scholarly journals Study on some Medico-Religious Plants of Kinnaur (Himachal Pradesh)

2021 ◽  
Vol 9 (9) ◽  
pp. 673-678
Author(s):  
Dhirendra Singh Pathania
Keyword(s):  
Himachal Pradesh ◽  
Religious Culture ◽  
Local People ◽  
Personal Observation ◽  
Religious Activities

Abstract: Himachal Pradesh, the mountains state of India is famous for its religious culture, traditions and its unique flora. People of this state are highly religious and variety of rituals related to deities is performed in various ways by local -people. These rituals not only show humans relations with plant but also help in conserving these plants. The present study is carried out in various villages of district Kinnaur of Himachal Pradesh, regarding the medico-religious plant used by the locals in our own socio-culture and religious activities. The information regarding the utilization of medico-religious plants in socio-cultural and religious activities was collected through the personal observation understand how tribal’s of Kinnaur district are dependent on medicinal and religious plants to safeguard their inherent socio-cultural and religious activities. Keyword: Medico-religious, Kinnaur, Himachal, Tribes, Flowers, Sacred plants

Kepemimpinan Spiritual Kepala Sekolah dalam Menanamkan Budaya Religius di Sekolah Dasar Negeri Jurangsapi 1, Tapen, Bondowoso

2020 ◽  
Vol 1 (1) ◽  
pp. 53-62
Author(s):  
Mokhamad Yaurizqika Hadi ◽  
Nur Ittihadatul Ummah
Keyword(s):  
Primary Schools ◽  
Participant Observation ◽  
Spiritual Leadership ◽  
Religious Culture ◽  
Religious Schools ◽  
Religious Activities ◽  
Structured Interviews ◽  
Spiritual Leader ◽  
Stake Holder ◽  
School Standard

This study discusses the Principal's Spiritual Leadership in Instilling Religious Culture in Jurangsapi 1 Elementary School, Tapen District, Bondowoso Regency. The principal is one of the important factors that determines school success because the principal is a vital organ in the school ecosystem, especially in public primary schools that have fewer religious activities than religious or religious schools so it needs to be balanced with the inculcation of religious culture so that religious values ​​remain embedded in students. This study aims to determine: (1) Principal's spiritual leadership in vision aspects in instilling religious culture (2) Principal's spiritual leadership in altruistic love in instilling religious culture (3) Principal's spiritual leadership in hope (aspects hope) in instilling religious culture. Data collection techniques using semi-participant observation, semi-structured interviews and documentation. Analysis of the data used is the qualitative data analysis of Milles and Huberman's interactive models, while the validity of the data used is the triangulation of sources and techniques. The results of this study indicate that: (1) Principal's Spiritual Leadership in the Aspect of Vision in Embedding Religious Culture ie the principal as a spiritual leader in instilling religious culture shows a vision of a strong spiritual leadership by involving all school stakeholders , defines the purpose of the school as the ideals of the principal, as well as encouraging expectations in a superior school standard, namely state primary schools with religious nuances. (2) Principal's Spiritual Leadership in the Altruistic Love Aspect in Instilling Religious Culture, namely the Principal as a spiritual leader promotes altruistic love (3) The Principal's Spiritual Leadership in the Hope Aspect (Instilling) in Instilling Religious Culture. The principal as a spiritual leader in realizing his ideals shows strong expectations. Penelitian ini membahas tentang Kepemimpinan Spiritual Kepala Sekolah dalam Menanamkan Budaya Religius di Sekolah Dasar Negeri Jurangsapi 1 Kecamatan Tapen Kabupaten Bondowoso. Kepala sekolah merupakan salah satu faktor penting yang menentukan keberhasilan sekolah karena kepala sekolah adalah organ vital dalam ekosistem sekolah, terlebih pada sekolah dasar negeri yang memiliki kegiatan agama lebih sedikit dibanding sekolah agama atau keagamaan sehingga perlu diimbangi dengan penanaman budaya religius agar nilai-nilai agama tetap tertanam pada diri peserta didik. Penelitian ini bertujuan untuk mengetahui: (1) Kepemimpinan spiritual kepala sekolah aspek visi (vision) dalam menanamkan budaya religius (2) Kepemimpinan spiritual kepala sekolah aspek cinta altruistik (altruistic love) dalam menanamkan budaya religius (3) Kepemimpinan spiritual kepala sekolah aspek harapan (hope) dalam menanamkan budaya religius. Teknik pengumpulan data menggunakan jenis observasi semi partisipan, wawancara semi terstruktur dan dokumentasi. Analisis data yang digunakan yaitu analisis data kualitatif model interaktif Milles dan Huberman, sedangakan keabsahan data yang digunakan adalah triangulasi sumber dan teknik. Hasil dari penelitian ini menunjukan bahwa : (1) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Visi (vision) dalam Menanamkan Budaya Religius yakni kepala sekolah sebagai pemimpin spiritual dalam menanamkan budaya religius menunjukan visi (vision) kepemimpinan spiritual yang kuat dengan mengikut sertakan seluruh stake holder sekolah, mendefinisikan tujuan sekolah sebagai cita-cita kepala sekolah, serta mendorong harapan pada standart sekolah yang unggul yaitu sekolah dasar negeri yang bernuansa religius. (2) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Cinta Altruistik (altruistic love) dalam Menanamkan Budaya Religius yakni Kepala sekolah sebagai pemimpin spiritual mengedepankan cinta altruistik (3) Kepemimpinan Spiritual Kepala Sekolah pada Aspek Harapan (hope) dalam Menanamkan Budaya Religius. Kepala sekolah sebagai pemimpin spiritual dalam mewujudkan cita-citanya menunjukan harapan yang kuat. Kata Kunci: kepemimpinan spiritual kepala sekolah, budaya religious, sekolah dasar

