PENELITIAN PENDIDIKAN AGAMA DAN KEAGAMAAN: Kritik dan Tawaran Baru

It seems that religious and religious education research activities at PTAI are still monotonous and not varied, and each study dimension is fixed only on one approach, and more around research, apologetic, and nonnative, has not yet touched on development and evaluation. Therefore, religious and religious education research in the future is expected to cross between dimensions, such as the modern development of the Islamic world with the dimension of time as well as geographical space. Thus, it would seem that the broad-cultivation dimensions of research are to be researched and developed. Therefore, scientific studies / scientific methods (including in the field of religious and religious education), are not solely conducted with research, but can also be done with development, and evaluation. Similarly, the area of religious studies can be developed in: (1) sacred texts as the source of religious teachings, (2) the Muslim community structure, and (3) the behavior of Muslim society. With the expansion of these areas of study, it is hoped that Muslim intellectuals can reflect that religions considered sacred and always approached with a normative framework (based on sacred texts), should be changed by a proportional approach to the study of the social sciencesSelama ini terkesan bahwa, kegiatan penelitian pendidikan agama dan keagamaan di PTAI masih bersifat monoton dan tidak variatif, serta pada setiap dimensi kajian hanya terpaku pada satu pendekatan, dan lebih banyak berkisar pada penelitian, apologetik, dan nonnative, belum menyentuh pada pengembangan dan evaluasi. Untuk itu, penelitian pendidikan agama dan keagamaan ke depan diharapkan dapat menyilangkan antar dimensi, misalnya perkembangan modem di dunia Islam dengan dimensi waktu sekaligus ruang geografik. Dengan demikian, akan nampak bahwa, dimensi garapan penelitian culrnp luas untuk diteliti dan dikembangkan. Sebab, pengkajian ilmiah/metode keilmuan (tennasuk dalam bidang pendidikan agama dan keagamaan), tidak semata-mata dilaku.kan dengan penelitian, tetapi juga dapat dilakukan dengan pengembangan, dan evaluasi. Demikian juga wilayah kajian penelitian keagamaan dapat dikembangkan pada: (1) teks-teks suci sebagai sumber ajaran agama, (2) tatanan masyarakat muslim, dan (3) perilaku keagaman masyarakat muslim. Dengan perluasan wilayah kajian tersebut, diharapkan kalangan cendekiawan muslim dapat melakukan refleksi bahwa agama yang dianggap sesuatu yang sacral dan selalu didekati dengan kerangka normatif (berdasar teks-teks suci), harus diubah dengan pendekatan kajian ilmu-ilmu sosial secara proporsional

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A Sociology of Sacred Texts

Numen ◽

10.1163/156852792x00096 ◽

1992 ◽

Vol 39 (2) ◽

pp. 239-251 ◽

Cited By ~ 1

Author(s):

Jon Davies

Keyword(s):

Social Sciences ◽

Common Ground ◽

Religious Studies ◽

Academic Press ◽

Sacred Texts ◽

Future Conference ◽

The Social ◽

Selection Of

AbstractIn 1992 Sheffield Academic Press will publish a selection of the papers given at this Conference, which was held in Newcastle in July 1991. The Conference was organized by the Department of Religious Studies at Newcastle University. The Head of the Department at the time was Professor John Sawyer. The publication will be edited by the new Head of the Department, Jon Davies, and by Isabel Wollaston, currently a British Academy Post Doctoral Fellow at Oxford. Two of our students-Carol Charlton and Michael Burke-worked extra hours to make sure the organisation functioned. Our thanks are due to them and to all participants. This article is in part a summary of the Conference and of those papers which will appear in the book. It is also a contribution in its own right to an understanding of the relationships between the social sciences [sociology and anthropology] and theology. Several cross-cutting social, personal and professional loyalties can, and often do create degrees of distance, dispute and misunderstanding between the two disciplines. As it happens, this Conference managed to find a respectable acreage of common ground; but it is perhaps useful to mention some of the possible areas of controversy, if only because any future conference will probably have to deal with them more directly than we chose to! Readers will of course realise that the book is still being prepared and that the papers discussed here may well be altered or added to. The premise of this article is that all "TEXTS", be they sacred or secular, ancient or modem, canonical or provisional, are the products of human social transactions, a human context, with all that this means for the processes of text-creation and the business of conscious, purposeful, fallible, writing and editing. Texts and contexts change together; and change each other.

