POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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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POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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

10.15642/jpai.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

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The problematic and challenge of fiqh learning in school and madrasah in the covid-19 pandemic era

MUDARRISA Jurnal Kajian Pendidikan Islam ◽

10.18326/mdr.v12i2.169-184 ◽

2020 ◽

Vol 12 (2) ◽

pp. 169-184

Author(s):

Firrman Mansir

Keyword(s):

Public Schools ◽

General Education ◽

Religious Education ◽

Time Allocation ◽

Education Institution ◽

Islamic Education ◽

Educational Institutions ◽

Teaching Staff ◽

Current Time ◽

Challenges And Opportunities

This research reveals that problematic and challenge occurred in fiqh learning in the covid-19 pandemic era are experienced by Islamic Education Institutions, especially madrasah. General education institutions, such as schools, experience the same thing. The two educational institutions face the same object in learning fiqh or Islamic religious education in public schools. In this Islamic education institution, the dominant subjects are those with religious elements. One of the subjects taught and as compulsory subjects in Islamic educational institutions is fiqh. Learning fiqh can come from the teaching staff, students, material, time allocation, material implementation, and infrastructure. Fiqh learning opportunities can be seen and adapted to the circumstances at the current time. The challenge of fiqh comes from many aspects, such as educators, students, and time allocation. With problems, challenges, and opportunities, fiqh learning will be more advanced following the times, especially in the covid-19 pandemic era.

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Konsep Pendidikan Islam Pada Remaja di Era Disrupsi Dalam Mengatasi Krisis Moral

LITERASI (Jurnal Ilmu Pendidikan) ◽

10.21927/literasi.2020.11(1).63-74 ◽

2020 ◽

Vol 11 (1) ◽

pp. 63

Author(s):

Burhan Nudin

Keyword(s):

Religious Education ◽

Negative Impact ◽

Positive Impact ◽

Islamic Education ◽

Way Of Life ◽

Library Research ◽

Religious Teaching ◽

The Subject ◽

Moral Crisis ◽

The Times

The development of technology and globalization directly or directly can affect the moral development of adolescents in the millennial era. In the millennial era humans began to abandon the conventional ways of living their lives and were replaced by lifestyles. Today's modernization lifestyle which is a trend has a positive impact as well as a very large negative impact. The aims of this study are to determine Islamic education role in children, especially among adolescents, to overcome the moral crisis that is happening in society. This study uses descriptive analytical method to discuss the subject with the Library Research technique. The results indicate that religious education has a central role in tackling and preventing moral decline in adolescents in the disruption era. Changes in the teaching approach and the concept of education must be changed to keep pace with the times. The concept of religious teaching must be shifted, namely by utilizing developing technology and increasing the propagation institutions such as TPA and Majelis Ta'lim around the community and the condition that is as per the way of life of every locale.

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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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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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Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Religions ◽

10.3390/rel11080392 ◽

2020 ◽

Vol 11 (8) ◽

pp. 392

Author(s):

Mehmet H. Tuna

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Empirical Study ◽

Religious Education ◽

Islamic Education ◽

Austrian Society ◽

Muslim Community ◽

Research Findings ◽

The Subject

Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

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Pendidikan Anti Korupsi Dalam Pendidikan Agama Islam

Al-Tadzkiyyah Jurnal Pendidikan Islam ◽

10.24042/atjpi.v8i1.2098 ◽

2017 ◽

Vol 8 (1) ◽

pp. 83

Author(s):

Ade Imelda

Keyword(s):

Religious Education ◽

Role Models ◽

Life Meaning ◽

Teaching Values ◽

Formal Level ◽

Religious Teaching ◽

The Subject

Anti-corruption education must be introduced from children to learn about life, meaning that since the beginning the child is introduced to anti-corruption values. Planting carried out consistently and continuously, will foster a child's personality attitude. Basically a person's personality does not appear instantly but through a process. Anti-corruption education can be implemented both formally and informally. At the formal level, elements of anti-corruption education can be included in the curriculum inserted / integrated into the subject. The concept of anti-corruption by getting used to living anti-corruption, through the introduction of an anti-corruption lifestyle, due to corruption, and the planting of religious teaching values into students. The implications of anti-corruption education in Islamic religious education, namely the curriculum must link all subjects to anti-corruption values, learning with habituation and exemplary and teachers must be able to be role models, provide information about the dangers of corruption, and familiarize students with anti-corruption.

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Implementasi Pembelajaran Pendidikan Agama Islam pada Anak Autis di Sekolah Luar Biasa Negeri Ciamis

Bestari | Jurnal Studi Pendidikan Islam ◽

10.36667/bestari.v17i1.469 ◽

2020 ◽

Vol 17 (1) ◽

pp. 19

Author(s):

Reni Rahmawati ◽

Anis Husni Firdaus ◽

Selamet Selamet

Keyword(s):