Strategi Kepala Sekolah Dalam Menciptakan Budaya Religius di SMK Negeri 1 Samarinda

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Akhmad Mustapa ◽  
Etty Nurbayani ◽  
Siti Nasiah
Keyword(s):  
Religious Culture ◽  
Vocational High School ◽  
Religious Activities ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Before And After ◽  
Qualitative Descriptive ◽  
Data Validity ◽  
General School ◽  
Research Type

SMK Negeri 1 Samarinda (State Vocational High school 1 of Samarinda) is a general school that the principal still wants to build the Islamic character values through the 3S culture (Smile, Respect, and Greet), the culture of reading the holy Qur’an, praying together, the culture of discipline and honesty, and ethics in clothing. This research aims to find out the religious culture at SMK Negeri 1 Samarinda. The approach used was qualitative approach with qualitative descriptive research type. The data collection techniques were observation, interviews and documentation. Data validity test used source and method triangulation analyzed with member check. The data analysis technique used data reduction, presentation and concluding. The result of the research is that religious activities developed by the principal are such as the culture of 3S, reading Qur’an, praying before and after learning, praying together at the school mosque, the culture of honesty, discipline and ethics in clothing. The strategies of the principal in creating the religious culture at SMK Negeri 1 Samarinda were through planning, modelling, habituation, participation, evaluation, coordination, and motivation.

scholarly journals Some Socio-Religious Flora of Rupandehi District, Western Nepal

2015 ◽  
Vol 3 (1) ◽  
pp. 123-126
Author(s):  
Chandra Bahadur Thapa
Keyword(s):  
Focus Group ◽  
Indigenous Knowledge ◽  
Plant Species ◽  
Structured Interview ◽  
Local People ◽  
Species Trees ◽  
Religious Activities ◽  
Aged People ◽  
Informal Discussion

The present study was carried out to document the indigenous knowledge of local people regarding the use of plant species on socio-religiousactivities during the year of 2012-2013. The indigenous knowledge was documented by using semi-structured interview, focus group discussionand informal discussion with the local people, religious persons and aged people. Altogether 32 plant species belonging to 23 family and 30genera have been documented in Rupandehi district. Among them, 13 species were herbs, 5 species shrubs, 13 species trees and 1 speciesclimber. Use of these plant species in socio-religious activities has helped people to conserve the faith of deities as well as to conservebiodiversity in the area.DOI: http://dx.doi.org/10.3126/ijasbt.v3i1.12217     Int J Appl Sci Biotechnol, Vol. 3(1): 123-126 

scholarly journals The Role of Dayah Salafiyah in the Development of Religious Culture in Langsa

2021 ◽  
Vol 13 (3) ◽  
pp. 2435-2444
Author(s):  
Fakhrurrazi Fakhrurrazi ◽  
Hasan Asari ◽  
Erawadi Erawadi
Keyword(s):  
Phenomenological Study ◽  
Development Program ◽  
Religious Culture ◽  
Analysis Framework ◽  
Religious Activities ◽  
Teachers And Students ◽  
Religious Cultures ◽  
Culture Development ◽  
Good Behaviour

