scholarly journals PENDIDIKAN SEKS PADA ANAK

2011 ◽  
Vol 10 (1) ◽  
pp. 73
Author(s):  
Nurlaili Nurlaili
Keyword(s):  
Religious Education ◽  
Sex Education ◽  
Intimate Relationship ◽  
Self Control ◽  
Growing Up ◽  
Virus Attack ◽  
Emotional Openness

Basicly, the teaching of sex education for the child is the same as giving immunisation to him/her. The child who has got the sex education expected will has a high self control and impenetrability to the virus attack of sex unrighteous, for example pornography, deviation, or sex abused, so that the child is not easy to infects by irresponsible sex. The Sex education for the child conducted step by step as according to his/her age. Instruction of sex is conducted squarely, easy going, and does not with negative enragement to the problem of sex. Parents have to develop sportive communications, so that the child will has a emotional openness toward parents, growing up the child trust toward parents, The problems of sex are not only a problem of intimate relationship, but many problems are there, either biological, psychological, and social. In Islam, the sex education is a part of the integration of aqidah, moral, and religious education.

Analysis of the Slovak Discourses of Sex Education Inspired by Michel Foucault

Human Affairs ◽  
2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Ivan Lukšík ◽  
Dagmar Marková
Keyword(s):  
Young People ◽  
Religious Education ◽  
Sex Education ◽  
Michel Foucault ◽  
The Internet ◽  
Children And Young People ◽  
Basic Ability ◽  
And Control

Analysis of the Slovak Discourses of Sex Education Inspired by Michel FoucaultThe aims, rules and topics of sex education exist on paper, but have yet to be implemented in Slovakia. Although the curriculum creates the illusion of openness in this field, the silence on sex education in schools provides space for the alternative, "more valuable" quiet discourses of religious education. Under these conditions, it is silence that is proving to be an advantageous strategy for the majority of those who should be voicing their opinions. Instead, they listen and control. By contrast, those who do speak out, children and young people, do not in fact, speak to them, but mainly among themselves. Those who are silent and listen are not prepared for the younger generations confessions on sexuality, which are mostly taken from the liberal area of media, especially the internet. The silent frequently lack, at the very least, the basic ability to react and debate in this changed situation. Those who are involved in the discussion on sexuality in Slovakia are those who should listen and supervise.

scholarly journals Daya Tahan dan Eksistensi Pesantren Di Era 4.0

2019 ◽  
Vol 3 (2) ◽  
pp. 301-313
Author(s):  
Muhamad Abdul Manan
Keyword(s):  
Religious Education ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Human Life ◽  
Boarding Schools ◽  
Self Control ◽  
Spiritual Power ◽  
Digital Revolution ◽  
The Times

Pesantren as one of the religious education institutions that are the womb of the prospective Muslim scholars, they also have a mandate to carry out educational missions based on Article 1 (1) of Law No. 20 of 2003 namely developing the potential of students to have religious spiritual power, self-control, personality, intelligence, noble character and skills needed by him, society, nation, and state. Era of Industrial Revolution 4.0 (here in after: Era 4.0) has an unimportant impact. It affects all aspects of human life. Included in this case is education. This era is characterized by the increasingly central role of cyber technology in human life. So do not be surprised if in the world of education the term "Education 4.0" appears. Availability of various information is born from the 4.0 digital revolution makes everyone able to access knowledge without being limited by space and time, therefore the pesantren curriculum continues to be encouraged to be contextual to the needs of the times, but on the other hand the pesantren is still able to maintain its identity as guardian of tradition. Efforts that can be developed in Islamic boarding schools in the era of 4.0 include building digital literacy in Islamic boarding schools and creating Islamic study channels.

scholarly journals Pendidikan Islam Dalam Karya Sastra (Telaah Kritis Atas Buku La Tahzan Karya ‘Aidh Al-Qarni Perspektif Filsafat Pendidikan Islam)

AKADEMIKA ◽  
2020 ◽  
Vol 14 (01) ◽  
Author(s):  
Lusia Mumtahana
Keyword(s):  
Religious Education ◽  
Sex Education ◽  
Educational Programs ◽  
Islamic Education ◽  
Human Values ◽  
Standard Of Living ◽  
Step Process ◽  
Library Research ◽  
The World ◽  
Value Of Health

Abstract: The world of education in Indonesia indeed faces very complex problems and requires careful reform. To realize quality and efficient education, it is necessary to arrange and implement educational programs that are able to educate students in a sustainable manner. In this case the values of Islamic education are needed to improve the standard of living through all its aspects, which may not be able to reach the intended goals without going through a step-by-step process. By choosing the book titlled la tahzan as a scientific writing because in it the writer found the values of Islamic education that are absolutely needed in dealing with such problems. This is a library research and is a qualitative one. Data sources are then analyzed and the results are recorded and classified in accordance with the planned framework. The results of this study are: 1). to find out the values of Islamic education in the perspectives of education experts which include the value of religious education (aqidah islamiyah), the value of health education, the value of religious education, the value of sex education. 2). To find out the values of Islamic education in the book of Tahzan written by 'Aidh Al-qarni that includes both divine and human values. 3). to find out the differences and similarities of the values of Islamic education in the perspectives of education experts with the values of Islamic education in the book.Keywords: Values, Islamic education, La Tahzan

scholarly journals Teacher PAI Learning Strategy in Improving Self Control Students in Binjai State 4 High School

