Religious education syllabus development and the need for education theory

2021 ◽  
Author(s):  
Patricia Hannam
Keyword(s):  
Religious Education ◽  
Education Theory

scholarly journals Street Children Religious Education Using an Interactional Education Approach

2021 ◽  
Vol 5 (1) ◽  
pp. 71-80
Author(s):  
Machfudzil Asror ◽  
Achmad Wahyudi
Keyword(s):  
Religious Education ◽  
Street Children ◽  
Field Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Data Matrix ◽  
Public Places ◽  
Traffic Lights ◽  
Education Theory ◽  
Social Entities

According to the Islamic viewpoint, if someone wants happiness in the world and hereafter then that person must have knowledge and to gain knowledge someone must undergo an educational process including religious education. Education that seeks to make Islamic teachings a way of life for a person. Street children are social entities with social disabilities, namely people with welfare problems whose daily activities are to earn income or beg at crossroads and traffic lights. Their religious education is often neglected. Therefore, through an interactional education approach, it is hoped that street children can learn Islam through the theory and practice directly in their activities on the streets and public places. This research is a field research which the required data is extracted from the field. This research used descriptive qualitative method. The subjects of this research are street children in Sidoarjo regency and related agencies such as the Social and Labor Office, the Education Office and the Ministry of Religion of Sidoarjo Regency. Street children who are the targets of this study are children aged 18 years and under, both boys and girls who live on the streets. The object of this research is religious education of street children in Sidoarjo regency. The data that will be explored in this research are those related to religious education in street children in Sidoarjo district which includes: First, the characteristics of street children in Sidoarjo regency. Second, the background to be street children. Third, the form of religious education carried out in the street children’s community. Fourth, institutions involved in the religious education process of street children. Fifth, religious practices carried out by street children. Sixth, obstacles in implementing religious education in street children communities. The data collected in this research were collected through the interview, observation and documentation techniques. After the data has been collected using these various techniques, the data obtained is collected and described in a data matrix. The data in this study were analyzed using interactive model analysis techniques. By religious education based on interactional education theory, street children can learn Islam by way of theory and direct practice in their activities on the streets and public places, for example: reciting the holy Qur’an and rowatib prayer, habituation of manners in speech (permission and thanking expressions) every time you interact with everyone, throw garbage in its place and so on.

scholarly journals Spiritual learning communities: historical, systematic and practical observations1

2014 ◽  
Vol 6 (2) ◽  
pp. 473
Author(s):  
Bert Roebben
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Religious Education ◽  
Learning Process ◽  
Religious Diversity ◽  
Martin Buber ◽  
Children And Young People ◽  
Spiritual Dimension ◽  
Spiritual Learning ◽  
Education Theory

Children and young people have the inalienable right to be part of a learning community. Nobody can learn on his/her own. Education is always a communal enterprise. In this paper the concept of the ‘spiritual learning community’ is developed as a contemporary answer to the socio-educational issues raised by Martin Buber and John Dewey in the 1930s. Cultural and religious diversity today stimulate education and schooling more than ever before to reconsider the narrative-communicative and spiritual dimension of every learning process. The spiritual dimension of the learning community relates to a specifichabitus, namely of de-centration from the self and dedication to the other, and to a specific focus, namely on existential questions such as content of the learning process. Insightsfrom philosophy of education and from European religious education theory and concrete experiences of teacher education at the universities of Dortmund (Germany) and Wien(Austria) form the horizon for this reflection.

scholarly journals Peran Lingkungan Sekolah Dalam Proses Pembelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di SD Negeri 1 Canggu

2018 ◽  
Vol 2 (2) ◽  
pp. 559
Author(s):  
I Made Surya Buana ◽  
Ni Komang Sutriyanti ◽  
Ni Nyoman Mariani
Keyword(s):  
Elementary School ◽  
Religious Education ◽  
Learning Process ◽  
School Environment ◽  
Descriptive Analysis ◽  
Value Theory ◽  
Educational Values ◽  
Education Theory ◽  
Observation Method