Dayah sustainably transmits religious, intellectual, and spiritual traditions (Islamic Boarding Schools). Several Dayah Salafiyah in Langsa City, for example, are also involved in implementing and developing strategies for the cultivation of such religious cultures. To conduct a deeper examination, this phenomenological study examined the involvement, implementation, and strategies used in those Dayahs. Observations were used to collect data. Meanwhile, the data were organized using Miles and Huberman's qualitative data analysis framework. The findings indicated that religious activities based on religious culture at the Dayah Salafiyah in Langsa City were always developed in collaboration with the dayah's leaders, teungku dayah, santri, and community. To begin, the dayah's leader serves as a facilitator, motivator, and mediator in the students' and community's religious activities and a controller of the dayah's activities. Additionally, it is critical to remember that the most fundamental form of salafiyah dayah implementation promotes good behaviour. To ensure that the religious culture development program is carried out as planned, salafiyah education incorporates religious culture into all aspects of its operations. This strategy for religious culture development is carried out by establishing policies, habituation, and student awareness, exemplary behaviour, discipline, and civilization. The dayah's leaders have absolute authority to monitor and evaluate all efforts made by teachers and students to foster a strong religious culture in the school.

scholarly journals Exploring the religious plants and their uses in Devghat Dham, Chitwan

2020 ◽  
pp. 37-44
Author(s):  
Hari Dev Sharma
Keyword(s):  
Plant Species ◽  
Significant Role ◽  
Participant Observation ◽  
Rich Source ◽  
Local People ◽  
Religious Activities ◽  
Central Nepal

Nepal is one of the richest sources with respect to the occurrence of religious plants. Devghat Dham is one of the famous holiest place of central Nepal and also rich source of religious plants. The objective of this paper is to explore the socio cultural and religious value of plant species. Presented here are the descriptions of 50 religious plant species used traditionally by local people in the Devghat Dham for various religious activities. The species of plant were collected and identification by using participant observation and interview. Religious activities has played a significant role in conservation of plants.

scholarly journals IMPLEMENTASIBUDAYA RELIGIUS DALAMPERKEMBANGAN MORAL PESERTA DIDIK

AKADEMIKA ◽  
2020 ◽  
Vol 13 (01) ◽  
Author(s):  
Abdul Manan ◽  
Siti Suwaibatul Aslamiyah
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Moral Development ◽  
Religious Culture ◽  
Holy Land ◽  
Religious Activities ◽  
Data Presentation ◽  
Interactive Data

Abstract: Titled the implementation of culture religious to students moral development in MTs Tanwirul Qulub Sungelebak Karanggeneng Lamongan years lessons 2017 / 2018 aims to answer the question of how the application of religious culture in school impact the moral development in MTs. students Tanwirul Qulub Sungelebak. The implementation of tolerance attitude to the religious culture in schools it is incredibly important to be implemented.With in achieveing the goal of tolerance attitude to the religious culture will tertanamkan in the soul of a student to lose their indirect kind of way, as well as be an increase in the peace from us and the ketaqwaan students as well as strongly influenced the development of the act of moralizing school tuition. It is very relevant if we dock in the high number of a case that appear in the holy land, as as well as among students, they are promiscuous, immoral actions and ill treatment of an equality accompanied by murder case of not a few of the students cause reluctance of the doers.To express this researchers used qualitative research approach.In data collection, researchers used the interview, observation and documentation. And in data analysis, the use writers interaction which includes reduction interactive data, presentation of data and verification.The results of research obtained was first, form the implementation of culture religious in MTs. tanwirul qulub in the form of religious subjects additional namely Nahwu Shorof, Faraid, Ta’lim, Aswaja.And also be habituation of religious activities that is read the al-waqi’ah, read asmaul belong, prayer dhuha, read Tahlil together every day thursday.Second, the implementation of culture religious gives the effect on moral development school tuition.This is proven with a civility the school tuition and empathy high on teachers and others friend.Keywords: Implementation, Religious Culture, Moral Development

scholarly journals Implementation of Islamic Religious Education Through Cultivating Religious Culture in Smp 21 Malang City

2019 ◽  
Vol 6 (2) ◽  
pp. 273-292
Author(s):  
Fitrotul Hasanah
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Junior High School ◽  
School Environment ◽  
Junior High ◽  
Religious Culture ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Religious Activities

