scholarly journals CHALLENGES ENCOUNTERED IN RELIGIOUS EDUCATION IN TURKEY

2020 ◽  
Vol 11 (2) ◽  
pp. 474-489
Author(s):  
Aytekin Demircioğlu
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Education System ◽  
Formal Education ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
National Education ◽  
Education In Turkey

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.

scholarly journals Problematika Pendidikan Agama Islam di Sekolah Umum Tingkat SMA

2020 ◽  
Vol 4 (1) ◽  
pp. 105
Author(s):  
Annuriana Tsalitsa ◽  
Siti Nurrahayu Putri ◽  
Lusi Rahmawati ◽  
Nur Azlina ◽  
Ulya Fawaida
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Time Allocation ◽  
Evaluation System ◽  
School Level ◽  
Literature Study ◽  
High School Level ◽  
Learning Methods ◽  
Learning Evaluation

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.

The Right to Reasonable Exit and a Religious Education for Moderate Autonomy

2006 ◽  
Vol 68 (4) ◽  
pp. 612-635 ◽  
Author(s):  
Emile Lester
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Religious Beliefs ◽  
School Level ◽  
High School Level ◽  
Liberal Pluralism ◽  
The Right

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.

TECHNOLOGY INNOVATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE FIRST MIDDLE SCHOOL (SMP

2020 ◽  
Vol 1 (2) ◽  
pp. 127-140
Author(s):  
Ahmad Jaelani ◽  
Agus Salim Mansur ◽  
Qiqi Yulianti Zaqiyah
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Technology Innovation ◽  
Junior High ◽  
Educational Innovation ◽  
School Level ◽  
Learning Technology ◽  
High School Level ◽  
Junior High School Level

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).

scholarly journals Religious Perceptions and the Use of Technology: Profiling the Future Teachers of Religious Education

2017 ◽  
Vol 6 (1) ◽  
pp. 23-42
Author(s):  
Polikarpos Karamouzis ◽  
Emmanuel Fokides
Keyword(s):  
High School ◽  
Data Analysis ◽  
Primary School ◽  
Religious Education ◽  
Religious Beliefs ◽  
Positive Attitude ◽  
School Level ◽  
Educational Context ◽  
High School Level ◽  
Use Of Technology

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.

scholarly journals Sociology Teachers’ Opportunities and Challenges in Facing “Merdeka Belajar” Curriculum in the Fourth Industrial Revolution (Industry 4.0)

Society ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 732-753
Author(s):  
Yuhastina Yuhastina ◽  
Bagas Narendra Parahita ◽  
Dwi Astutik ◽  
Ghufronudin Ghufronudin ◽  
Danang Purwanto
Keyword(s):  
High School ◽  
High School Teachers ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
School Level ◽  
School Teachers ◽  
High School Level ◽  
Structural Explanation ◽  
National Education ◽  
Fourth Industrial Revolution

This study aims to analyze the opportunities and challenges of Merdeka Belajar as a national education program for high school teachers nationally. Teachers’ problem in implementing Merdeka Belajar (Freedom of Learning) curriculum lacks understanding of the procedures. This happened because there was no structural explanation regarding the differences between the curriculum they had been running so far and Merdeka Belajar curriculum. Many problems arise when implementing the curriculum that the education they have been running has made students dependent. In this context, this study questions how high school sociology teachers’ opportunities and challenges in facing Merdeka Belajar curriculum in the fourth industrial revolution (industry 4.0)? This study aims to identify problems and strategies for teachers in facing the new paradigm of Merdeka Belajar. This study’s analysis is based on theories such as those from Neill, Rogers, Freire, Boal, Giroux, and Knowles to critically analyze the pedagogical paradigm of national education that teachers have used. This study uses Knowles’s theory of andragogy to explore the notion of Merdeka Belajar. This study’s qualitative research method includes observation of the teacher-student relationship and interviews with several high school teachers in Karanganyar, Central Java. Besides, document studies related to Merdeka Belajar program are also used to understand the policy context. This study found that teachers did not realize that they had been using a pedagogical paradigm (education for children) for high school-level children who had grown up. When they switched to Merdeka Belajar curriculum, they also did not know that the paradigm they should be using is andragogy (education for adults). In this situation, they improvised as best they could to implement Merdeka Belajar. The teachers only carry out orders from the school. However, the school is still trying to understand how it works based on structural orders without clarity. Students’ dependence on teachers has become the cause of teachers’ difficulty to move out of the pedagogical paradigm into andragogy. In this situation, the teachers tried to do their best to implement Merdeka Belajar program during the Covid-19 pandemic. Teachers and schools must also face all infrastructural barriers and socioeconomic conditions with limited online learning access.

