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

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

<p><em><strong>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.</strong></em></p>

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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

<p><strong>Bahasa Indonesia:</strong></p><p>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.</p><p> </p><p><strong>English:</strong></p><p>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.</p>

scholarly journals PENTINGNYA PENDIDIKAN AGAMA KRISTEN DI SEKOLAH MENGANTISIPASI KECANDUAN SMARTPHONE BAGI ANAK KELAS 6 DI SEKOLAH DASAR THEODORE BATAM

2020 ◽  
Author(s):  
Benteng Martua Mahuraja Purba ◽  
Dewi Lidya Sidabutar ◽  
Alfian
Keyword(s):  
Religious Education ◽  
Negative Impact ◽  
Positive Impact ◽  
Smartphone Addiction ◽  
Technological Developments ◽  
Healthy Control ◽  
Negative Impacts ◽  
The Times ◽  
Consumptive Behavior

The development of the times was followed by technological developments as well as the consumptive behavior of electronic devices such as smartphones. This technological progress has two impacts, namely positive and negative impacts. The positive impact is that humans get ease in accessing information, connecting with others quickly through social networks. The negative impact of smartphone usage on elementary school children is excessive use, plus there is no healthy control mechanism both at school and at home. The purpose of this paper is to focus on relevant Christian religious education without having to reject the progress of the times for students so that the problem of smartphone addiction can be anticipated early on. This research uses descriptive method and case study with a qualitative approach.

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

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

<p><strong>Bahasa Indonesia:</strong></p><p>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.</p><p> </p><p><strong>English:</strong></p><p>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.</p>

scholarly journals Desain Pengembangan Kurikulum Pendidikan Agama Islam

2021 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Mahrus Mahrus
Keyword(s):  
Public Schools ◽  
Character Education ◽  
Religious Education ◽  
School Environment ◽  
Islamic Education ◽  
Education Curriculum ◽  
Teacher Resources ◽  
The Subject ◽  
Moral Crisis ◽  
Religious Material

Design can be formulated as a deliberate process of thinking, planning and selecting the parts, techniques, and procedures that set a goal. Challenges to Islamic religious education include a moral crisis and a personality crisis. Therefore, Islamic religious education is required to be able to equip students with the moral, personality, quality and maturity of life to live a multi-cultural nation life, which is currently hit by an economic crisis in order to livepeacefully in the world community.In an effort to develop an Islamic education curriculum to overcome various challenges and problems, it is necessary to pay attention to several aspects including strategies, methods, materials, Islamic religious teacher resources, facilities, teaching media and supporting instruments.Taking into account the demands of the globalization era of Islamic religious education in madrasas and public schools, it is necessary to implement several strategies, including: First, perfecting the religious education curriculum so that the subject matter reaches a proportional and functional composition but does not burden students. Second, combining religious material with character education materials such as PPKn or other related subjects can also erode thedichotomy of knowledge. Third, creating a religious condition in the school environment

scholarly journals Pentingnya Pendidikan Agama Kristen Di Sekolah Mengantisifikasi Kecanduan Smartphone Bagi Anak Kelas 6 Di Sekolah Dasar Theodore Batam

2020 ◽  
Author(s):  
Dewi Lidya Sidabutar
Keyword(s):  
Religious Education ◽  
Negative Impact ◽  
Positive Impact ◽  
Smartphone Addiction ◽  
Technological Developments ◽  
Healthy Control ◽  
Negative Impacts ◽  
The Times ◽  
Consumptive Behavior ◽  
Keywords Education

The development of the times was followed by technological developments as well as the consumptive behavior of electronic devices such as smartphones. This technological progress has two impacts, namely positive and negative impacts. The positive impact is that humans get ease in accessing information, connecting with others quickly through social networks. The negative impact of smartphone usage on elementary school children is excessive use, plus there is no healthy control mechanism both at school and at home. The purpose of this paper is to focus on relevant Christian religious education without having to reject the progress of the times for students so that the problem of smartphone addiction can be anticipated early on. This research uses descriptive method and case study with a qualitative approach. Keywords: Education, Christianity, anticipating, addicted, Smartphone

UPAYA MENINGKATKAN PRESTASI BELAJAR SISWA TENTANG IMAN KEPADA QODHO’ DAN QODAR MELALUI METODE BELAJAR AKTIF MODEL MENINJAU KEMBALI KESULITAN MATERI PELAJARAN

2020 ◽  
Vol 12 (1) ◽  
pp. 9-16
Author(s):  
Ahsanuddin
Keyword(s):  
Student Achievement ◽  
Religious Education ◽  
Subject Matter ◽  
Positive Impact ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Methods ◽  
Basic Competencies ◽  
The Subject

Educators are expected to develop learning methods in accordance with competency standards and basic competencies. Achievement of all the basic competencies of commendable behavior can be done irregularly. The role of all school elements, parents of students and the community is very important in supporting the successful achievement of the objectives of Islamic Education. The purpose of this study was to determine (1) the level of mastery of Islamic Religious Education subject matter on Faith in Qodho and Qodar students (2) the level of mastery of Islamic Religious Education subject matter on Faith in Qodho ’and Qodar that students have received in facing the grade promotion test. From the analysis it was found that student achievement increased from cycle I to II, namely cycle I (68.75%), cycle II (87.50%) students who experienced mastery. From the results of the learning activities that have been carried out for two cycles and based on all the discussions and analyzes that have been carried out it can be concluded as follows Learning with active learning methods models reviewing difficulties in the subject matter of Islamic Religious Education about Faith in Qodho and Qodar has a positive impact in improving learning achievement the student.

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

scholarly journals Źródła i przedmiot nauczania katechetycznego w ujęciu prawa kanonicznego

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.

scholarly journals THE EXISTENCE OF EQUALITY EDUCATION SYSTEM IN PESANTREN SALAFIYAH

2021 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Asrizal Saiin
Keyword(s):  
Data Analysis ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Research Approach ◽  
Analysis Method ◽  
Modern Education ◽  
Library Research ◽  
Approach Method ◽  
The Subject ◽  
The Impact

The study in this manuscript discusses the impact on the educational equalization system of Pesantren Salafiyah and designs how Pesantren Salafiyah has always existed in the world of modern education. This research belongs to the type of qualitative study using the document analysis method. The form of data analysis used is descriptive analysis. The research approach method in this paper is library research. This study is divided into four methods, namely, the method of determining the subject, the form of the study, the method of data collection, and the method of data analysis. The result is the ability of Pesantren Salafiyah to make certain accommodations and concessions to find a pattern that they consider appropriate enough to face modernization and changes that are increasingly fast and have a broad impact without sacrificing the essence and other basic things in the existence of the pesantren, so that Pesantren Salafiyah still exists in the midst of the hustle and bustle of modernizing Islamic education

scholarly journals Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam

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

<p>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 (<em>tawh</em><em></em><em>id</em>) 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.</p>

Sign in / Sign up

Export Citation Format

Share Document