The purpose of Islamic Education in public schools is not only to make students understand Islamic teachings, but also to make students carry out these teachings in daily life. It is on this basis that the research focused on the implementation of Islamic Education through planting religious culture in Middle School 21 Malang. This study aims to: 1) describe the implementation of Islamic Education in State Junior High School 21 Malang 2) describe the efforts to cultivate religious culture in State Junior High School 21 Malang and 3) describe the supporting and inhibiting factors in cultivating religious culture in State Junior High School 21 Malang. The researcher observed the implementation of Islamic Education through planting religious culture using observation, interviews and documentation. The results of this study indicate that 1) Islamic religious education is carried out based on the curriculum established by the Ministry of Education and Culture 2) the implementation of Islamic Education through planting religious culture through various types of religious activities carried out outside of school hours and creating environmental designs which reflects the religious atmosphere by installing Islamic displays in certain places in the school environment 3) Factors supporting the cultivation of religious culture are principals, students, teachers and employees, and parents. While the inhibiting factor is the lack of examples from the teacher and the leader, diversity in giving sanctions in the event of a violation and differences in the background of the parents which have an impact on the failure of the cultivation of religious culture at home. تهدف هذه المقالة وصف تنفيذ التعليم الإسلامي ، والجهود المبذولة لزراعة الثقافة الدينية ، فضلاً عن دعم وتثبيط العوامل في غرس الثقافة الدينية في المدرسة المتوسطة الحكومية الحادية والعشرين بمدينة مالانج ، والغرض من التعليم الإسلامي في المدارس العامة ليس فقط جعل الطلاب يفهمون التعاليم الإسلامية ، ولكن أيضا لجعل الطلاب تنفيذ هذه التعاليم في الحياة اليومية. على هذا الأساس يركز البحث على تطبيق التربية الإسلامية من خلال زراعة الثقافة الدينية في مدرسة مالانج المتوسطة 21. ولاحظ الباحث تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية باستخدام الملاحظة والمقابلات والتوثيق. تشير نتائج هذه الدراسة إلى أن 1) التعليم الديني الإسلامي يتم على أساس المنهج الذي وضعته وزارة التربية والتعليم والثقافة 2) تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية من خلال أنواع مختلفة من الأنشطة الدينية التي تتم خارج ساعات الدوام المدرسي وخلق التصاميم البيئية. مما يعكس الجو الديني من خلال تثبيت العروض الإسلامية في أماكن معينة في البيئة المدرسية. 3) العوامل الداعمة لزراعة الثقافة الدينية هي المبادئ والطلاب والمعلمين والموظفين ووادي الطلاب. في حين أن العامل المثبط هو عدم وجود أمثلة من المعلم والقائد ، والتنوع في إعطاء العقوبات في حالة حدوث انتهاك والاختلافات في خلفية الوالدين التي لها تأثير على فشل زراعة الثقافة الدينية في المنزل. Artikel ini bertujuan untuk mendeskripsikan pelaksanaan Pendidikan Agama Islam, upaya-upaya penanaman budaya religius, serta faktor pendukung dan penghambat dalam penanaman budaya religius di SMP Negeri 21 Malang. Tujuan Pendidikan Agama Islam di sekolah umum tidak hanya untuk menjadikan siswa mengerti tentang ajaran Islam, tetapi juga untuk menjadikan siswa melaksanakan ajaran tersebut dalam kehidupan sehari-hari. Atas dasar inilah penelitian difokuskan pada implementasi Pendidikan Agama Islam melalui penanaman budaya religius di SMP Negeri 21 Malang. Peneliti mengobservasi Implementasi Pendidikan Agama Islam melalui penanaman budaya religius menggunakan pengamatan, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa 1) Pendidikan Agama Islam dilaksanakan dengan berpedoman pada kurikulum yang telah ditetapkan oleh Departemen Pendidikan dan Kebudayaan 2) implementasi dari Pendidikan Agama Islam melalui penanaman budaya religius dilakukan melalui berbagai jenis kegiatan keagamaan yang dilaksanakan di luar jam pelajaran serta menciptakan desain lingkungan yang mencerminkan suasana religius dengan memasang pajangan Islami di tempat tertentu di lingkungan sekolah 3) Faktor pendukung upaya penanaman budaya religius adalah kepala sekolah, peserta didik, guru dan karyawan, serta orang tua. Sedangkan faktor penghambatnya adalah kurangnya teladan dari guru dan pimpinan, keanekaragaman dalam pemberian sanksi jika terjadi pelanggaran serta perbedaan latar belakang orang tua yang berimbas pada tidak berjalannya penanaman budaya religius di rumah.