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RELEVANSI KURIKULUM 2013 DENGAN PEMBELAJARAN PAI DALAM UPAYA PEMBENTUKAN KARAKTER PESERTA DIDIK

Adaara: Jurnal Manajemen Pendidikan Islam ◽

10.35673/ajmpi.v10i1.853 ◽

2020 ◽

Vol 10 (1) ◽

pp. 11-23

Author(s):

Abdullah K ◽

Fahmiah Akilah

Keyword(s):

Religious Education ◽

Junior High School ◽

Core Curriculum ◽

Social Attitude ◽

Mental Attitude ◽

Mutual Cooperation ◽

Scientific Methods ◽

National Education ◽

The Social ◽

Teaching Learning

Conceptually, the 2013 curriculum relied heavily on Scientific methods, which in its application were more popular with the term 5 M: Mengamati (observing),Menanya(asking), Mengumpul (gathering), Menalar (reasoning) and Mengkomunikasikan (communicating), and applied through scientific methods and approaches, such as: Contextual Teaching Learning, Enquiry, Problem Solving, Communicative, Cooperative and so on.And always starting and guided by the core curriculum, which is known by the four Main Competences (KompetensiInti/KI), namely: KI. 1: Spiritual Attitude KI.2: Social Attitude, KI. 3: Knowledge, and KI.4: Skills. The cultivation of character is integrated with the learning of Islamic Religious Education, so that the implementation is in line and agreed in shaping the mental attitude, social attitude, knowledge and skills.This means that humans who will be formed are people mentality or morality, intellectual andskills, or who will be formed is the heart (affective aspects), mind (cognitive aspects) and hands or feet (psycho-psychological aspects). In order for the students to have good moralsand avoid being chipped (mazmumah morals).The building up of the character values refers to the 2013 curriculum established by Ministry of National Education No. 68 of 2013 for Junior High School (SMP / MTs), namely: Faith, honesty, discipline, responsibility, care, (tolerance, mutual cooperation), polite, confidence in interacting effectively with the social and natural environment in the social term.The character has been instilled by Islamic Education (PAI) teachers who are quite professional, so that the results are quite intense, high, positive and entrenched, because the aim is the same, namely: forming commendable morals and avoiding despicable morals.

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Politik Pendidikan Agama di Indonesia dan Pelaksanaannya di Salah Satu Kampus Katolik di Flores

Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ◽

10.33394/jk.v6i1.2227 ◽

2020 ◽

Vol 6 (1) ◽

pp. 13

Author(s):

Fransiska Widyawati ◽

Yohanes S Lon

Keyword(s):

Religious Education ◽

School Principals ◽

Catholic School ◽

Religious Studies ◽

Religious Communities ◽

Religious Instruction ◽

Context Analysis ◽

The Social ◽

History Of ◽

Depth Interviews

Religious education has been one of most controversial problems debated in the drafting of laws relation to education and religion in the history of Indonesia. Since the establishment of the nation, the position of religious education in school has been questioned. This debate arose in particular because many private schools organized by religious communities, institutions and foundations, especially the Christians/Catholics, only gave Christian/Catholic religious education to all the students, including to the Muslims. This research explores the social and political context of this issue and specifically looks at its practices in the contemporary era on one of the Catholic campuses in Flores. This study used a qualitative approach by combining text and context analysis. Specifically for field data obtained by in-depth interviews and FGDs on a number of Catholic school organizers, school principals, teachers and non-Catholic students who take part in Catholic religious studies. This study found that when the issue of religious instruction in schools was discussed, the debate should not only be directed at what religious lessons were given to students but rather on what religious lessons students should receive from any religion that could help students to be able to overcome the problems of society, nation and state specifically in the context of pluralism.

