scholarly journals DEVELOPING CURRICULUM OF THE DEPARTMENT OF ISLAMIC RELIGIOUS EDUCATION IAIN LHOKSEUMAWE ACEH

2019 ◽  
Vol 2 (1) ◽  
pp. 146-166
Author(s):  
Aida Hayani
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Religious Education ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
History Of ◽  
Strategic Issue ◽  
The Government ◽  
The University

Abstract: The curriculum is the most important component for developing the quality of Islamic Religious Education (IRE) in universities. The curriculum is a unique characteristic of a college compared to other universities. Nonetheless, the Government has provided guidelines for how the university curriculum is developed. This study aims to describe the development of IRE curriculum in IAIN Lhokseumawe Aceh. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to Indonesian Qualifications Framework (IQF) and National Standards for Higher Education (NSHE). (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) curriculum development in Department of Islamic Religious Education (IRE) also stressed on the aspect of IRE consisting of Al-Qur’an-Hadith, Aqidah Akhlak, Fiqh, and History of Islamic Culture to improve the professional competence of future teachers.

scholarly journals PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM PADA PENDIDIKAN TINGGI

2017 ◽  
Vol 13 (2) ◽  
pp. 223-252
Author(s):  
Suwadi Suwadi
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Learning Outcomes ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
Islamic Education ◽  
Scientific Development ◽  
Education Curriculum ◽  
Higher Education Curriculum

This study aims at finding the development of Islamic education curriculum in higher education. Curriculum development conceived as an effort to develop a curriculum that refers to the Indonesian Qualifications Framework (KKNI), National Standards for Higher Education (SNPT), and Paradigm Integration-Interconnection Studies as the orientation of scientific development at UIN Sunan Kalijaga. This study was conducted by means of naturalistic qualitative approach. The location of this study was at the Department of Islamic Religious Educatioan of Faculty of Islamic Education and Teaching UIN Sunan Kalijaga Yogyakarta. The subjects consisted of cases which are selected by purposive sampling techniques. The study procedure of collecting data consisted of four steps: observation, in-depth interviews, and document study. The data were analyzed using inductive models, while the validity of the result met the criteria of credibility, transferability, dependability and conformability. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to KKNI and SNPT. (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) Half the weight of the unit credits obtained by multiplying the depth and breadth of study material; Second, the development of the curriculum to accommodate all the requirements of a professional teacher with four competencies; pedagogical, personality, social and professional competence, plus the competence of the leadership. Third, curriculum development in PAIDepartment also stressed on the aspect of PAI consisting of Al-Qur’an Hadith, Aqidah Akhlak, Fiqh, Sejarah Kebudayaan Islam to improve the professional competence of future teachers.

Implementasi Pembelajaran Online dalam Meningkatkan Pemahaman Siswa di Masa Pandemi Covid-19

Jurnal Qiroah ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 31-49
Author(s):  
Silmi Yassifi Maspupah ◽  
Eka Naelia Rahmah
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Religious Education ◽  
Average Score ◽  
Data Presentation ◽  
Offline Learning ◽  
The World ◽  
The Government ◽  
Using Data ◽  
Student Grades

The Covid-19 pandemic has had a fairly large impact, one of which is in the world of education, so the government issued a policy for the implementation of online learning, this is a big challenge for educators so that students can understand learning even by carrying out online learning. This study uses qualitative research, using observation, interviews, and documentation methods, and using data analysis, namely data reduction, data presentation, and drawing conclusions.The results of this study indicate that the implementation of online learning in improving students' understanding of PAI subjects during the covid-19 pandemic. Its implementation it is in accordance with the plans that have been made by teachers such as lesson plans, syllabus, annual programs, and has used methods, strategies and media adapted to students, although there are obstacles but during learning Islamic Religious Education there is no decrease in learning outcomes or a decrease in student grades, the average score of students is 80 both in offline learning and in online learning.

