-Qur’an and the points of Pancasila; while the secondary data were Al-Mi>za>n by Thaba'thaba'i, and Al-Ja>mi 'li Ah{ka>m al-Qura>n by al-Qurt{ubi > and some literature relevant to this research. This study found that the concept of one and only Godhead in the first principle of Pancasila was the concept of tawhid governing another four principles. Besides mental revolution was the application of Pancasila morals that was in harmony with the Al-Qur’an so that the Indonesian people could arouse their tawhid passion in all aspects of life. Believing in God Almighty steadily gave birth to obedience, loyalty and obedience to all His commandments. Implementing all religious teachings formed a humane society that was just and civilized, united in Indonesian unity, by prioritizing the attitude of deliberation, in realizing fair social justice in various forms in the fields of economy, politics, law and education. This research concluded that the mental revolution of Pancasila should be within the mental framework of the One and Only Godhead.
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Tverdokhlib, Tetiana. "Teaching Pastoral Theology as a Pedagogically Oriented Discipline in the Educational Institutions of the Orthodox Church in Ukraine (Beginning of the 19th – End of the 60's of the 19th Century)." International Letters of Social and Humanistic Sciences 87 (May 2019): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.1.
Full textAbstract:
The article focuses on the pedagogical component in the content of Pastoral Theology in the Ukrainian educational institutions of the Orthodox Church, which were included in the system of religious education of the Russian Empire at the beginning of the nineteenth century – at the end of the 1860's. Basing on the studied works “On Positions of Parish Presbyters” by the bishop of the Smolensk Parfenii and the Archbishop of Mogilev, Georgii (Konyskyi), “Letters on Positions of Sacred Rank” by Olexandr Sturdza, “Pastoral Theology” by Archimandrite Anthonii (Amfiteatrov), as well as programs, lecture notes and lecture reviews of lecturers of theological seminaries and the Kiev Theological Academy it has been established that much attention at classes on Pastoral Theology was paid to the preparation of future priests for the religious and moral upbringing of parishioners. The main forms and methods of teaching Pastoral Theology have been presented on the basis of the analysis of archival materials, historical, pedagogical literature. Attention is drawn to the widespread dissemination in the seminaries of rote learning and text dictating, despite the prohibition of such methods by the 1814 Statute. The quality of teaching and staffing of this subject in the secondary and higher Ukrainian educational institutions of the Orthodox Church in the period under research. It has been proved that Pastoral Theology in seminaries was on an equal footing with other branches of theology: teachers understood its great importance for future presbyters and paid much attention to the subject as distinct from the Kiev Theological Academy.
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Yanti, Eka Saputri, La Ode Monto Bauto, and Megawati Asrul Tawulo. "UPAYA PEMBINAAN KEPRIBADIAN DAN KEMANDIRIAN SANTRI DALAM PELAYANAN KESEJAHTERAAN SANTRI (Studi di Pondok Pesantren Tahfidz Baitul Qur’an Kendari)." WELL-BEING: Journal of Social Welfare 1, no. 2 (December 13, 2020): 54. http://dx.doi.org/10.52423/well-being.v1i2.16521.
Full textAbstract:
This study aims to (1) To find out the efforts made by the Islamic Boarding School Tahfidz Baitul Qur'an Kendari in fostering personality and independence to students (2) To find out the welfare system of students provided by the Islamic Boarding School Tahfidz Baitul Qur'an Kendari to students (3 ) To find out the supporting and inhibiting factors in fostering personality and independence to students.This research was conducted at the Islamic Boarding School Tahfidz Baitul Qur'an Kendari located at Jalan Wua Eha, Anggoeya Village, Poasia District. Analysis of the data used is qualitative analysis while data sources use primary data and secondary data. Data collection techniques in this study used observation, interview, and documentation techniques. The results of this study indicate the efforts made by the Islamic Boarding School Tahfidz Baitul Qur'an kendari in fostering the Personality and Self-Reliance of Santri, namely by providing moral guidance, religious guidance, memorizing the Qur'an, fostering religious education, entrepreneurship management of shops, shops, making food. And Hadroh Art Skills. Santri Welfare Services System in fostering the Personality and Independence of Santri by providing Servicing Services, Educational Scholarship Services, and Health Services. The supporting and inhibiting factors in fostering the personality and independence of students are supporting factors including Community Concern, adequate Facilities and Infrastructure, and Location of the Baitf Qurzan Islamic Boarding School Baitul Qur'an in a strategic vehicle. In addition, the inhibiting factor was also felt by the Tahfidz Baitul Qur'an Islamic Boarding School in kendari, such as the Irregular Donors.