The Implementation of Akhlak-Based Local Content Curriculum in Bangka Tengah Regency

2020 ◽  
Vol 5 (2) ◽  
pp. 95-109
Author(s):  
Suparta Suparta
Keyword(s):  
Moral Education ◽  
Ideal Condition ◽  
Religious Knowledge ◽  
Local Content ◽  
The Family ◽  
Material Welfare

Akhlak or moral education, which should be applied in the family, at school, and in the societies, is considered as the key success of education. However, most children are equipped with only cognitive religious knowledge without any formation of  faith foundation. As a result, most children are good at knowledge and intelligence but poor behaviour. To avoid such condition, it is necessary to consider Islamic teachings as not only the objects of study and memorization, but as the values that should also be implemented. This ideal condition is intended to minimize the tendency that many adolescence orient to the material welfare and hedonism, which have made them have poor morals and spirituality. As a result, they do not have an Islamic personality, but an instant personality influenced by destructive content they watch from various media. To avoid a further destruction and to improve such condition, there should be a moral-based local content curriculum.

scholarly journals PREWEDDING PHOTO PROCESSION AND THE ROLE OF THE FAMILY IN THEM

2020 ◽  
Vol 10 (2) ◽  
pp. 246
Author(s):  
Aulil Amri
Keyword(s):  
Islamic Law ◽  
Religious Values ◽  
Religious Knowledge ◽  
The Family ◽  
Marriage Contract ◽  
The Law ◽  
Husband And Wife ◽  
As If

In Islamic law, pre-wedding photos have not been regulated in detail. However, pre-wedding photo activities have become commonplace by the community. It becomes a problem when pre-wedding is currently done with an intimate scene, usually the prospective bride uses sexy clothes and is also not accompanied by her mahram when doing pre-wedding photos. Even though there have been many fatwas and studies on the limits of permissibility and prohibition in the pre-wedding procession.The results show that the pre-wedding procession that is carried out by the community in terms of poses, clothes, and also assistance in accordance with Islamic law, the law is permissible. However, it often happens in the community to take photos before the marriage contract with scenes as if they are legally husband and wife and the bride's family knows without prohibiting, directing, and guiding them according to Islamic teachings. In this case the role of the family is very important, we as parents must understand the basis of religious knowledge and how to instill religious values in our children since childhood is the key to this problem dilemma.

scholarly journals A contribution to the debate about social recognition of marriage-like and family-like social phenomena

2021 ◽  
Vol 55 (3) ◽  
pp. 714-750
Author(s):  
Uroš Šuvaković
Keyword(s):  
Sexual Relationships ◽  
Social Recognition ◽  
Ideal Condition ◽  
Sex Partners ◽  
Same Sex ◽  
Social Functions ◽  
Social Phenomena ◽  
The Family ◽  
Identical Manner ◽  
Homosexual Marriage

The paper elaborates on the relation between marriage and the family, on one hand, and marriage-like and family-like homosexual unions such as so-called homosexual marriage and same-sex union (or same-sex life partnership). With a brief theoretical introduction and a comparative overview of the manner in which this matter is regulated in other countries, certain solutions are analyzed from the Proposal Draft Law on Same-Sex Unions of Serbia (2021). It is indicated that it is no longer possible to equalize marriage and the family with the same-sex union because the content of these concepts is substantially different. The society is interested in protecting marriage and the family and to take special care of them since they perform extremely important social functions, whereas without some of them the survival of the society itself would be brought to question (the reproduction function). On the other hand, homosexual marriage and/or same-sex unions do not perform any social function, but are formed exclusively for the purpose of relatively longer-standing satisfaction of sexual needs of same-sex partners. Since the society and the state do not protect marriage only because sexuality is regulated within it, but because it legitimizes sexual relationships aimed at having children, in the event of homosexual marriage-like unions it should also be proceeded in an identical manner: solely those rights and obligations of partners deriving from a relatively longer-standing homosexual partnership should be legally regulated. Moreover, having in mind the principle that every man's right is limited by other people's rights, it is impermissible to give priority to the protection of the rights of same-sex partners for the purpose of longer-standing homosexual relationships over the protection of children's rights. Children need both a father and a mother (an ideal condition), and the family in which they will be socialized. In line with those homosexual marriage-like unions, neither adoption nor assisted insemination can be allowed.