scholarly journals A SURVEY OF THE TEACHING OF STATISTICAL LITERACY, REASONING AND THINKING: TEACHERS’ CLASSROOM PRACTICE IN MEXICAN HIGH SCHOOL EDUCATION

2021 ◽  
Vol 20 (2) ◽  
pp. 13
Author(s):  
ANA LUISA GÓMEZ-BLANCARTE ◽  
REYNALDO ROCHA CHÁVEZ ◽  
ROSA DANIELA CHÁVEZ AGUILAR
Keyword(s):  
High School ◽  
Classroom Practice ◽  
Likert Scale ◽  
School Education ◽  
High School Education ◽  
School Level ◽  
Educational Systems ◽  
High School Level ◽  
Statistical Literacy ◽  
Study Programs

This paper presents partial results of a one-year project funded by a grant from Mexico’s National Science and Technology Council and the National Institute for the Evaluation of Education that was designed to characterize the teaching of statistics in Mexican high school education. Work was organized in two 6-month phases. The first stage involved documentary research that consisted of analyzing the study programs of statistics courses used at 12 high school-level educational systems. The second used the field research technique to design and administer a survey called “Teaching Statistical Literacy, Reasoning and Thinking” (TSLRT), that was answered by 754 high school statistics teachers at those 12 educational systems. Both phases were based on the theoretical ideas of statistical literacy, reasoning and thinking, and were conducted with the aim of constructing a reference framework to analyze the study programs (phase one) and design the items included in the TSLRT survey (phase two). Here, we report results from the survey applied, which was comprised of 18 items on sociodemographic variables and 65 Likert scale items that measured the degree to which teachers’ classroom practice focused on elements of statistical literacy, reasoning and thinking, or shared elements. Confirmatory factor analysis was applied to the responses to the 65 Likert scale items. Results indicate that the responses fit a one-dimensional model. Finally, we discuss the pedagogical and theoretical implications of the TSLRT survey results.  Abstract: Spanish En este artículo, reportamos parte de los resultados de un Proyecto de investigación de un año, el cual fue financiado por el Consejo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa. El Proyecto fue diseñado para caracterizar la enseñanza de la estadística en la Educación Media Superior mexicana, y se organizó en dos fases de 6 meses cada una. La primera etapa involucró un estudio documental que consistió en analizar los programas de estudio de la materia de estadística utilizados en 12 diferentes sistemas educativos de educación media superior. La segunda usó la técnica de investigación de campo para diseñar y administrar un cuestionario llamado “Enseñanza de una Cultura, Razonamiento y Pensamiento Estadístico” (TSLRT, por sus siglas en inglés). El cuestionario fue respondido por 754 profesores de educación media superior que imparten la materia de estadística y laboran en escuelas de los 12 sistemas educativos mencionados. Ambas fases estuvieron basadas en las ideas teóricas de cultura, razonamiento y pensamiento estadístico con el objetivo de construir un marco de referencia para analizar los programas de estudio (fase uno) y diseñar los ítems incluidos en el cuestionario TSLRT (fase dos). Aquí, reportamos los resultados del cuestionario aplicado, el cual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que midieron el grado en que la enseñanza del profesor se centra en elementos de una cultura, razonamiento y pensamiento estadístico, o en elementos comunes. Se aplicó un análisis factorial de confirmación a las respuestas de los 65 ítems. Los resultados indican que las respuestas se ajustan a un modelo unidimensional. Finalmente, discutimos las implicaciones pedagógicas y teóricas de los resultados del cuestionario.

scholarly journals Strength and conditioning practices of high school rugby coaches: A South African context

2019 ◽  
Vol 115 (9/10) ◽  
Author(s):  
Bradley Robinson ◽  
Lee Pote ◽  
Candice Christie
Keyword(s):  
South Africa ◽  
High School ◽  
Public Schools ◽  
South African ◽  
Online Survey ◽  
Rugby Union ◽  
Weight Lifting ◽  
School Level ◽  
High School Level ◽  
Strength And Conditioning

Although rugby union as a sport is well established, the strength and conditioning practices of high school level players are not well known. Therefore, the main purpose of this study was to examine the current strength and conditioning practices that coaches implement at South African high school level rugby. A secondary purpose was to compare practices between high schools of different socio-economic status in South Africa. An online survey or in person interview (depending on the school) was conducted and 43 responses were received: from 28 coaches at schools among the top 100 rugby schools in South Africa for 2016 and from 15 coaches at no-fee public schools in the Eastern Cape Province of South Africa. Most coaches (72%) performed some form of physical testing, with the most common parameter tested being ‘speed’. The most common strength and conditioning practices utilised included flexibility (stretching), speed (free sprinting), agility (cone drills), plyometric (box drills) and resistance (weight lifting) training. Unlike the no-fee schools, the top 100 rugby schools implemented conditioning practices similar to best-known international practices. Furthermore, no-fee school coaches did not have the qualifications necessary to administer the correct training techniques. Education and upskilling on the best strength and conditioning practices for school level coaches need to be improved, particularly in less privileged schools. Such improvement is crucial to the transformation goals set out by the South African Rugby Union, which would benefit from player development in lower socio-economic schools.

