scholarly journals Islamic Education of Kyrgyzstan on the Way of Development

2021 ◽  
Vol 7 (11) ◽  
pp. 372-377
Keyword(s):  
Religious Education ◽  
Religious Studies ◽  
Religious Culture ◽  
Islamic Education ◽  
Kyrgyz Republic ◽  
Second Stage ◽  
Third Stage ◽  
History Of ◽  
The Subject ◽  
The Government

The article examines the development of Islamic religious education in the history of the Kyrgyz Republic over the past 30 years. According to the study, religious Islamic education is divided into 3 stages: the first stage — 1991–2000, the second stage — 2000–2006, the third stage — 2006–2010, and the fourth — 2011–2020. The features of the development of Islamic education at each stage are analyzed. In addition, the process of implementation of the concept of “Reform of religious education and religious studies” adopted by the Government of Kyrgyzstan was analyzed. The attempts of the Commission on Religious Affairs of the Kyrgyz Republic and the Spiritual Directorate of Muslims of Kyrgyzstan to include secular subjects in the curricula of madrasahs and institutes were highlighted. For 30 years, the subject “History of Religious Culture” has been introduced in secondary schools on a pilot basis.

scholarly journals ABOUT CAPITAL TURNOVER AND THE METHODOLOGY OF ITS ANALYSIS

2019 ◽  
Vol 32 (1) ◽  
pp. 61-67
Author(s):  
Rositsa Ivanova
Keyword(s):  
Financial Risk ◽  
Material Resources ◽  
Industrial Enterprises ◽  
Second Stage ◽  
Economic Practice ◽  
Tangible Assets ◽  
Third Stage ◽  
The Subject ◽  
Commodity Form

Capital turnover is constantly repeating process of capital transformation from one to another form and turning it in its initial form. This process comprises capital advance for acquisition of production means and manpower, the use of the resources in the production of finished goods, sale of finished goods, and the return of capital in its original form.We will study the capital turnover with view of the stages of its movement. During the first stage, the capital is transformed from monetary into product form, as production means (long-term tangible assets and material resources) and manpower that are required for the enterprise’s business. The second stage – the stage of the production process, capital is transformed from one commodity form (production resources) in another commodity form (finished goods). During the third stage, the capital is transformed from commodity to monetary form, i.e. it recovers its original form.The issue of capital turnover is topical at all phases and stages of enterprise’s development. The acceleration of capital turnover results in release of capital embodied in different resources that can be advanced in appropriate activities, thus to increase the enterprise’s gains, and therefore – the capital return. The deceleration of capital turnover results in shortage of means required for the normal course of the enterprise’s business, and in its turn the enterprise is thus forced to raise additional funds in order to operate. This increases the share of borrowings and the level of financial risk the enterprise is exposed to.The interest to capital turnover is due to the insufficient understanding of the importance of this issue both for the successful and efficient development of enterprises’ business, as well as for the prosperity of economy as a whole. This is one of the most important issues – driver of business and economy, which is topical, irrespective of the type of ownership of the production means, the organization of the economy and the specific public and political environment. As a result of the insufficient understanding of the importance and significance of capital turnover, some thoughts exist that these are obsolete, archaic and all but unnecessary methodologies for analysis of capital turnover in the conditions of market competition.Capital turnover may be analyzed and assessed from different points of view. For example: according to the sources of its formation (equity and borrowings); according to the duration of capital involvement in the enterprise’s turnover (fixed capital and short-term borrowings); according to the resources in which the equity is embodied (share equity and working equity), etc.The object studied in this publication is the capital turnover of enterprises with industrial principal business, and the subject matter of the study covers the methodology for analysis of equity turnover with view of the resources it is embodied in.The aim of this publication is to reach a methodology for analysis and assessment of equity turnover, which is feasible for the economic practice and useful for the industrial enterprises’ management to make proper and reasonable decisions for the business development in operational and strategic aspect.