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Summary

Ukrainian Religious Studies ◽

10.32420/1999.10.848 ◽

1999 ◽

pp. 95

Author(s):

Editorial board Of the Journal

Keyword(s):

Turning Point ◽

Religious Studies ◽

The Self ◽

Social Teaching ◽

World Outlook ◽

The Social

In the 10th issue of the Bulletin “Ukrainian Religious Studies” in the rubric “Scientific Reports and Announcements” there are in particular the following papers: “Religious Studies and Theology” by A.Kolodny, “Activity of the Orthodox Mission in Ukraine on the Turning Point of the XIX-XXth Centuries” by G.Nadtoka, “Religion in the Spiritual Heritage of V.Lypinsky” by L.Kondratyk, “Church as a Factor of the Self-identification of the Nation in the Cultural and Civilization Environment” by O.Nedavnya, “The Problems of Development of The Social Teaching of the Catholicism” by V.Sergyiko, “The God-Thunder Perun in the Pagan World-outlook of the Ancient Rus’” by N.Fatyushyna and other papers

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The problem of periodization of the history of religion

Ukrainian Religious Studies ◽

10.32420/1997.5.91 ◽

1997 ◽

pp. 3-8

Author(s):

Borys Lobovyk

Keyword(s):

Religious Studies ◽

Human Being ◽

Religious Development ◽

History Of Religion ◽

The Social ◽

The World ◽

History Of ◽

Role Of Religion

An important problem of religious studies, the history of religion as a branch of knowledge is the periodization process of the development of religious phenomenon. It is precisely here, as in focus, that the question of the essence and meaning of the religious development of the human being of the world, the origin of beliefs and cult, the reasons for the changes in them, the place and role of religion in the social and spiritual process, etc., are converging.

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LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

Tarbawi Jurnal Keilmuan Manajemen Pendidikan ◽

10.32678/tarbawi.v4i01.833 ◽

2018 ◽

Vol 4 (01) ◽

pp. 13

Author(s):

Hasbullah Hasbullah

Keyword(s):

Religious Education ◽

School Environment ◽

Teaching And Learning ◽

Educational Environment ◽

Environment Education ◽

Artificial Environment ◽

The Social ◽

The Family ◽

Biological Environment ◽

Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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"I Too Could Be Gay If I Wanted"

Bulletin for the Study of Religion ◽

10.1558/bsor.v39i4.005 ◽

2010 ◽

Vol 39 (4) ◽

Author(s):

Juan Herrero-Brasas

Keyword(s):

Sexual Identity ◽

Emotional Experience ◽

Religious Studies ◽

Social Rejection ◽

Religious Attitudes ◽

Queer People ◽

The Social

An important factor in the social rejection and marginalization of queer people is misplaced empathy. When it comes to sexual identity, putting oneself in someone else's shoes, if bringing into those shoes a radically non-queer emotional experience, will only lead to further lack of understanding and misconceptions. The religious studies classroom provides a privileged setting for exposing that wrong kind of empathy and help the students reflect about the ways in which negative religious attitudes to queerness may be tainted with it.

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Approach to the Social Sciences in Religion Past and Present

Bulletin for the Study of Religion ◽

10.1558/bsor.v44i3.28018 ◽

2015 ◽

Vol 44 (3) ◽

pp. 15-20

Author(s):

Robert Segal

Keyword(s):

Social Sciences ◽

Social Science ◽

Religious Studies ◽

The Social

The social sciences do threaten theology/religious studies even when they do not challenge either the reality of God or the reality of belief in the reality of God. The entries in RPP ignore this threat in the name of some wished-for harmony. The entries neither recognize nor refute the challenge of social science to theology/religious studies. They do, then, stand antithetically both to those whom I call "religionists" and to many theologians, for whom there is nothing but a challenge.

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South Africa’s Institutions of Higher Learning

American Journal of Islamic Social Sciences ◽

10.35632/ajiss.v31i3.284 ◽

2014 ◽

Vol 31 (3) ◽

pp. 50-69

Author(s):

Muhammed Haron

Keyword(s):

Social Science ◽

Religious Studies ◽

Higher Learning ◽

Honors Program ◽

Islamic Studies ◽

Institutions Of Higher Learning ◽

The Social ◽

Regional Universities ◽

Muslim Communities ◽

Insight Into

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular.