The First Women’s Studies Research Centre: A History of Women’s Studies and Its Progenitors

2018 ◽  
Vol 25 (2) ◽  
pp. 212-233
Author(s):  
Maithreyi Krishnaraj
Keyword(s):  
Women's Studies ◽  
Academic Disciplines ◽  
Research Centre ◽  
Women's Issues ◽  
Women’S Studies ◽  
Master's Thesis ◽  
History Of ◽  
The Government ◽  
Set Up ◽  
The University

The beginning of Women’s Studies has a special history in India. It owes its origin not only to some stalwarts but also to the historical times in which its birth took place. Its location in the SNDT Women’s University in Mumbai was at the initiative of Dr Neera Desai, a Professor of Sociology at that university. Her own work on women’s issues in her Master’s thesis and her involvement in the women’s movement gave her the background for envisaging that a women’s university should engage with analysis of women’s condition and not just teach women other academic disciplines. It was with this motive, that the Research Centre for Women’s Studies was set up in 1974, a year before the publication of the report Towards Equality of the Government of India. The university - originally begun at the initiative of the educationist Shri Dhondo Kheshav Karve received a handsome grant from the industrialist Shri Damodar Thackersey and got named after his mother Shrimathi Nathibai Damodar Thackersey hereafter SNDT Women’s University. The Centre with the involvement of able and farsighted administrators at this university spearheaded the development of this Centre, which became the torch bearer for raising women’s issues.

Excerpt from the history of the “Hochschulpsychiatrie Erlangen” (1818–2016): On the history of a connection between University and Institutional Psychiatry, Unique in Germany (1903–1974)

2016 ◽  
Vol 33 (S1) ◽  
pp. S627-S627
Author(s):  
B. Braun ◽  
J. Kornhuber
Keyword(s):  
Assistant Professor ◽  
Regional Hospital ◽  
Psychiatric Clinic ◽  
Patient Documentation ◽  
History Of ◽  
Institutional Psychiatry ◽  
Competing Interest ◽  
The Government ◽  
The University ◽  
Head Of Department

ObjectiveTo examine the more than 70-year history of a connection between University and Institutional Psychiatry.MethodRelevant archival material as well as primary and secondary literature were examined.ResultsAs early as 1818 Johann Michael Leupoldt (1794–1874) held a seminar on “madness” as an assistant professor in Erlangen. But the University Psychiatric Clinic did not begin until 1903 within the association of the mental asylum founded on a contract agreement between the Friedrich-Alexander, University Erlangen and the County Senate of Middle-Franconia. The history of the “Hochschulpsychiatrie Erlangen” reflects part of the history of German psychiatry. The plans to accomplish independence were doomed to impracticability by the social-political situation before, during and after the First and also Second World Wars. Clinic patients were registered as “Institutional residents”, the Clinic had no income of its own, the Head of Department and Director of the Clinic was formally considered as the “senior doctor of the asylum”.DiscussionThe complicated duty dependence of the Head of Department on the Director of the asylum undoubtedly contributed to their decades spanning “mésalliance tradition”. A public scandal arose in 1978 from an accusation of dereliction of duty to the government of Middle-Franconia because of lacking protection of patient documentation and medications during the relocation of the former institution departments to the newly constructed Regional Hospital on the Europakanal.OutlookCooperation between the University Clinic and the Regional Hospital exists in altered form today. The Psychiatric Clinic can thus include patients from the Regional Hospital in scientific studies.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The History of the Academic Study of Religion in Universities, Centers, and Institutes in India

Numen ◽  
2015 ◽  
Vol 62 (1) ◽  
pp. 7-39
Author(s):  
Vasudha Narayanan
Keyword(s):  
Religious Education ◽  
Religious Studies ◽  
Educational Institutions ◽  
Government Officials ◽  
Higher Education System ◽  
Formal Study ◽  
History Of ◽  
The One ◽  
Object Of Study ◽  
The University