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

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 PENDIDIKAN AGAMA ISLAM BEWAWASAN SPIRITUALITAS EKOLOGI: Telaah Materi dan Model Pembelajaran

2017 ◽  
Vol 17 (2) ◽  
pp. 471
Author(s):  
Mohammad Muchlis Solichin
Keyword(s):  
Religious Education ◽  
Inquiry Learning ◽  
Contextual Learning ◽  
Islamic Education ◽  
Islamic Culture ◽  
Learning Materials ◽  
Ecological Spirituality ◽  
History Of ◽  
Itu Model ◽  
Thematic Learning

Abstract: Ecological Spirituality is an awareness for connecting the environment through education. Education is a means of shaping the character of the environmental awareness. The knowledge and awareness of the importance of the environment can be fostered through the process of learning in school/madarasah. Ecological Spirituality can be implemented in the Learning of Islamic Education (PAI) by integrating the concept of Islam which is related to the environment into the teaching. This paper focus on 1) What are the learning materials of Islamic Religious Education (PAI) associated with ecological spirituality?, 2) How is the implement of the learning model of Islamic Religious Education (PAI) with associated with ecological spirituality. The findings revealed that the PAI learning materials which is related to the ecological spirituality comprising the learning of  environment in the perspective of Alquran, Hadith, Fiqh, Aqidah, Moral and History of Islamic Culture. Meanwhile, the learning models encompassing a contextual learning, thematic learning and, inquiry learning models.الملخص: إن الروحانية الإيكولوجية هو الوعي للقدرة على التعامل مع البيئة، وأن ينمّى هذا الوعي – بقدر المستطاع – عن طريق التربية. والتربية هي الوسيلة لتكوين طبيعة الاهتمام والوعي بالبيئة. ويكون الفهم عن الوعي بالبيئة يمكن تنميته عن طريق عملية التعليم في المدارس. والروحانية الإيكولوجية يمكن تكوينها عن طريق عملية التربية الإسلامية ببيان التعاليم الإسلامية المتعلقة بالبيئة والعالم. وتركيز هذا المقال هو: 1) ما هي المواد في التربية الإسلامية في ضوء الروحانية الإيكولوجية: 2) كيف تطبيق نماذج التعليم في مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية. ومن البيانات المجموعة يمكن الاستنتاج منها : أن مواد تعليم مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية تحتوى على تعليم موضوع البيئة في ضوء القرآن والسنة والفقه والعقيدة والأخلاق وتاريخ الثقافة الإسلامية. وأما نماذج تعليم مادة التربية الإسلامية على ضوء الروحانية الإيكولوجية فهي : نموذج التعليم السياقي، ونموذج التعليم الموضوعي، ونوذج التعليم على أساس التحقيق. Abstrak: Spiritualistas Ekologi merupakan suatu kesadaran untuk mampu berhubungan dengan lingkungan yang ditanamkan melalui jalur pendidikan. Pendidikan merupakan wahana pembentukan karakter peduli terhadap lingkungan. Pemahaman, kesadaran akan pentingnya lingkungan alam dapat ditumbuhkembangkan melalui proses pembelajaran di sekolah/madarasah. Spiritualitas Ekologi dapat dilakukan melalui pembelajaran Pendidkan Agama Islam (PAI) dengan menjelaskan ajaran Islam berkaitan dengan lingkungan, alam. Fokus tulisan ini adalah 1) Apa saja materi pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi, 2) Bagiamana pelaksanaan model-model pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi. Dari penelusuran data, terungkap bahwa materi pembelajaran PAI berwawasan spiritualitas ekologi meliputi pembelajaran lingkungan hidup dalam perspektif Alquran, Hadis, Fiqh, Aqidah, Akhlak dan Sejarah Kebudayaan Islam. dan Akhlak. Sementara itu model-model pembelajaran (PAI) berwawasan spiritualitas ekologi, adalah model pembelajaran kontekstual, model pembelajaran tematik, dan model pembelajaran, inquiry.

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>

scholarly journals Praxis Education Perspective of Integration of Science and Islam

2020 ◽  
Vol 4 (1) ◽  
pp. 61-66
Author(s):  
Khozin Khozin
Keyword(s):  
Organizational Structure ◽  
Religious Education ◽  
Education System ◽  
School System ◽  
Islamic Education ◽  
Islamic Studies ◽  
The Subject

Commonly, practice of islamic education implementation is dichotomic. Muhammadiyah as a pioneer of modern islamic education in Indonesia in its implementation has tried to pair up science and Islam, both institutionally and scienctifically. Scientifically proven that school system in past was only taught science, whereas islamic boarding taught only Islam.Muhammadiyah through its education system offers the integration of science and Islam through religious education which is now popularly called al-Islam and Kemuhammadiyahan education. At PTMA there are also Islamic Studies which are carried out by FAI in almost every Muhammadiyah university. While institutionally generally Muhammadiyah universities provide mushalla or mosques to complement their school infrastructure, even in the organizational structure there are officials who are directly in charge of al-Islam and Kemuhammadiyahan. It all is still not integrated as a whole that benefits both science and institutions. Science has not been integrated in the subject of the study of al-Islam and Kemuhammadiyahan, and viceversa.

