scholarly journals RELIGIOUS EDUCATION AND TOLERANCE: LEARNING PROCESS IN HIGH SCHOOL OF MINORITY MUSLIM INDONESIA

2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Sabil Mokodenseho ◽  
Firdaus Firdaus
Keyword(s):  
High School ◽  
Religious Education ◽  
Religious Diversity ◽  
Islamic Education ◽  
Mutual Understanding ◽  
Religious Tolerance ◽  
Mutual Trust ◽  
Muslim Students ◽  
North Sulawesi ◽  
The People

The plural religious phenomenon has shown the goodness perspective and the diversity universally and inclusively. The emergence of this thought, obviously, will replace products of religious doctrines for the people who believe that the truest religion is a specific religion embraced by specific people while the others are false. The research was conducted in Manado, North Sulawesi of Indonesia where minority Muslim exists. In the context of multireligious society, Islamic education taught in schools is required to embed values of religious tolerance. This paper discusses the embedding process of the values of religious tolerance within Islamic lesson in senior high school of Manado. The learning processes allow students chances to practice their religious lessons appropriately with their respective religions. In addition, they have the opportunity in creating learning atmosphere with religious diversity, building mutual trust among them, keeping mutual understanding each other, upholding mutual love, going deep into materials about tolerance and guiding and giving motivation to the students in doing activities relating to tolerance as by not differentiate Muslim and non-Muslim students.

scholarly journals PERAN GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERWAWASAN MULTIKULTURAL

MADRASAH ◽  
2013 ◽  
Author(s):  
Nur Fauziah
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Religious Diversity ◽  
Mutual Understanding ◽  
Mutual Trust ◽  
Religious Perspective ◽  
National Education ◽  
Cross Border ◽  
Living Together ◽  
Comprehensive Reform

<p>In the context of religious education, multicultural paradigm is the main foundation organizing of teaching and learning process. Religious education requires more than just curriculum transformation, it also changes in the religious perspective of an exclusive view into multicultural outlook, or at least to maintain the views and attitudes of an inclusive and pluralism. Realized or not, these groups are culturally and ethnically distinct advance religion, often the victims of racism and impact of the larger society. Therefore, Islamic religious education as a discipline which include the national education have a duty to inculcate awareness of the differences, considering Islam is the majority religion in Indonesia, the postscript is a multi religious country. Growing awareness of religious diversity, required in the new format in the Islamic religious education with teaching multicultural vision. Islamic religious education learning brings a multicultural vision of dialogic approaches to inculcate awareness of living together in diversity and difference. This learning is built on the spirit of equality relationships, mutual trust, mutual understanding and appreciating the similarities, differences and uniqueness, as well as interdepedensi. This is an innovation and an integral and comprehensive reform in charge of religious education that is free of prejudice, racism, ambiguous and stereotyping. Religious education provides recognition of multicultural vision of plurality, learning tool for cross-border encounters, and the indoctrination transform to dialogue.</p>

scholarly journals VALUES OF RELIGIOUS TOLERANCE IN ISLAMIC LEARNING MATERIAL OF MUSLIM MINORITY STATE HIGH SCHOOL

2018 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Sabil Mokodenseho ◽  
A. Fadzlur Rahman
Keyword(s):  
High School ◽  
School Environment ◽  
Senior High School ◽  
Religious Community ◽  
Learning Material ◽  
Religious Tolerance ◽  
Emotional Maturity ◽  
Muslim Students ◽  
North Sulawesi ◽  
Muslim Minority

It is inevitable that in a multi-religious community, there are conflicts often happening between people with different religions. Therefore, it is a need to identify the learning material to establish undesrtanding through interfaith activities. Thre reserach was conducted in State Senior High School 9 of Manado, North Sulawesi, Indonesia. This paper shows that school environment that is conducive for embedding values of religious tolerance. The realization of collaboration among the school community leads to the better tolerant life. These activities, non-Muslim students are participating and respecting each other. Muslim students are given times and direction for doing prayers such as dhuha as sunnah prayer and dhuhur and ashar as obligatory prayers. In fact, the result shows that that there has no conflict occurred which is caused by intolerance. Moreover, inhibiting factors of embedding process of values of religious tolerance in Islamic education in Public Senior High School 9 of Manado are, among others, levels of students’ capability and emotional maturity which are not similar, the lack of teachers of Islamic, Catholic, Hindu and Buddhist educations, as well as the place for learning Islamic lesson is still functioned as musholla.

scholarly journals The Implementation of Islamic Education: The Process of Instilling Akhlakul Karimah (Noble Characters) for Madrasah Tsanawiyah Students

2019 ◽  
Vol 4 (1) ◽  
pp. 117-125
Author(s):  
Muhammad Amri ◽  
Saharuddin Saharuddin ◽  
La Ode Ismail Ahmad
Keyword(s):  
High School ◽  
Data Analysis ◽  
Religious Education ◽  
Junior High School ◽  
Data Reduction ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Mutual Respect ◽  
Data Presentation