scholarly journals Interaction of school, family, and community in the spiritual and moral education of children and youth in Ukraine

2019 ◽  
Vol 1 (I) ◽  
pp. 249-260
Author(s):  
Марія ФЛЯК
Keyword(s):  
Moral Education ◽  
Children And Youth ◽  
Final Decision ◽  
Children And Young People ◽  
The Public ◽  
Theory Of Education ◽  
Christian Morality ◽  
The Family ◽  
Universal Values

The author highlights the role of the school, family and the public in the spiritual and moral education of children and young people in particular and in the formation of personal children in general. It is substantiated that the interaction of school, family and the public contributes to the efficiency of education of the younger generation of the state. The problems of spiritual and moral upbringing faced by the family, the school, the public and the theory of education in general, require an immediate solution, no change or correction of some provisions, but a cardinal, final decision on the basis of Christian morality and eternal universal values.

scholarly journals La educación moral en la infancia y adolescencia

10.14201/2964 ◽  
2009 ◽  
Vol 4 ◽  
Author(s):  
Pedro Ortega Ruiz ◽  
Ramón Mínguez Vallejos
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Moral Education ◽  
Moral Dilemmas ◽  
Childhood And Adolescence ◽  
The Family

In this paper, the necessity for a moral education in childhood and adolescence is emphasized, and an exposition of its basic guidelines is presented: the learning of social skills/competences throughout cooperative learning and self-government in the classroom; the use of moral dilemmas and the clarification of values; the establishment of a respectful and dialoguing atmosphere in the family. All these guidelines are presented as adequate resources for a moral education in childhood and adolescence.

scholarly journals MODEL PENDIDIKAN ANAK KELUARGA NABI IBRAHIM DAN KELUARGA LUQMAN AL-HAKIM

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Muhammad Taufiqur Rahman ◽  
Bambang Harmanto ◽  
Katni Katni
Keyword(s):  
Moral Education ◽  
Learning Model ◽  
Contextual Learning ◽  
Family Education ◽  
Library Research ◽  
The Family ◽  
Material Equations ◽  
The Difference ◽  
The Right ◽  
Education Process

Children are the best gift from God for a family. Children must get an obligation to educate and find the best place to be educated with the right learning method. The best education is education that is in harmony with the education taught in the Qur'an and Sunnah, but the model of children's education has not yet become a serious concern, both among Islamic academics and parents. This research uses qualitative research and uses library research methods. Then the writer analyzes the data with content analysis. Because this theory uses the reference of the Qur'an directly, then the first source of the Qur'an. Then from the sources of the other books that included education on the children of the Ibrahim and Luqman families. In the education process, the family uses a contextual learning model. In the contextual learning model contains principles that are in accordance with the family education. And found the material taught by Prophet Ibrahim to his children as follows: Aqidah Education, Moral Education, prayer education. And the method used is the method of dialogue, exemplary, advice, targhib wa tarhib, argument. While the material in Luqman education is tauhid education, devoting to parents, doing good deeds, and worshiping. And using exemplary, repetition and advice methods. The material equations in the two families are monotheism and morality. And the difference is the material of prayer and doing good. The equation of the method of both is advice and exemplary. The differences are repetition, dialogue and argument.

scholarly journals Sociology of Moral Education: The Context of Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. p37
Author(s):  
Saheed Olanrewaju Jabaar
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Social Relationships ◽  
School System ◽  
Peer Group ◽  
Social Institutions ◽  
Well Being ◽  
Educational Institutions ◽  
Ethical Theories ◽  
The Family

For there to peace and harmony in a society, people have to conform to standards of behavior that conduce to social well - being. This necessitates teaching of the values and norms of society to the younger generation. The paper used the method of philosophical analysis to explore some sociological issues in moral education and some notable ethical theories that are related to moral education. The paper critically appraised the efficiency of social institutions such as the family, media, peer group, religions and formal educational institutions in fostering moral development of an individual in the contemporary Nigerian society. It is shown that variety of social relationships that exist within each of the institution of society in differing ways contribute to moral education of the child. The paper, however, underscored the unique place of the school system in moral education of individual and development of society. The paper prescribed that teachers of all subjects should contribute to the moral development of learners.

