‘Faith without ideology is dead’: what are the implications for Religious Education in Catholic schools and colleges of taking this assertion seriously? An essay for teachers of the subject to consider

This article presents various ways of symbolic reading of Islamic ornaments, derived from academic writings on the subject. They may be categorized as more or less minimalist or maximalist, depending on the degree of explicit meaning ascribed to geometric figures and stylized flowers. The different interpretations of ornamental art is then seen in connection with Religious Education in Norwegian school, and the article proposes among other things a reading in accordance with contemporary views on multimodality and composition. On a more fundamental level, the article discusses the use of religious primary sources in school, especially those representing minority religions. It argues in favour of a didactic model that differentiates between several dimensions in religious texts, spanning from concepts and values that are common to all mankind, to what is specific for the actual religion.

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POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) ◽

10.15642/pai.2015.3.1.187-206 ◽

2016 ◽

Vol 3 (1) ◽

pp. 187

Author(s):

Abd. Rouf

Keyword(s):

Religious Education ◽

Time Allocation ◽

Islamic Education ◽

Teaching Staff ◽

Religious Knowledge ◽

Credit Hours ◽

Instructional Process ◽

Religious Teaching ◽

The Subject ◽

Optimal Implementation

Bahasa Indonesia:Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif. English:Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.

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Źródła i przedmiot nauczania katechetycznego w ujęciu prawa kanonicznego

Poznańskie Studia Teologiczne ◽

10.14746/pst.2016.30.23 ◽

2018 ◽

pp. 463-475

Author(s):

Jerzy Adamczyk

Keyword(s):

Religious Education ◽

Canon Law ◽

Primary Source ◽

Point Of View ◽

Church Life ◽

Religious Teaching ◽

The Subject ◽

The Law

The following article deals with the sources and subject of religious teaching from the canon point of view. Canon Law Code 760 specifies the Holy Bible as the first and primary source of religious education. The next fundamental source of cathesis is Tradition, then, the liturgy and the Magisterium and Church life. The subject of word ministry (religious education) should be the mystery of Christ presented entirely and faithfully, taking the law hierarchy into account.

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PROBLEMATIKA ALUMNI PAI SEBAGAI GURU KELAS DI MADRASAH IBTIDAIYAH SEKECAMATAN PANGKALAN SUSU KABUPATEN LANGKAT

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v2i2.2020 ◽

2018 ◽

Vol 2 (2) ◽

pp. 37

Author(s):

Roys Afreni

Keyword(s):

Qualitative Research ◽

Research Methods ◽

Religious Education ◽

The Other ◽

Classroom Teachers ◽

Instructional Evaluation ◽

The Subject ◽

Evaluation Of Learning ◽

Assessment Procedures ◽

Class Teacher

This study was conducted with regard to the phenomenon of Islamic religious education graduates who became class teachers in Madrasah Ibtidaiyah Pangkalan Susu distric. The purpose of this research is to know: 1) Problematic graduates of PAI as classroom teachers in planning instructional. 2) Problematic graduates of PAI as classroom teachers in implementing instructional. 3) Problematic graduates of PAI as classroom teachers in conducting instructional evaluation. The type of research is using qualitative research methods with phenomenology approach. The subject of research is the graduate of Islamic Religious Education who has become a class teacher. The result of the research that problematic of PAI graduates as teacher of Madrasah Ibtidaiyah class in planning instructional in Pangkalan Susu sub-district of Langkat district is still having difficulties to make instructional plan independently. Besides these three Madrasah Ibtidaiyah also do not have a library that can provide books that qualified to be used as a source of learning. While in implementing the instructional is the similarity of teachers in the method of learning and the lack of mastery of the material. This is due to their lack of knowledge about the variety of instructional methods and the lack of mastery of the material. On the other hand these teachers rarely attend training, seminars, workshops that can provide information for development for their profession. As for the evaluation of learning is not yet meet the assessment procedures. This is because the teacher has not understood the way the preparation of the implementation Plan of instructional.

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Inclusive second level Religious Education in Ireland today: what do teachers say?

Journal of Religious Education ◽

10.1007/s40839-021-00144-8 ◽

2021 ◽

Author(s):

Amalee Meehan ◽

Derek A. Laffan

Keyword(s):

Young People ◽

Religious Education ◽

International Research ◽

Catholic Schools ◽

Census Data ◽

Religious Practice ◽

Knowledge Gap ◽

Irish Context ◽

Religious Landscape ◽

Inclusion Results

AbstractThe Irish religious landscape is changing. Census data reveal that the percentage of those who identify as Catholic is in steady decline, while the proportion of those with no religion continues to rise. Christian religious practice in Ireland is also decreasing, especially among young people. Catholic schools, once the dominant provider of second level education, are now in a minority. This changing landscape has influenced Religious Education in second level schools. It is now an optional subject, and the historic tradition of denominational, confessional Religious Education has given way to an approach designed to be inclusive of students of all faith and none. Yet the surrounding discourse is unsupported by the perspectives of Religious Education teachers. This study attempts to address this knowledge gap by investigating their views and experiences, particularly with regard to inclusion. Results indicate that teachers are concerned about ‘religious students’. Whereas new to the Irish context, this reflects international research which suggests that in a rapidly secularising society, those who continue to practise any faith, especially the once-majority faith, are vulnerable. Findings signpost evidence of this, with RE teachers most concerned about the bullying of Catholic students and least concerned about the bullying of atheists.