Islamic Religious Education is an important and inseparable part of the educational curriculum in Indonesia. Besides being an obligation for its adherents, Islamic learning can instill the values of faith and make students possess noble morals (akhlakul karimah). This study aims to examine and discuss how the implementation process of Islamic education in instilling noble morals in students of Madrasah Tsanawiyah (Islamic Junior High School). This study uses a qualitative approach with data reduction, data presentation, and conclusion drawing as the data analysis. The sample of this study was the principal of the madrasah, vice-principal, students, and teachers of Islamic education in Madrasah Tsanawiyah Negeri 1 Makassar. The results of the analysis of this study indicate that through the implementation of Islamic Religious Education, the students could possess noble characters. There are eight behaviors that are applied to instill the noble characters, namely habituating the smiles, salaam, and greetings, mutual respect (tolerance), sunnah fasting on Monday and Thursday, performing the Duha prayer, performing dhuhr prayers, reciting the Quran, congregational prayer, and getting used to alms giving (infaq). These eight commendable behaviors are recommended for teachers and principals to be applied in their respective schools.

scholarly journals KORELASI KEMAMPUAN KOGNITIF PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN SIKAP KEAGAMAAN SISWA KELAS VII SMP SUNAN GIRI 1 LAMONGAN

AKADEMIKA ◽  
2018 ◽  
Vol 12 (02) ◽  
Author(s):  
Nurotun Mumtahanah ◽  
Mochamad Taufik
Keyword(s):  
High School ◽  
Cognitive Ability ◽  
Religious Education ◽  
Junior High School ◽  
Cognitive Abilities ◽  
Junior High ◽  
Islamic Education ◽  
Significance Level ◽  
Religious Attitudes ◽  
Observation Method

Based on the results of observations and theoretical studies that researchers found, that cognitive ability is very important in controlling affective and psychomotoric areas. While religious attitude is the internalization of the appreciation and understanding of students in studying Islamic religious education. Subjects in this study were all students of class VII SMP Sunan Giri 1 Lamongan academic year which amounted to 19 students. Methods of data collection using observation method, interview method, method of quisioner, and method of documentation. After the data collected then analyze the data by using the formula Mean, Percentage and Product Moment. From the results of this study can be seen that the implementation of cognitive abilities in Islamic education lessons in Junior High School Sunan Giri 1 Lamongan quite well, with an average of each student get the value of report card 95 based on the calculation using the formula mean (average). The religious attitudes of the seventh grade students of Junior High School Sunan Giri 1 Lamongan are categorized as good enough, based on the result of data analysis using the percentage formula obtained result 53.68% which then the result is matched with the measurement standard is in the range 40% - 55% good enough and the correlation between cognitive ability in the subjects of Islamic Education with the religious attitudes of students of class VII SMP Sunan Giri 1 Lamongan, this can be proven from the product moment calculation 0,552 from 5% significant level with the number 0,482 on the number of respondents (N) 17. This becomes the rest of the conclusion that the working hypothesis (Ha) is accepted and the null hypothesis Ho is rejected, since rh = 0.552 proves to be greater than rt = 0.482 at the 5% significance level. And if 0.552 is consulted on the interpretation table is between the intervals of 0.400- 0.600 which means the correlation level is moderate or sufficient.

scholarly journals Internalization of Tolerance Values in Islamic Education

Nadwa ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 197
Author(s):  
Puspo Nugroho
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Educational Institutions ◽  
Religious Tolerance ◽  
Daily Lives ◽  
Vertical Relationships ◽  
Internalization Process

<pre>The purpose of this paper is to know the internalization process of religious tolerance values such as <em>tauhid, rahmah, musawah</em> in educational institutions. This study took place in the SMP Muhammadiyah Salatiga, the Junior High School, which using a qualitative approach. The results of this study are that <em>first</em>, to put tolerance values into the curriculum, <em>second, to </em>develop vertical relationships in Allah SWT and horizontal fellow humans, <em>third,</em> to emphasize the implementation of tolerance values in the daily lives of students in realizing Islam <em>rahmatan lil alamin</em>,  Fourth,  the teacher gives examples of tolerance behavior in the learning process.</pre><p><strong>Abstrak</strong></p><p>Tujuan tulisan ini ingin mengetahui proses internallisasi nilai-nilai toleransi beragama seperti <em>tauhid, rahmah, musawah</em> di lembaga pendidikan. Penelitian ini mengambil lokasi di Sekolah Menengah Pertama Muhammadiyah Salatiga dengan menggunakan pendekatan kualitatif. Hasil penelitian ini adalah  <em>pertama</em> memasukkan nilai-nilai toleransi ke dalam kurikulum, <em>kedua </em>: membangun hubungan vertikal pada Allah SWT dan horizontal sesama manusia, <em>ketiga</em>: menekankan pelaksanaan nilai-nilai toleransi dalam kehidupan sehari-hari siswa dalam mewujudkan Islam <em>rahmatan lil alamin.</em> Ke empat: guru memberi contoh prilaku toleransi dalam proses pembelajaran.</p><p> </p>

scholarly journals Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas

2015 ◽  
Vol 9 (1) ◽  
pp. 270
Author(s):  
Irvina Zulvah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Religious Education ◽  
Senior High School ◽  
Islamic Education ◽  
Learning Tools ◽  
Teaching Load ◽  
Pedagogical Competence ◽  
Evaluation Of Learning

Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA

scholarly journals Pendidikan Islam dan Multikulturalisme di Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 108
Author(s):  
Sapirin Sapirin
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Political Orientation ◽  
The Other ◽  
Islamic Education ◽  
Educational Goals ◽  
Socioeconomic Groups ◽  
Other Hand ◽  
The People ◽  
The Social

The plurality of Indonesian society can be seen from various sides in terms of race, ethnicity, culture, religion, socioeconomic groups and even in terms of political orientation. The diversity that is owned by the people of Indonesia is a distinct characteristic that is a priceless wealth. On the other hand, although diversity is a very prestigious thing, on the other hand it can be a potential that drives conflict and division. The concept of multicultural education has a significant problem that is concerned with religious understanding. If this is the emphasis, then in the teaching of Islam the teachings are those that deal with universal values as possessed by all religions. While it is understood for certain that in Islamic religious education taught is monotheism, jurisprudence, and morality karimah. Thus it can be understood that in Islamic religious education is very strongly based in fostering civilized humans. If we pay attention, multiculturalism education does not have a strong foundation in conceptualizing its educational goals. Compared to Islamic education the foundation is clearly based on the Koran, Sunnah and Ijtihad on the ulama. So it is clear that the goal of Islamic education is the formation of attitudes, of course at the social level it is part of multiculturalism education. The attitude here is praiseworthy behavior which is a reflection of Islamic education itself.

scholarly journals KONTRIBUSI PENYULUH AGAMA ISLAM SEBAGAI PENDIDIK NONFORMAL DALAM MENAMBAH WAWASAN KEBERAGAMAAN PADA MASYARAKAT KEC. TANETE RIATTANG BARAT KAB. BONE

2020 ◽  
Vol 16 (2) ◽  
pp. 196-205
Author(s):  
Sri Anugrah Indriani
Keyword(s):  
Religious Education ◽  
Direct Observation ◽  
Formal Education ◽  
Religious Diversity ◽  
Field Studies ◽  
Islamic Education ◽  
Community Environment ◽  
Interview Techniques ◽  
Community People ◽  
Insight Into

AbstractIslamic religious education is not only obtained at the level of formal education. Education in the community environment also contributes to the development of religious diversity in society. The presence of Islamic religious instructors as non-formal educators is the answer to the needs of educators for the community. People who come from various backgrounds have their own place to study Islamic education. This research uses field studies that directly involve the community, conduct interview techniques, collect data and direct observation in the field. The results of this study explain that the insights of religious diversity so far have been good. The use of various methods greatly influences the insights received by the community. Therefore, Islamic extension workers as non-formal educators also need to prepare themselves to face the challenges that exist in the community environment. Keywords: islamic religious instructor, insight into the diversity of society. 

scholarly journals Demokrasi dalam Perspektif Pendidikan Agama Islam

2021 ◽  
Author(s):  
Aa Wasi'a
Keyword(s):  
Ethnic Groups ◽  
Religious Education ◽  
Islamic Education ◽  
The Past ◽  
The People ◽  
Western Democracy ◽  
Form Of Government ◽  
Democratic System ◽  
The Difference ◽  
The Relationship

ABSTRACTDemocracy in the perspective of Islamic education so far has no concrete definition, the difference between western democracy and islamic democracy, as well as the implementation of democracy that is not in accordance with Islamic teachings, then the problem that will arise is how democracy according to Islamic teachings? How is democracy in Islamic government? And to what extent is the relationship between democracy and Islamic religious education?In the age before Islam entered the people of ethnic groups and nationalities and the existing ties were blood ties. But after the teachings of Islam enter the bonds that apply are religious ties. This is in accordance with the word of Allah Surah Al-Hujrat: 13, Sura Al-Imron: 26 and 159 and Sura As-Shura: 38.Democracy according to Islam is often synonymous with the word musyawarah (shura), largely functioning as a form of government. Even though the reality is actually wider, it functions to all aspects of Islamic life.The democratic system in determining leadership and procedures for appointing leaders according to the Islamic concept as well as the thoughts of scholars on the concept of democracy shows that there are significant differences between western democracy and Islamic democracy, among the differences are western democracy, the highest power belongs only to the people, whereas in Islamic democracy The highest power is in the hands of God (Allah) and the Shari'ah of the past and the people are only as kholifah (representatives) of Allah to manage and manage the State while still relying on the Al-Quran and Sunnah. also Islamic lawThe relationship between democracy and Islamic religious education is very close because in education there is one of the principles of education, namely the understanding of democracy and Islam always puts forward the principle of deliberation in deciding everything.Keywords: Islamic and western democracy, Islamic Government System and Islamic Religious Education

Sign in / Sign up

Export Citation Format

Share Document