scholarly journals Creating opportunities for science PhDs to pursue careers in high school education

2013 ◽  
Vol 24 (21) ◽  
pp. 3292-3296
Author(s):  
Kari M. H. Doyle ◽  
Ronald D. Vale
Keyword(s):  
High School ◽  
National Research Council ◽  
The United States ◽  
Teaching Profession ◽  
School Education ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
National Research Council Report ◽  
K 12

The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.

scholarly journals ASESMEN TEKNOLOGI E-LEARNING PADA PENDIDIKAN MENENGAH ATAS

2021 ◽  
Vol 1 (2) ◽  
pp. 116-124
Author(s):  
ANITA FEBRIANY LUMBANGAOL ◽  
SANTI PANJAITAN ◽  
METIOVANI JULIANTI ◽  
FELIX ARNES SITORUS ◽  
OKY RAHAYU ◽  
...  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Rapid Development ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
Criteria And Indicators ◽  
Technological Advances ◽  
E Learning

The rapid development of technology has pushed the need for the teaching and learning process in secondary schools on a technology basis. Thus, secondary education must align itself with technological advances where one of the steps that can be taken is to implement technology-based learning or e-learning. Therefore, this study aims to formulate criteria and indicators for technology assessment with a technometric methodology, where these criteria will be grouped into 4 aspects, namely Technoware, Humanware, Infoware, and Orgaware. Through this research, it will be known whether the implementation of e-learning at the secondary education level has met the standards needed by students in developing their potential. So, the results obtained are that in the instrument of degrees of sophistication in e-learning at the high school level (SMA) there are components of supporting technology in e-learning in high school education, including technoware, humanware, infoware and orgaware which consists of criteria, sub-criteria, and sub-sub-criteria. ABSTRAK Perkembangan teknologi yang semakin pesat, mendorong kebutuhan dalam proses belajar mengajar di sekolah menengah dengan basis teknologi. Maka, pendidikan menengah harus menyelaraskan diri dengan kemajuan teknologi dimana salah satu langkah yang dapat dilakukan adalah dengan melaksanakan pembelajaran yang berbasis teknologi atau e-learning. Oleh karena itu, penelitian ini bertujuan untuk merumuskan kriteria dan indikator penilaian teknologi atau e-learning dengan metodologi teknometrik, dimana kriteria tersebut akan dikelompokkan menjadi 4 aspek yaitu Technoware, Humanware, Infoware, dan Orgaware. Melalui penelitian ini akan diketahui apakah pelaksanaan e-learning di jenjang pendidikan menengah sudah memenuhi standar yang dibutuhkan peserta didik dalam mengembangkan potensinya. Maka, hasil yang diperoleh bahwa di dalam instrumen derajat kecanggihan dalam e-learning tingkat Sekolah Menengah Atas (SMA) terdapat komponen – komponen teknologi pendukung dalam e-learning pada pendidikan menengah atas antara lain technoware, humanware, infoware dan orgaware yang di dalamnya terdiri dari kriteria, sub kriteria, dan sub-sub kriteria.

Application of Double Variable Regression to Determine SNPs that Affect High School / Academic Achievement

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Wulan Andriyani Pangestu ◽  
Budi Susetyo ◽  
Rahma Anisa
Keyword(s):  
High School ◽  
Academic Achievement ◽  
School Level ◽  
High School Level ◽  
National Education ◽  
Examination Score ◽  
National Examination ◽  
Multiple Variable ◽  
Multiple Variable Regression ◽  
The Relationship

The evaluation step in school accreditation process includes eight components of national education standard (SNP). The result of accreditation from the evaluation is believed to explicate the academic achievement of student, in this case is National Examination (UN). Thus, it is necessary to further observe the relation between the accreditation results and the score of national examination. One of the analysis that can be used is regression analysis, it is used to observe the relation between the accreditation result and the sroce of national examination also to identify the SNP components that affect the national examination score. However, since the study was conducted at senior high school level where the national examination score for this level covers six subjects, the analysis used is no longer a simple regression but a multiple variable regression. It is because of the relationship between the score of the national examination that characterizes an academic achievement. The application result of multiple variable regression method shows that there is a relation between SNP and national examination score.

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