<p><em>The school environment has an important role in the learning process of Hinduism and Pekerti in school, this is because when the school environment is not comfortable such as noise, the room is too glare, and there is not enough plants to make the school shady, then students will not concentrate in the process learning. When the school environment is comfortable, students will be happy and even motivated to learn. </em><em>This study aims to determine (1) the role of the school environment in the process of learning Hinduism and Budi Pekerti at Canggu 1 State Elementary School. (2) To find out students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character traits. (3) To know the educational values contained in the school environment that play a role in the process of learning Hinduism and character.</em><em></em></p><p><em>The theories used to dissect the problem are: Education Theory, from Titib to dissect the first problem, Perception Theory, from Robbins to dissect the second problem, the Value Theory, from Louis O. Kattsoff (in rahayu) to dissect the third problem. The subjects of this study were Hindu religious education teachers and Hindu students at Canggu 1 Elementary School. Data collection method is by Observation Method, Interview, Literature, and Documentation. The data that has been collected is analyzed by qualitative descriptive analysis method with steps of reduction, data presentation, and conclusion drawing.</em></p><p><em>The results of the study show (1) The role of the school environment in the Hindu and Pekerti learning process is to provide a means of learning through the physical environment of the school, and as a mental form of students through the school's social environment as well as students' self-development through the school's academic environment. (2) Students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character are students realize that the school environment is very instrumental in the learning process because schools provide facilities and infrastructure, methods that support the learning process, the existence of trees - trees that are shady and not noisy which makes students focus on learning. (3) Educational Values contained in the School Environment that play a role in the Learning Process of Hinduism and Characteristic are the Value of Praise, Sradha Value and Cultural Value.</em></p>

REVIEW ARTICLE: NEW INTERNATIONAL PERSPECTIVES ON RELIGIOUS EDUCATION THEORY

2004 ◽  
Vol 99 (4) ◽  
pp. 436-436
Author(s):  
Bert Roebben ◽  
Carla Gober ◽  
Heejung Kwon ◽  
Stefan Heil
Keyword(s):  
Religious Education ◽  
Review Article ◽  
International Perspectives ◽  
Education Theory

scholarly journals THE ROLE OF RELIGIOUS EDUCATION AND UTILIZATION DIGITAL TECHNOLOGY FOR IMPROVING THE QUALITY IN SUSTAINABILITY MADRASA

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Siskandar Siskandar
Keyword(s):  
New Media ◽  
Religious Education ◽  
Digital Libraries ◽  
Digital Technology ◽  
Islamic Education ◽  
Digital Era ◽  
Education Theory ◽  
And Behavior

<p>This study aims to reveal the role of religious education and the use of digital technology in improving the quality of sustainability Madrasa in Indonesia. The research method used is the study of literature. Previous studies only focused on the challenges and role of Islamic education in the digitalization era. The novelty of the research lies in the collaboration of Islamic education theory and new media theory in particular the use of digital technology in improving the quality of Madrasas sustainability in Indonesia. It is essential to know how contemporary Islamic education and digital technology can be developed as crucial factors in Madrasas' sustainability to face challenges in the current digital Era. The results of the study explained that the strengths, as well as the characteristics possessed by Madrasas, are the values of Islamic religiosity that can create a foundation of good character and behavior for the next generation of the nation. To face competition, improve quality, and survive in the world of education, Madrasas must be able to make the best use of digital technology in Madrasah governance, create digital libraries, improve the performance of teachers who are technology literate, and the application of digital technology in learning practices in Madrasa Ibtidaiyah (MI ), Madrasa Tsanawiyah (MTS), and Madrasa Aliyah (MA).</p>

Vom Eigenleben der Dinge

2014 ◽  
Vol 66 (4) ◽  
pp. 349-357
Author(s):  
Stefan Altmeyer
Keyword(s):  
Religious Education ◽  
Social Process ◽  
Theory And Practice ◽  
Constructive Learning ◽  
Pragmatic Constructivism ◽  
Education Theory ◽  
Religious Learning ◽  
Constructivist Perspective ◽  
The Subject

Abstract In recent years, constructivist positions have gained considerable influence on pedagogical thinking in general and religious education theory and practice in particular. The basic argument comes down to the question how learning happens. From a constructivist perspective, learning has to be understood as an active social process of creating individually viable meaning through the experience of difference. Current practice of RE seems to be widely shaped by a kind of pragmatic constructivism. The paper first describes and critically evaluates three of its basic options, which redefine the role of the learner, the instructor and the subject matter in religious learning processes. Secondly, a search for blind spots of constructivist practice is carried out considering works of the French philosopher and sociologist Bruno Latour. The key point is not to underestimate the ‘share of things’ in every learning process however self-constructive learning may be.

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