Weekday Religious Education AT THE HIGH SCHOOL LEVEL∗

1951 ◽  
Vol 46 (6) ◽  
pp. 345-363
Author(s):  
Lois V. Mc Clure
2020 ◽  
Vol 1 (2) ◽  
pp. 127-140
Author(s):  
Ahmad Jaelani ◽  
Agus Salim Mansur ◽  
Qiqi Yulianti Zaqiyah

This article deals with Islamic Religious Education (PAI) learning technology innovation at the junior high school level. The focus of the problem studied is related to what is innovation, technology and how is PAI's learning technology innovation at junior high school level. The results showed that the form of PAI learning technology innovation at junior high school level included; educational innovation, technology, learning technology, development of learning technology, web-based learning (e-learning), as well as the internet as a source of learning with an approach to developing inquiry and discovery learning methods. The effectiveness of this learning technology innovation makes the subject matter more understood by students, because the material from teaching material is discovered and practiced by students themselves. While the response of students is very enthusiastic and positive. The weakness of this learning technology innovation is that there are obstacles in operating learning technology because not all students have a representative media in implementing technology-based learning (online).


2017 ◽  
Vol 6 (1) ◽  
pp. 23-42
Author(s):  
Polikarpos Karamouzis ◽  
Emmanuel Fokides

This study analyzes the profile of Greek university students who will be teaching courses related to religion when they become practitioners at primary school and high school level, in relation to their views on technology. For this purpose, four factors were examined: religious beliefs, use of technology, attitude towards technology, and their views regarding the use of technology for the dissemination of religious beliefs. The sample comprised of 570 students studying at Departments of Theology and Primary School Education at Greek universities. The data analysis revealed that participants, in general, are not highly religious. Both believers and non-believers seem to have a positive attitude towards technology, which they are willing to use in an educational context. Furthermore, they do not believe that religion and technology contradict each other. The implications of the findings are also discussed.


2020 ◽  
Vol 5 (3) ◽  
pp. 360-374
Author(s):  
Lilik Huriyah ◽  
Salma Nabillah ◽  
Shavira Nur Rahmawati

The ideal ratio between the number of Islamic Religious Education (PAI) teachers and the number of students does not appear to be fulfilled in Sidoarjo district. There are still many schools that lack PAI teachers, although on the other hand there are also some schools that have excess PAI teachers. The purpose of this study was to identify the needs and placement of Islamic Education teachers in schools, as well as to find out various obstacles in the process of meeting the needs and placement of Islamic Education teachers in schools. This study uses a qualitative method. Data collection through observation, interview and documentation techniques. Processing techniques through the stages of editing, coding, tabulating and interpreting data using qualitative descriptive analysis. The results of this study indicate that the high school level requires 9 PAI teachers, while the Vocational High School requires 11 PAI teachers. Various obstacles experienced in the process of placing and fulfilling Islamic Education teachers is the lack of study groups at several schools and the lack of coordination between the education office and the Ministry of Religion.


2020 ◽  
Vol 17 (2) ◽  
pp. 119-136
Author(s):  
M. Wasith Achadi ◽  
Noor Laila Fithriyana

Islamic Education and Character Education as a compulsory subject in high schools, has an important role in providing education and understanding related to Pancasila and religion, to prevent the influence of anti-Pancasila in Indonesia. The purpose of this study is to describe the integration of Pancasila values contained in the textbooks of Islamic Education and Character Education for senior high school students. This research is a library research. The results showed that some materials could be integrated with Pancasila values. (1) Class X, found in chapter I, chapter IV, VI, VII, VIII, and IX. Class XI, found in chapter I, III, IX, and XI. Class XII, found in chapter I, IV, V, VI, IX and X. (2) The integration of Pancasila values with these materials is expected to increase the spirit of nationalism and overcome the spread of anti-Pancasila ideology in Indonesia, especially among adolescents  