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Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam

ISLAMICA Jurnal Studi Keislaman ◽

10.15642/islamica.2015.9.2.344-372 ◽

2016 ◽

Vol 9 (2) ◽

pp. 344

Author(s):

Kusaeri Kusaeri ◽

Rangga Sa'adillah

Keyword(s):

Religious Education ◽

Logical Structure ◽

Arabic Language ◽

Islamic Culture ◽

Library Research ◽

Scientific Approach ◽

History Of ◽

The Subject ◽

Scientific Truth ◽

Different Characteristics

This article seeks to find out the intersection between scientific approach and Islamic religious education as a subject matter. The scientific approach adopts scientific steps in building scientific knowledge, i.e. such featuring dimensions as observation, reasoning, inquiry, validation anD and description of scientific truth. Since the scientific approach is regarded as too empirical, rational and logical. In Cartesian sense, it contradicts the logical structure of the subject of Islamic religious education. Five aspects of Islamic religious education (the Qur’ân, Hadîth, Aqîdah Akhlaq, Fiqh, history of Islamic culture, and Arabic language) have different characteristics, even demand a non-scientific logics such as intuition and revelation. Aqîdah (belief), for example, which consists of the doctrine of monotheism (tawhid) is difficult to be scrutinized through empirical evidence. There are some other examples in this field which are difficult to be analyzed by means of scientific approach. Through library research, this article nevertheless finds that the logic of scientific approach and Islamic religious education can be integrated, since revelation and reason are mutually supportive.

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Meningkatkan Motivasi Prestasi Belajar Mahasiswa Semester II Melalui Skenario Joyful Learning di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Ta dibia Jurnal Ilmiah Pendidikan Agama Islam ◽

10.32616/tdb.v7.1.40.91-96 ◽

2017 ◽

Vol 7 (1) ◽

pp. 91

Author(s):

Ahmad Mustofa Jalalluddin Al-Mahali

Keyword(s):

High School ◽

Student Achievement ◽

Religious Education ◽

Achievement Motivation ◽

Group Work ◽

Know How ◽

Learning Technique ◽

Improve Student Achievement ◽

The Subject ◽

Academic Year

At least there are three main issues that underlie the reluctance of students to learn better. (1) learning technique problem that does not grow student's motivation, (2), lecturer's existence is not as a facilitator who teaches students, private auctions that teach or patronize, (3) delivery of instruction messages with less interactive and attractive media. By examining something that is in the field, there appears to be a discrepancy between learning by the method of learning it uses. Joyful Learning Scenario is usually done by lecturers so far only aspects of mastery of student concepts. For that need an assessment technique can reveal aspects of the process, one of them. The purpose of this research are: (1) To Know How to Improve Motivation of Student Achievement Semester II in Tarbiyah High School of Raden Wijaya Mojokerto, (2) To Know How Joyful Learning Scenario at Tarbiyah High School of Raden Wijaya Mojokerto (3) To Knowing How Efforts to Improve Student Achievement Motivation Semester II Through Joyful Learning Learning at Tarbiyah High School of Raden Wijaya Mojokert The subject of this research is the second semester students in the Islamic religious education program of Tarbiyah High School of Raden Wijaya Mojokerto academic year 2016/2017 . There are several things that need authors conclude (1) Group work is very effective done in order to support the activities of the lectures with a fun learning. (2) The provision of resource materials that students need to complete the task is very effective when the lectures are conducted using a fun learning lesson. (3) The balance of time efficiency with each group at the beginning and end of each lecture is essential in ensuring that the report card is really concise and interesting.

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Praxis Education Perspective of Integration of Science and Islam

Halaqa Islamic Education Journal ◽

10.21070/halaqa.v4i1.542 ◽

2020 ◽

Vol 4 (1) ◽

pp. 61-66

Author(s):

Khozin Khozin

Keyword(s):

Organizational Structure ◽

Religious Education ◽

Education System ◽

School System ◽

Islamic Education ◽

Islamic Studies ◽

The Subject

Commonly, practice of islamic education implementation is dichotomic. Muhammadiyah as a pioneer of modern islamic education in Indonesia in its implementation has tried to pair up science and Islam, both institutionally and scienctifically. Scientifically proven that school system in past was only taught science, whereas islamic boarding taught only Islam.Muhammadiyah through its education system offers the integration of science and Islam through religious education which is now popularly called al-Islam and Kemuhammadiyahan education. At PTMA there are also Islamic Studies which are carried out by FAI in almost every Muhammadiyah university. While institutionally generally Muhammadiyah universities provide mushalla or mosques to complement their school infrastructure, even in the organizational structure there are officials who are directly in charge of al-Islam and Kemuhammadiyahan. It all is still not integrated as a whole that benefits both science and institutions. Science has not been integrated in the subject of the study of al-Islam and Kemuhammadiyahan, and viceversa.

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