scholarly journals IMPLMENTASI PENDIDIKAN AGAMA ISLAM MELALUI BUDAYA RELIGIUS (RELIGIOUS CULTURE) DI SEKOLAH

2017 ◽  
Vol 3 (2) ◽  
pp. 14-32
Author(s):  
Kristiya Septian Putra
Keyword(s):  
Everyday Life ◽  
Education System ◽  
Religious Culture ◽  
Educational Goals ◽  
Religious Activities ◽  
Religious Knowledge ◽  
National Education ◽  
The Public ◽  
National Education System ◽  
Islamic Religion

The education system of Islamic Religion in school is a form of elaboration of the mandate of Act No. 20 of 2003 on National Education System, in order to prepare students to be a man of faith and piety and morality, but in practice they have drawn criticism from the public that PAI in school during is rated only equip learners only religious knowledge (cognitive) less emphasis on the aspect of practice (affective and psychomotor). Where necessary the development of PAI itself, so that PAI is not only limited knowledge but also can be practiced in everyday life either at school or in everyday environments. Either by teachers, and students.Therefore, it is necessary to build a culture of religious (religious culture) in religious activities in schools to improve the practice of affective so in tune with our educational goals.

scholarly journals Open Space: Typology and Distribution in Pokhara Lekhnath Metropolitan City

2018 ◽  
Vol 11 ◽  
pp. 25-44 ◽  
Author(s):  
Ramjee Prasad Pokharel ◽  
Narendra Raj Khanal
Keyword(s):  
Land Use Planning ◽  
Open Space ◽  
Local People ◽  
Religious Activities ◽  
Open Spaces ◽  
Political Activities ◽  
City Life ◽  
Metropolitan City ◽  
Site Water ◽  
Per Capita

 Open space is essential part of city life because it provides an opportunity for recreation, playing, religious activities, political activities, cultural activities and so on. This paper discusses the types of open space and its distribution in Pokhara Lekhanath Metropolitan City (PLMC). An inventory of open spaces was prepared based on the available analog maps with intensive field verification. There are eight major and 32 subtypes of open spaces with a total number of 246 within the PLMC. The main types of open spaces are park, playground, religious site, water surface, cave, aesthetic view point, river strip and messy places. Those open spaces vary in form, size, ownership and functions. The distribution of open spaces is not uniform among the 33 Wards in the Pokhara Lekhanath Metropolitan City. The number of open space varies from only one to twenty-one and total area of open space varies from only 51 ha to 4786 ha among those Wards. Per capita area of open space ranges from 0.16 to 659 m² among those wards. In many wards, per capita area of open space is less than 9 m² which is recommended by FAO. Such a poor situation is created mainly due to the lack of public land use planning, encroachment in open space for development of infrastructure such as public buildings, and lack of knowledge about the importance of open spaces among decision makers and local people and weak capacity of local people to protect and conserve open space from encroachment.The Geographical Journal of NepalVol. 11: 25-44, 2018

scholarly journals Ecology and Conservation of the Critically Endangered Tree SpeciesGymnocladus assamicusin Arunachal Pradesh, India

2007 ◽  
Vol 2007 ◽  
pp. 1-5 ◽  
Author(s):  
B. I. Choudhury ◽  
M. L. Khan ◽  
A. Arunachalam ◽  
A. K. Das
Keyword(s):  
Northeast India ◽  
Habitat Destruction ◽  
Critically Endangered ◽  
Local People ◽  
Religious Activities ◽  
Mature Trees ◽  
Scatter Hoarding ◽  
Endangered Tree ◽  
Individual Trees ◽  
Ecological Habitats

Gymnocladus assamicusis a critically endangered leguminous tree species endemic to Northeast India. Mature pods of the trees yield soap material and are collected by local people for domestic purposes and religious activities.G. assamicusgrows on hill slopes and along banks of streams. Male and hermaphrodite flowers are borne by separate individual trees. Altogether 28 mature trees were documented from nine populations. Of these, very few regenerating trees were found. This species regenerates only through seeds. The major constraints to natural regeneration are overharvesting of mature fruits, habitat destruction, grazing, predation of seeds by scatter-hoarding animals, poor percentage of seed germination due to their hard-waxy seed coats, and the lack of seed dispersal. Effective conservation initiatives should emphasize sustainable harvesting of mature pods, awareness among local people, and preservation of surviving individuals of the species. Nonetheless, reintroduction of the species to suitable ecological habitats is also recommended.

Sign in / Sign up

Export Citation Format

Share Document