scholarly journals Some aspects of deprivation of parental rights as a family law means of protecting the interests of the child

2021 ◽  
Vol 1 (1) ◽  
pp. 129-132
Author(s):  
Oleksiy Kucherenko
Keyword(s):  
Moral Education ◽  
Family Law ◽  
Scientific Article ◽  
Moral Problem ◽  
Parental Rights ◽  
Rights Of The Child ◽  
The Family ◽  
Legal Consequence ◽  
Judicial Procedure ◽  
Family Code

The scientific article investigates certain aspects of deprivation of parental rights as a family legal means of protecting children. The grounds and consequences of deprivation of parental rights are analyzed. Attention is paid to the peculiarities of taking a child away from parents without depriving them of their parental rights. It is emphasized that the problem of violation of the rights of the child in the family, which is the natural environment for the development and upbringing of a child, is not only a moral problem of society, but also requires effective legal means of protecting children, incl. family law. Although the list of grounds for deprivation of parental rights established by the Family Code is exhaustive and cannot be interpreted broadly, it contains a number of evaluative concepts, the interpretation and assessment of which must be carried out in each specific case by the court. It is indicated that a characteristic feature of deprivation of parental rights as an exclusive means of family law, applies to parents who do not fulfill their duties, is exclusively a judicial procedure for deprivation of parental rights. It is emphasized that the legal consequence of deprivation of a person's parental rights is the termination of family legal relations between parents and a child. At the same time, the application of a family legal sanction in the form of deprivation of parental rights does not mean the deprivation of paternity as a biological connection between the child and the parents and the complete termination of the legal connection between them. It is noted that the interests of the child can be protected through the removal of the child from the parents without deprivation of parental rights. The basis for this decision is that leaving the child with them is dangerous to his life, health and moral education. The only criterion that makes it possible to distinguish between deprivation of parental rights and the removal of a child without deprivation of parental rights is the degree of guilt of the parents.

scholarly journals Kajian Pendidikan Karakter Dalam Cerita Sundara Kanda

2020 ◽  
Vol 3 (2) ◽  
pp. 155-172
Author(s):  
Ni Made Wiratini ◽  
Ni Komang Sutriyanti ◽  
I Gusti Ngurah Sudiana
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Family Environment ◽  
Hard Work ◽  
National Character ◽  
Central Figure ◽  
The Family ◽  
And Behavior ◽  
Attitudes And Behavior

Hindu teachings contain a lot about character education, morals, ethics and manners. Moral education can be seen in the story of Sundara Kanda, which is a sub of Itihasa in the Ramayana epic that tells the journey of life with various obstacles and tests that must be faced with full fortitude, strength and determination. Every event that occurs in the Sundara Kanda story is a unified narrative unit in resolving the conflict of every event. The setting in this story uses the setting of Mount Mainaka, Alengka Palace, Taman Angsoka, Kiskinda kingdom. The character is Hanuman who becomes a central figure, then there are goddesses Sitā and Ravana. The accompanying figures are Trijata, Wibisana, Anggada, Jembawan, Sugriwa, Laksmana and Rama. Rahwana as the Antagonist, then there are also giants. His mandate is loyalty and determination in carrying out dharma. Character characters contained in the Sundara Kanda story include characterization displayed through the use of the character's name, through the appearance of the character, and characterization through the author's speech. In accordance with the characters contained in Hindu teachings, namely in the book of Bhagawadgita, the characters in the Sundara Kanda story can be grouped into two characters namely daivi sampad and asuri sampad. The values ​​contained in the character of the Sundara Kanda story include religious, honesty, responsibility, tolerance, discipline, and hard work. As a whole, the character's character value is a national character that should be inculcated and developed to the wider community, in order to shape the attitudes and behavior of a person in carrying out the duties and obligations that should be carried out both towards oneself, the family environment, society, nation and state.

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