2020 ◽  
Vol 11 (2) ◽  
pp. 474-489
Author(s):  
Aytekin Demircioğlu

Aim. In this study, the challenges encountered during the introduction of religious education in Turkey are examined within the scope of their intended solutions. Methods. In this study, challenges encountered in the implementation of religious education in Turkey are being discussed in a descriptive manner. Literature scanning and interpretation methods, one of the qualitative research methods, were used in the study.  Results. Religious education in Turkey is both maintained within the formal education system and the non-formal education system. Formal education is provided in public schools run by the Ministry of National Education [MNE]. Primary, secondary and high school education is compulsory for all students. There are Imam Hatip Schools that were opened to provide religious education at secondary and high school level. There are also two hours of compulsory religious education per week in other schools. Non-formal religious education is provided only by the Presidency of Religious Affairs [PRA]. This training is given to people of all ages. For this purpose, the PRA opens several courses. Conclusions. In this study, challenges encountered related to religious education in Turkey are being discussed in two main areas: Challenges in formal education are examined under seven subtitles. Challenges in non-formal education are examined under eight subtitles. Originality. This study is an original study in terms of addressing the challenges in formal and non-formal religious education together. In addition, the possibility of making a collective examination of challenges related to religious education in Turkey would be valuable to the reader.


2020 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
St Jumaeda

This research aims to determine the level of achievement of the activities of the MGMP subjects of Islamic religious education at junior high school level (SMP) in Masohi regency of Maluku Tengah. The study uses evaluative research methods on the MGMP activities of these PAI subjects using goal-oriented evaluation models developed by Ralph Winfred Tyler. Where the focus is on research into the level of goal achievement. Data collection In this study, conducted using observation techniques, interviews, questionnaires, and documentation. Subjects in the study were principals, PAI teachers, and MGMP-PAI administrators of Masohi. Results showed that the result of input evaluation related to MGMP-level capacity of Junior High School includes activity activities MGMP PAI has an average score, 85.78%, performance management MGMP PAI has an average score of 90.04%, facilities and infrastructure MGMP has an average score of 75.25%, KTSP availability in school member MGMP has a score of 92.75%. The implementation of learning has an average score of 88.02%, and the learning results assessment has an average score of 84.17%. Overall evaluation of inputs related to MGMP capacity of PAI at SMP level in Masohi is in good category. While for the output aspect related to the competency of teachers in school member MGMP, has an average value of 90.47% or the competency of the teacher is in good category.


2020 ◽  
Vol 4 (1) ◽  
pp. 105
Author(s):  
Annuriana Tsalitsa ◽  
Siti Nurrahayu Putri ◽  
Lusi Rahmawati ◽  
Nur Azlina ◽  
Ulya Fawaida

This article describes the problems of Islamic religious education high school level public schools. The formulation of the issues raised is 1) What are the problems of Islamic religious education (PAI) found in high school level public schools 2) How are the solutions to overcome the problems of learning Islamic religious education (PAI) in public schools at the high school level. This research method is qualitative research using a literature study method, namely by displaying scientific reasoning arguments. The problems of PAI in high school level public schools include low interest learning learners in the PAI learning, lack of time allocation, problems in educators, problem in students, problem in facilities and infrastructure, the problem in PAI learning methods, and problem in learning evaluation. Meanwhile, solutions to overcome these problems, including replacing professional teachers, finding PAI teachers who are professional in their fields, every educator is included in events such as seminars, providing facilities and infrastructure for the implementation of sufficient Islamic religious teaching practices, educators must master various learning methods so that students easily understand the material delivered, increase the number of PAI teachers, and develop a learning evaluation system where the emphasis is on self-evaluation.


2006 ◽  
Vol 68 (4) ◽  
pp. 612-635 ◽  
Author(s):  
Emile Lester

Political and comprehensive liberals are both pessimistic about finding a satisfactory way to resolve the debate over whether and how to expose students in public schools to religion. An examination of John Tomasi's Liberalism beyond Justice and William Galston's Liberal Pluralism reveals that a central cause of this pessimism is the presumption that an education for autonomy must encourage students to become rational choosers of their beliefs. This essay suggests that it is possible to found an education for autonomy on the more modest goal of ensuring that students have a reasonable ability to exit from their communities when they feel that membership is too painful. An education for exit would involve exposing students at the high school level to alternative religious beliefs to ensure they are aware that it might be possible to lead tolerable lives and achieve salvation outside of their communities of origin.


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