Into the deep: a quantitative analysis of teacher ratings of the development and implementation of a trial religious education curriculum

2021 ◽  
pp. 1-12
Author(s):  
Willian Sultmann ◽  
Janeen Lamb ◽  
David Hall ◽  
Gary Borg
Keyword(s):  
Quantitative Analysis ◽  
Religious Education ◽  
Teacher Ratings ◽  
Education Curriculum

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals REORIENTASI KURIKULUM PAI DI MADRASAH: STUDI ANALISIS LANDASAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

Reflektika ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 38
Author(s):  
Muhammad Arbain ◽  
Badrut Tamam
Keyword(s):  
Religious Education ◽  
Development Process ◽  
Descriptive Analysis ◽  
Philosophical Foundation ◽  
Analysis Method ◽  
Education Curriculum ◽  
Theological Foundation ◽  
Islamic Civilization ◽  
Psychological Foundation ◽  
Technology Foundation

Islamic religious education curriculum must have a strong foundation in its development process. The foundation plays important role to maintain the curriculum. Therefore, the curriculum developers need to establish a firm foundation in curriculum development used in madrasahs. This paper employs descriptive-analysis method in finding the foundations of the curriculum. Result shows that there are seven basic foundations in developing the curriculum, theological foundation (religion), philosophical foundation, ideological foundation, psychological foundation, sociological foundation, science and technology foundation and organizational foundation. With those foundations, madrasahs now have the firm base to foundation in determining the direction for their institutions and remain upright from the onslaught of globalization. The foundations will at least make madrasahs future-oriented in the development of Islamic civilization both nationally and internationally.

scholarly journals Konsep Dasar Pendidikan Islam Inklusif : Studi Tentang Inklusivitas Islam Sebagai Pijakan Pengembangan Pendidikan Islam Inklusif

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Purnomo Purnomo ◽  
Putri Irma Solikhah
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Inclusive Education ◽  
Paradigm Shift ◽  
Islamic Education ◽  
Education Curriculum ◽  
Literature Study ◽  
Religious Learning ◽  
Presidential Decree ◽  
Truth Claims

The paradigm shift in the inclusive Islamic education curriculum is an essential part of Presidential Decree No. 7 of 2021. There is a tendency for religious learning to be normative-indoctrinative and lead to truth claims, raising suspicions that religious education contributes to the generation of extreme views. PPIM UIN Jakarta research shows that the PAI curriculum is still ambiguous on the issue of tolerance, and there is a tendency for PAI teachers to have an intolerance opinion towards minorities by 34%, and towards adherents of other religions by 29%. This study discusses the concept of inclusive education in Islam, the urgency of inclusive Islamic education, and the paradigm shift from exclusive to inclusive. This research is a literature study with a rationalistic approach. Data analysis uses reflective thinking logically to interpret the inclusive values of Islamic education and reflect them into strategic steps to answer the challenge of exclusivity. This study shows that Islam carries an inclusive spirit characterized by terminologies such as at-ta'arruf, at-tasammuh, at-tawassuth, and at-ta'awun. The urgency of inclusive Islamic education is intended so that the character of inclusive Islam is truly taught in learning. To change the paradigm of Islamic education from exclusive to inclusive, improvements are needed in curriculum elements, educators, and learning strategies.

Persepsi Guru Al-Qur’an Hadis tentang Implementasi Kurikulum 2013 di Madrasah Tsanawiyah Swasta Al Washliyah Stabat

2020 ◽  
Vol 19 (2) ◽  
pp. 145-163
Author(s):  
Maulida Maulida
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Education Curriculum ◽  
Field Of Study ◽  
Learning And Teaching ◽  
Research Activities ◽  
Verbal Messages

  The objectives of this research are as follows 1). This study aims to determine the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 2). To find out the implementation of the 2013 curriculum in Al-Quran Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 3). To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in the subjects of Al-Quran Hadith. This type of research is descriptive qualitative research, namely this type of research describes the state of objects or events without an intention to draw conclusions that apply in general. In this study, it is intended to describe the role of Madrasah Tsanawiyah Private Al Washliyah Stabat as a forum to form students who have superior quality by using the latest learning curriculum, namely Curriculum 2013. stabat. The background of the problem in this study is that the implementation of the Islamic education curriculum is not fully implemented in the Al-Washliyah Stabat Private Tsanawiyah Madrasah regarding the curriculum that is still applied in teaching and learning activities, namely the 2013 curriculum. Islamic religious education curriculum is limited to the field of study of Islamic Religious Education such as the field of study of the Qur'an and Hadith. This research is included in the qualitative research model, meaning that the data used in this study is qualitative data (data that does not consist of numbers) in the form of verbal messages, dialogues and writings that are the results of research through library research activities and field observations and conducting research. Documentation of the objectives of this study are: To find out the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum in Madrasah Tsanawiyah Swasta Al Washliyah Stabat. To find out the implementation of the 2013 curriculum in Al-Qur'an Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in Al-Quran Hadith subjects. The results of this research are: Madrasah Tsanawiyah has a significant role in preserving the continuity of Islamic education and Islamic ethical moral values ​​in the implementation of the 2013 curriculum. In terms of the process of implementing learning in MTs. Private Al Washliyah Stabat has been implemented well by making students more participative in learning and teaching activities    

scholarly journals Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Religions ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 110
Author(s):  
Naïma Lafrarchi
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Personality Development ◽  
Holistic Approach ◽  
Document Analysis ◽  
Expert Committee ◽  
Education Curriculum ◽  
Islamic Tradition ◽  
Anchor Points

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

scholarly journals Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

2016 ◽  
Vol 4 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Elena Lisovskaya
Keyword(s):  
Discourse Analysis ◽  
Religious Education ◽  
Religious Freedom ◽  
Self Determination ◽  
Russian Orthodox ◽  
Education Curriculum ◽  
Strategic Choices ◽  
Liberal Democracies ◽  
Teacher's Manual

This paper explores the approach to religious education that has been instituted in Russia since 2012. The new policy’s manifestly proclaimed goals seem convergent with the values of religious freedom, self-determination, tolerance, and inter-faith peace that are espoused by Western liberal democracies. Yet Russia’s hidden religious education curriculum is far more consistent with a neo-imperial model of ethno-religious (Russian Orthodox) hegemony and limited toleration of selected, other faiths whose reach is restricted to politically peripheral ethno-territorial entities. This model embodies and revitalizes Russia’s imperial legacies. Yet the revitalization is, in itself, an outcome of strategic choices made by the country’s religious and secular elites in the course of its desecularization. Building on discourse analysis of five Russian textbooks and a teacher’s manual, this article shows how the neo-imperial model manifests itself in the suppression of exogenous and endogenous pluralism, cultivation of the ideology of “ethnodoxy”, and in essentially imperialist mythology. The paper concludes by predicting the new model’s potential instability.

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