Moral Education ◽

Religious Education ◽

Learning Process ◽

Time Allocation ◽

Children With Autism ◽

Islamic Education ◽

Special School ◽

Learning Tools ◽

Planning Stage ◽

Case Evaluation

This study aims to describe the learning outcomes of Islamic Religious Education for children with autism at the Ciamis Special School, namely as follows: 1) to determine the planning of Islamic Religious Education learning for children with autism in Ciamis State Special School; 2) to determine the implementation of Islamic Religious Education learning for children with autism in Ciamis State Special School; 3) to find out the evaluation of Islamic Religious Education learning for children with autism in Ciamis State Special School. This research uses a qualitative approach with a qualitative descriptive method. Collecting data using observation, interview, and documentation techniques. This research was conducted from March to May. The data sources were students with autistic special needs at the Ciamis Special School, while for complementary data the researchers conducted interviews and documentation studies. Then after the data is collected, it is followed by data reduction, presenting data, verifying data, and drawing conclusions. The results showed that: (1) Learning planning includes all aspects that support the implementation of the learning process. The learning process of PAI for children with autism in the Ciamis Special School School follows the 2013 curriculum with teacher modifications. The material presented is emphasized on practical material using various methods according to the needs of students. The learning process is guided by the educational components, namely: goals, educators, students, curriculum, materials, methods and evaluation, because all these components serve as benchmarks for adjusting the child's abilities, so that the desired learning objectives can be achieved. At the learning planning stage the teacher also prepares learning tools, namely the syllabus and lesson plans; (2) The implementation of Islamic Education learning for children with autism emphasizes character / moral education, various learning methods are used, tailored to the needs of students. The implementation of Islamic Education learning includes preliminary or apperception activities, core activities, and closing activities. The time allocation for the implementation is 2 hours of lessons (2x35 minutes) and is held every Thursday from 07.30 to 08.40 WIB; (3) The evaluation carried out at Ciamis State Special School is carried out in three activities namely case evaluation, semester program evaluation and follow-up. The PAI learning results show that autistic children experience development / progress in carrying out religious rituals, as well as in living behavior as demands of their religion. This is shown like ablution, prayer, daily prayers and so on. Assessment standards and minimum completeness criteria (KKM) scores are set by the school

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Effectiveness the Use of Audio Visual Media in Teaching Islamic Religious Education

INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION ◽

10.24239/ijcied.vol2.iss1.14 ◽

2020 ◽

Vol 2 (1) ◽

pp. 81-107

Author(s):

Winarto Winarto ◽

Ahmad Syahid ◽

Fatimah Saguni

Keyword(s):

Religious Education ◽

Subject Matter ◽

Time Allocation ◽

Visual Media ◽

Learning System ◽

Islamic Education ◽

Learning Activity ◽

Learning Achievement ◽

Role Of Parents ◽

Teaching Learning

This study examines the effectiveness of using audio visual as media in improving learning achievement of a Islamic Junior high schools. The study used qualitative methods with observation, interview and documentation as techniques for data collection. The results of this research shows that the use of audio visual media in enhancing the learning achievement of Islamic education at SMP Negeri 1 Palu was effective for several reasons: First, the use of audio-visual media can clarify the material that is taught, effectifying and functioning students’ sensory, both senses of sight and hearing in accordance with the nature of the characteristics of the material and subject matter that is taught. Second, gives stimulation, experiences and observations that is similar to students in the same time with the subject matter. Third, encourages students to be active in learning activity. By using the audio-visual media, we can also say that the PAI teachers have motivated the whole class to be actively included in the teaching learning proces. Fourth, audio-visual media is very effective in improving students’ interest and achievement in learning Islamic education. The supporting factors are the learning system thatt is used, the quality of teachers, the facilities and infrastructures, as well as the role of parents, communities and the agencies related. The factors that inhibit the effectiveness of using audio visual media are as follows: (1). Time allocation of learning, (2). Procurement of electricity. To overcome these problems we can use genset macine as temporary power, desain the material an media in accodane with time.

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PENERAPAN TEKNIK MENGKLARIFIKASI NILAI (VALUE CLARIFICATION TECHNIQUE) UNTUK MENINGKATKANPEMAHAMAN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v5i2.5862 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Martoni Martoni ◽

Andrizal Andrizal ◽

Helbi Akbar

Keyword(s):

Religious Education ◽

Learning Process ◽

Subject Matter ◽

Belief System ◽

Affective Domain ◽

Islamic Education ◽

Fifth Grade ◽

Fifth Grade Students ◽

The Subject

The subject of Islamic Education is a subject that focuses on the affective domain or attitude which consists of a vehicle for planting values, morals, and standard norms such as social sense, nationalism, and even a belief system. From the results of interviewing researchers with one of the PAI teachers, it was found that there were several problems in learning Islamic Religious Education including: Students had difficulty understanding Islamic Education subject matter, especially on material, imitating the attitude of Prophet As, Prophet Musa and Prophet Isa. Students also feel bored and bored in learning so that students do not interpret the learning process. The data in this study were obtained from observation, interviews, tests and documentation, with 8 students consisting of 3 men and 5 women. The results of the research on the implementation of the value clarification technique were proven to be able to improve the learning comprehension of fifth grade students in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah Darat District. This can be seen from the results of the Pre-Cycle test of only 25%, Cycle I rose to 41.7%, Cycle II rose to 75% and Cycle III had reached 87.5% in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah District Land.Keywords: Value Clarification Techniques; Learning Understanding.

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