2020 ◽  
Vol 2 (2) ◽  
pp. 576-583
Author(s):  
Mohd. Najmi Adlani Siregar ◽  
Mesiono ◽  
Salamuddin
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Case Study Research ◽  
Research Problem ◽  
Self Control ◽  
Collection Data ◽  
The Individual

This study aims to determine the learning strategies of Islamic Religious Education teachers in improving student self control in SMA Negeri 4 Binjai. To answer the research problem, researchers describe how the learning strategies of Islamic Religious Education teachers in improving student self control, and what are the inhibiting and supporting factors for implementing Islamic religious education learning strategies in improving student self control in SMA Negeri 4 Binjai. This study uses a qualitative method with the type of case study research so that this research problem can be explored in detail. Data collection techniques used were interviews, observation, and study of documents. The technique of guaranteeing the validity of the data is carried out by testing the data credibility, the dependability test, and the confirmation. Data analysis techniques used are data collection, data reduction, data presentation, and drawing conclusions. The result is PAI teacher learning strategies using several strategies including expository learning strategies, inquiry learning strategies, problem based learning strategies and cooperative learning strategies. In addition, the school has several strategies in improving student self control, namely the Individual approach to students, habit of doing positive things, organizing good programs and establishing joint responsibility to improve students' Self Control. Supporting and inhibiting factors in improving students' Self Control in SMA 4 Binjai In applying Self Control, there are several supporting factors. As the principal, teachers, staff and students provide good support and support all types of programs that are held. The inhibiting factor is that the infrastructure facilities are inadequate for learning given the large number of students who need conducive learning places. On the other hand learning time constraints become a barrier considering the lack of PAI learning hours which can only be used for the delivery of material demanded by the curriculum (syllabus) so that improvements in implementing self control cannot take place properly.

scholarly journals PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBANGUN SELF CONTROL REMAJA DI SEKOLAH

At-Tuhfah ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 19-36
Author(s):  
Muhammad Masjkur
Keyword(s):  
Religious Education ◽  
Self Control ◽  
Islamic Education ◽  
Scientific Concept ◽  
Social Situations ◽  
Emotion Control ◽  
Moral Standards ◽  
Strategic Role ◽  
The Individual

Self control is the ability of the individual to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In another definition self-control is a network that is intact or integrated between individuals and their environment. Individuals who have high self-control seek to find and apply appropriate ways to behave in varied situations. Self-control affects individuals to change their behavior according to social situations so as to manage the impression of being more responsive to situational, flexible, and warm and open guidelines. Self-control is concerned with how the individual controls his emotions and drives from within himself. According to the scientific concept, emotion control means directing emotional energy to a useful and socially acceptable expression channel. Teachers' efforts in establishing adolescent self-control means the efforts or endeavors undertaken by a teacher attain a goal in the process of building the ability of the individual adolescent to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In building self-control teenagers in school, of course, a teacher must first have a good self-control and strong, so it can be used as a mirror for them. Based on the above description, there are two issues that will be discussed, namely: 1) How the role of Islamic Religious Education Teacher in building self-control teenagers in school, 2) What efforts can be done Islamic Teachers in building self-control teenagers in school. From the discussion can be concluded: 1) Islamic education teachers have a very important and strategic role in building self-control teenagers in school. PAI Teachers have to act as mentors, advisors, models or models and evaluators in building self-control teenagers 2) The efforts made by PAI teachers in building self-control teenagers in schools, among others through the following activities: a) Educate by giving exemplary, b) Educate by implementing a policy of supervision and counseling together, c) Educate by doing habituation, d) Educate by fostering the discipline of learners.

SOME EXAMPLES OF TARGETS IN THE CURRICULUM Input Targets The school meets statutory requirements in the delivery and assessment of the curriculum: (Quotes from Ofsted, 1995, are from the Guidance on Inspection — page numbers are quoted from the version for secondary schools but are also in the versions for primary and special schools) • The curriculum meets statutory requirements to teach the subjects of the National Curriculum, religious education and sex education, where these apply (p. 78). • The governing body is monitoring pupil progress. • The curriculum displays breadth — all pupils come into contact with all areas of learning. • The curriculum displays balance — each area of learning is given appropriate attention. • The curriculum is relevant to the needs of all pupils. • The curriculum displays different kinds of provision for each pupil. • The curriculum displays progression for all pupils. • The curriculum displays continuity for all pupils. • The curriculum promotes pupils’ intellectual, physical and personal development and prepares pupils for the next stage of education, training or employment (ibid). • The curriculum provides equality of access and opportunity for pupils to learn and to make progress (ibid). • The curriculum meets the requirements of all pupils on the school’s Code of Practice special educational needs register (ibid). • The curriculum is planned effectively (ibid). • The curriculum is enriched by extra-curricular provision, including sport (ibid). • The curriculum includes, for pupils of secondary age, careers education and impartial guidance, drawing on the careers service (ibid). • There are effective systems for assessing pupils’ attainment (ibid). • Assessment information is used to inform curriculum planning (ibid).