Migration, Citizenship and Belonging in Hyderabad (Deccan), 1946–1956

2010 ◽  
Vol 45 (1) ◽  
pp. 81-107 ◽  
Author(s):  
TAYLOR C. SHERMAN
Keyword(s):  
Religious Affiliation ◽  
Indian Diaspora ◽  
History Of ◽  
Princely State ◽  
The Subject ◽  
The Government ◽  
Foreign Birth ◽  
Scholarly Attention ◽  
The Way

AbstractWhilst the history of the Indian diaspora after independence has been the subject of much scholarly attention, very little is known about non-Indian migrants in India. This paper traces the fate of Arabs, Afghans and other Muslim migrants after the forcible integration of the princely state of Hyderabad into the Indian Union in 1948. Because these non-Indian Muslims were doubly marked as outsiders by virtue of their foreign birth and their religious affiliation, the government of India wished to deport these men and their families. But the attempt to repatriate these people floundered on both political and legal shoals. In the process, many were left legally stateless. Nonetheless, migrants were able to creatively change the way they self-identified both to circumvent immigration controls and to secure greater privileges within India.

scholarly journals Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 392
Author(s):  
Mehmet H. Tuna
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Empirical Study ◽  
Religious Education ◽  
Islamic Education ◽  
Austrian Society ◽  
Muslim Community ◽  
Research Findings ◽  
The Subject

Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

The Methodology of Preparing PR-Text in the Frames of Professional Communicative Competence of a Specialist in Public Relations

10.12737/5402 ◽  
2014 ◽  
Vol 3 (4) ◽  
pp. 47-54
Author(s):  
Селезнева ◽  
Larisa Selezneva
Keyword(s):  
Public Relations ◽  
Communicative Competence ◽  
Social Situation ◽  
Second Stage ◽  
The Third ◽  
Successful Solution ◽  
The Social ◽  
Third Stage ◽  
Basic Parameters ◽  
The Subject

The subject matter of the paper is the methodology of preparation of PR-text in the frames of professional communicative competence of a specialist on public relations. It aims to form a communicative competence necessary to solve some communicative tasks by means of PR-texts. The author allocates three levels of the methodology of preparing PR-text and shows the formation of competences of a specialist in public relations. Each level presents a stage of the methodology of preparation of PR-text. The first stage is the study of discourse, it allows to take into account the conditions of the social situation of the creating text. At the second stage are used the knowledge of the basic parameters of the text. At the third stage are prepared the texts of different genres and styles. Each stage gives the examples of PRpractice. The offered methodology allows to realize in the text a system of communicative-pragmatic attitudes that contribute the successful solution of communicative tasks by the specialist on public relations.

What is Religion?

2014 ◽  
Vol 26 (3) ◽  
pp. 246-286 ◽  
Author(s):  
Michael Bergunder
Keyword(s):  
Political Theory ◽  
Subject Matter ◽  
Judith Butler ◽  
Religious Studies ◽  
Global Perspective ◽  
Common Definition ◽  
Historical Reconstructions ◽  
History Of ◽  
The Subject ◽  
Definition Of

Religious studies cannot agree on a common definition of its subject matter. To break the impasse, important insights from recent discussions about post-foundational political theory might be of some help. However, they can only be of benefit in conversations about “religion” when the previous debate on the subject matter of religious studies is framed slightly differently. This is done in the first part of the article. It is, then, shown on closer inspection of past discussions on “religion” that a consensus-capable, contemporary, everyday understanding of “religion,” here called Religion 2, is assumed, though it remains unexplained and unreflected upon. The second part of the article shows how Religion 2 can be newly conceptualized through the lens of Ernesto Laclau’s political theory, combined with concepts from Judith Butler and Michel Foucault, and how Religion 2 can be established as the historical subject matter of religious studies. Though concrete historical reconstructions of Religion 2 always remain contested, I argue that this does not prevent it from being generally accepted as the subject matter of religious studies. The third part discusses the previous findings in the light of postcolonial concerns about potential Eurocentrism in the concept of “religion.” It is argued that Religion 2 has to be understood in a fully global perspective, and, as a consequence, more research on the global religious history of the 19th and 20th centuries is urgently needed.

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