India is home to more than 800 million Hindus and has a massive higher education system that is overseen by the University Grants Commission (ugc). Despite this, there are hardly any departments of religion or Hinduism in India, but the ugc, even though it has a secular mission, funds universities with explicit religious affiliations. This article traces the reasons for these paradoxes and discusses the apparent lacuna of religious studies departments by looking at the genealogy of the study of religion in India. It initially looks at the contested terrain of nineteenth-century educational institutions. The work of British missionaries, Orientalists, and government officials form the imperial context to understand Charles Wood’s momentousDespatch(1854), which, on the one hand, argues for secular institutions but, on the other, tries to accommodate the work of the Orientalists and the missionaries. Wood recommends a system in which government subsidies, secular education, and universities with overt religious profiles become interlocked, but the formal study of religion is bypassed. Finally, I reconsider what the “dearth” of religious studies and the “absence” of Hinduism departments reveal about the construction of religion in India itself. The lack of conceptual correspondence between “religion” and “Hinduism” as taught in Western academic contexts does not preclude the formal study of religion in India. Instead, the study of religion is conducted within particularized frameworks germane to the Indic context, using a network of unique institutes. Reflection on these distinctively Indian epistemological frameworks push new ways of thinking about religious education and the construction of religion as an object of study in South Asia.

scholarly journals Slavistics at St. Petersburg and Greifswald Universities (results of cooperation)

2020 ◽  
Vol 17 (4) ◽  
pp. 691-708
Author(s):  
Harry Walter ◽  
◽  
Valerij M. Mokienko ◽  
Keyword(s):  
Gottfried Wilhelm Leibniz ◽  
State University ◽  
Peter The Great ◽  
The Status ◽  
History Of ◽  
The Government ◽  
The University ◽  
Academy Of Sciences ◽  
Slavic Studies

The article offers a review on the history of Slavic studies at St. Petersburg and Greifswald universities from the era of Peter the Great to present day. The role of Professor Lyudmila Verbitskaya is highlighted who always actively supported the activities of the Department of Slavic Philology (for example, she approved the initiative to create a department of Ukrainian studies in the early 2000s). Thanks Verbitskaya, St. Petersburg University was historically recognized as the first university in Russia founded by Peter the Great in 1724, which was proven by archival materials stored in Greifswald. Peter the Great, in the assembly hall of the University of Greifswald in September 1712, at a meeting of the Academic Council received a proposal from the President of the German Academy of Sciences Gottfried Wilhelm Leibniz on the establishment of a university in St. Petersburg with a European status. The status of the first university was officially recognized by a decree of the Government of the Russian Fed- eration in 1999 when the 275th anniversary of the founding of St. Petersburg State University was celebrated. As the Rector of St. Petersburg University, Verbitskaya in 2006 concluded an inter-university agreement with the Rector of the University of Greifswald Professor Jürgen Kohler. Slavic scholars and professors from St. Petersburg and Greifswald Universities collaborate closely. One of the active pedagogical and scientific areas of such cooperation is Slavic studies, which have long combined the efforts of Russian and German philologists.

scholarly journals HOKKAIDO UNIVERSITY: AMBITIONS AND GOALS

2021 ◽  
pp. 118-124
Author(s):  
V.S. Akimova ◽  
◽  
S.S. Atlasova ◽  
K.E. Ershova
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Raw Materials ◽  
Higher Education System ◽  
Diffi Cult ◽  
The World ◽  
History Of ◽  
The Government ◽  
The University

Japan is a developing country but is getting diffi cult to hold in leadership 21st century. The domestic lack of raw materials fosters the government to count on competitive power of science and the higher education system. Japanese system of higher education must become demanded in the world. The history of Hokkaido University, the oldest institution in the country and is being modernized at present, is reviewed. It is noted that various mid-term and long-term measures have been developed and implemented. The university partakes in diff erent activities to raise the university international rating.