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ANALISIS UNSUR EKSTRINSIK NOVEL SANG PEMIMPI KARYA ANDREA HIRATA

Jurnal KATA ◽

10.22216/jk.v1i2.2301 ◽

2017 ◽

Vol 1 (2) ◽

pp. 137

Author(s):

Erlina Erlina

Keyword(s):

Cultural Values ◽

Religious Education ◽

Speech Acts ◽

Social Values ◽

The Novel ◽

Political Values ◽

Educational Value ◽

Cultural Rights ◽

The Social ◽

Data Source

This research is motivated by the analysis extrinsic elements novel Sang Pemimpi. This study aimed to describe the social values, cultural values, moral values, and religious values in the novel Sang Pemimpi. The research is a qualitative study using descriptive methods. The data in this study is a form of social values, cultural values, religius values and moral on Sang Pemimpi novel by Andrea Hirata. Data source is Sang Pemimpi novel by Andrea Hirata. Data collection techniques in this study are: (1) to read and understand the Novel Sang Pemimpi by Andrea Hirata, and (2) give coding by underlining sentences containing social values, cultural values and political values in the note of the novel Sang Pemimpi by Andrea Hirata all data regarding speech acts in a novel study. While the steps in analyzing data are: (1) read data that has been recorded, (2) classify or record data for the purpose for researchers based on the novel Sang Pemimpi by Andrea Hirata, (3) interpreting or interpretation of data for the purpose of research is to analyze the novel Sang Pemimpi by Andrea Hirata, and (4) make the conclusion of the study. The results of this study stated that extrinsic elements contained in Sang Pemimpi novel by Andrea Hirata is the value of cultural education, where cultural rights set forth in the novel The Dreamer ie when they are a teenager then it started to work for money. Social educational value, namely the attitude of helping each other like Arai and Mak Cik, and as pastor and Jimbron. the value of religious education that is visible on the pastor and Jimbron, although Jimbron raised by a pastor, but the pastor did not impose his religion on Jimbron. moral and political education value seen in a leader who has no morals and honesty. Penelitian ini dilatarbelakangi oleh analisis unsur ekstrinsik novel Sang Pemimpi. Penelitian ini bertujuan untuk mendeskripsikan nilai sosial, nilai budaya, nilai politik, nilai moral, dan nilai religius dalam novel Sang Pemimpi. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan metode deskriptif. Data dalampenelitian iniadalah bentuk nilai sosial, nilai budaya, nilai realigi dan moral dalam novel Sang Pemimpi karya Andrea Hirata. Sumber datanya adalah novelSang Pemimpi karya Andrea Hirata.Teknik pengumpulan data dalam penelitian ini adalah: (1) membaca dan memahami Novel Sang Pemimpi karya Andrea Hirata, dan (2) memberi pengkodean dengan menggarisbawahi kalimat-kalimat yang mengandung nilai sosial, nilai budaya, dan nilai politik dalam Mencatat Novel Sang Pemimpi karya Andrea Hirata semua data mengenai tindak tutur dalam novel yang diteliti. Sedangkan langkah-langkah dalam menganalisis datanya adalah: (1) membaca data yang sudah dicatat, (2) mengklasifikasikan atau mencatat data sesuai tujuan peneliti berdasarkan novel Sang Pemimpi karya Andrea Hirata, (3) menginterprestasikan atau penafsiran data dengan tujuan penelitian yaitu menganalisis novel Sang Pemimpi karya Andrea Hirata, dan (4) membuat simpulan penelitian.Hasil penelitian ini menyatakan bahwa unsur ekstrinsik yang dapat dalam novel Sang Pemimpi karya Andrea Hirata adalah nilai pendidikan budaya, di mana budaya yang tercantum dalam novel Sang Pemimpi yaitu apabila sudah beranjak remaja maka sudah mulai bekerja untuk mencari uang. nilai pendidikan sosial, yaitu adanya sikap saling tolong menolong seperti Arai dan Mak Cik, dan seperti pendeta dan Jimbron. nilai pendidikan religius yaitu terlihat pada pendeta dan Jimbron, walaupun Jimbron diasuh oleh seorang Pendeta, tetapi pendeta tersebut tidak memaksakan agamanya pada Jimbron. nilai pendidikan moral dan politik terlihat pada seorang pemimpin yang tidak mempunyai moral dan kejujuran.

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