2002 ◽  
pp. 62-62
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Sex Education ◽  
Personal Development ◽  
National Curriculum ◽  
Educational Needs ◽  
Curriculum Planning ◽  
Special Educational Needs ◽  
Special Schools ◽  
Code Of Practice

Religion and belief across schools

2020 ◽  
pp. 61-84
Author(s):  
Adam Dinham ◽  
Alp Arat ◽  
Martha Shaw
Keyword(s):  
Religious Education ◽  
Sex Education ◽  
Citizenship Education ◽  
Economic Education ◽  
Social Health ◽  
Cultural Education ◽  
The Right ◽  
Formal Business

This chapter focuses on religion and belief in the wider life of schools. Religion and belief are not simply the preserve of religious education in schools, though they may be most obvious there. They also appear in the requirement of the act of daily worship, as well as in the right to withdraw — a right belonging only to this sphere and to sex education, apparently two areas in need of more than usually sensitive handling. However, religion and belief are implied, and have implications, throughout the whole life of schools. A number of spaces complement, supplement, overlap with, and even colonise the formal business of religious education. Spiritual, moral, social and cultural education (SMSC); ritish values; the Prevent duty; citizenship education; Personal, Social, Health and Economic education (PSHE); and relationships and sex education (RSE) are all interrelated parts of socialising pupils in religion and belief in schools, and each does so from its own epistemological and normative starting points, which do not necessarily line up. The chapter considers each of these spaces in turn, as well as in relation to each other and religious education.

scholarly journals ANALISIS NILAI PENDIDIKAN AGAMA HINDU DALAM KAKAWIN NITISASTRA

2018 ◽  
Vol 2 (1) ◽  
pp. 154
Author(s):  
Ni Wayan Karismayani ◽  
I Wayan Darna ◽  
. Marsono
Keyword(s):  
Religious Education ◽  
Descriptive Analysis ◽  
Narrative Structure ◽  
Value Theory ◽  
Leadership Education ◽  
Self Control ◽  
Individual Responsibility ◽  
Human Beings ◽  
Educational Values ◽  
Educational Value

<p><em>As a creature known as homo sosius, humans have an obligation to always live side by side with others. Man will be able to live as well as possible and can mempuyai meaning if he can live together in society. It is inconceivable that humans who live in isolation without intercourse and associate with other human beings. In order to foster a harmony of social relationships or with other humans required a form of self-control in the association of living together called the ethics. Living in the era of globalization while maintaining ethical values is certainly not easy, many challenges and obstacles to be faced. Problems that become challenges and obstacles are increasing violence in society, extinction behavior and attitude in family life and society, decreasing pride of ancestral culture and tradition, increasing of self-destructive behavior such as suicide, alcoholism, drug use, and sex free, decreasing work ethic, low individual responsibility attitude, waning sense of honesty in every human being and many other cases. Seeing the phenomenon that occurs in today's society is more likely to behave with less ethics and morality then study Kakawin Nitisastra is highly recommended, but still many people who do not know the existence Kakawin Nitisastra. Therefore the author examines Kakawin Nitisastra so that later can contribute in the life of society in the era of globalization, in addition to preserving the classic works that many people do not know.</em></p><p><em>The problems to be discussed are (1) how is the structure of Kakawin Nitisastra? (2) what are the educational values contained in Kakawin Nitisastra? (3) how is the implementation of educational value in Kakawin Nitisastra in society ?. This study aims to determine (1) the structure in Kakawin Nitisastra (2) the educational values contained in Kakawin Nitisastra (3) the implementation of the educational value contained in Kakawin Nitisastra in the community.</em></p><p><em>Theories used to analyze problems are: Structuralism theory from Marsono, Value theory of Tarigan, Behavioral theory of Allport. The subject of this study is the community. Methods of data collection are observation, interview, literature, and documents. The collected data were analyzed by qualitative descriptive analysis method with reduction measures, data presentation, and conclusion.</em></p><p><em>The results showed (1) the structure in Kakawin Nitisastra divided into two forms of structure and narrative structure. (2) the educational values contained in Kakawin Nitisastra are the value of religious education, the value of ethical education, and the value of leadership education. (3) the implementation of educational value in Kakawin Nitisastra in society for example to do yadnya, socialize in society well, and become a leader capable of protecting society.</em></p><p><em> </em></p>

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