scholarly journals The past, present and future of clinical legal education in Poland

2018 ◽  
Vol 25 (2) ◽  
pp. 89
Author(s):  
Kamil Mamak ◽  
Katarzyna Julia Kowalska ◽  
Ewelina Milan ◽  
Paweł Klimek Andrzej Frycz Modrzewski
Keyword(s):  
Learning Outcomes ◽  
Clinical Education ◽  
Legal Education ◽  
Social Background ◽  
The Past ◽  
Law Faculty ◽  
History Of ◽  
The Government ◽  
Polish Higher Education

This paper was written by four lecturers, who are employed at different universities located in Poland's two largest Cities: Warsaw and Cracow. Two of these universities are financed by the government and the other two are financed from students' fees. Our paper critically examines the history of clinical legal education in Poland. It also assesses the economic, legal and social background to the differences and similarities between clinical legal education and legal practice. Furthermore, the paper explains how learning outcomes have led to law clinics becoming a pedagogical and professional treasure trove for individual clinical students and the wider law faculty. The results of this research will demonstrate the invaluable role of learning outcomes to clinical education and professional development. Therefore, the paper will suggest that the methodology of clinical legal education can be employed as a model for Polish higher education.

scholarly journals The Stranger and Others: The Life and Legacy of the Japanese Ethnologist Oka Masao

2019 ◽  
Vol 11 (1) ◽  
pp. 60-91
Author(s):  
Brigitte Steger
Keyword(s):  
Cultural Anthropology ◽  
Occupied Territories ◽  
History Of ◽  
Japanese Studies ◽  
Anglo American ◽  
The Government ◽  
Ethnic Policy ◽  
The University ◽  
The Stranger

Abstract Oka Masao (1898–1982) was a leading figure in the establishment of Japanese ethnology (cultural anthropology) since the 1930s and taught many of the next generation of ethnologists from Japan. He travelled to Vienna in 1929 to learn the methodology for studying the ethnogenesis of his own country, putting forward theories that questioned tennō-ideology of the time and became highly influential. During the war, he pushed for the establishment of an Ethnic Research Institute (Minken) to support the government in their ethnic policy in the occupied territories. Oka was also the founder of Japanese Studies at the University of Vienna in 1938. Despite these important—and at time controversial—roles, he is relatively unknown today. This article introduces recent scholarship on Oka’s life and legacy. It raises important questions about the role of ethnologists in politically sensitive times and counter-balances the Anglo-American narrative of the history of ethnology or social and cultural anthropology of Japan.

scholarly journals University reform and autonomy: S.M. Solovyov’s apologia

2021 ◽  
Vol 103 ◽  
pp. 01012
Author(s):  
Elena A. Yalozina
Keyword(s):  
University Reform ◽  
Basic Principles ◽  
Administrative Position ◽  
History Of ◽  
Moral Qualities ◽  
The Government ◽  
The University ◽  
The 19Th Century ◽  
Russian Universities ◽  
Source Materials

The article looks at the problem insufficiently explored within Russian historiography, namely the administrative and managerial activities carried out by the 19th-century Russian historian S.M. Solovyov. This research aims to study the theoretical and practical contribution made by Solovyov to the development and implementation of the basic principles within the system of higher education in Russia. The article shows his achievements, potential, and the difficulties he faced in the course of solution of the organizational and managerial tasks. An important result of the research, which reflects its novelty, is a comprehensive exploration of the institutional source materials. This approach allows the authors to understand and restore the history of the development of Russian universities at the stage of implementation of the 1863 Charter, which was characterized by unconventional situations in the relations between the bodies of power and the university professorial corporation. The work also describes Solovyov’s strategy and tactics as an administrator in the context of violations of the University Charter of 1863 by the government circles. The authors make conclusions about Solovyov’s moral qualities, who, as a true historian, while holding a senior administrative position, understood his duty to his country as protection of the interests of science and the principles of university autonomy and serving education.

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