scholarly journals The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia

2018 ◽  
Vol 1 (2) ◽  
pp. 58-88
Author(s):  
Ananias Iita ◽  
Sakaria M. Iipinge
Keyword(s):  
Moral Education ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Moral Values ◽  
Biblical Studies ◽  
Education Curriculum ◽  
Teaching Resources ◽  
Colonial Era ◽  
Traditional Religions ◽  
The Republic

This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

scholarly journals CHARACTER BUILDING DALAM KONSEP PENDIDIKAN IMAM ZARKASYI DITINJAU DARI FILSAFAT MORAL IBNU MISKAWAIH

2016 ◽  
Vol 25 (1) ◽  
pp. 100
Author(s):  
Najwa Mu'minah
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Education Program ◽  
Moral Values ◽  
National Character ◽  
Islamic Education ◽  
Education Curriculum ◽  
Moral Consciousness ◽  
Government Bureaucracy ◽  
Character Building

Degradation of moral consciousness, especially in the politic and Indonesian government bureaucracy, in recent times that was pictured by various anomalies and immorality, such as a corruption, has become a negative “cultural norm”, which seem very difficult to be controlled. The condition of national spirit and morality suggested the need of redevelopment of model of character education (character building) as a national healing. Imam Zarkasyi implemented several principles of character building in the Pesantren of Darussalam Gontor. He taught his pupils on the basis of the virtues of the excellences with refer to the Panca Jiwa and the Four Mottos of Modernity of the Pesantren as their living values. His reformative efforts in the context of contemporary Islamic education are actually intended to the development of character, in other words, “character building”, by implementing the principle of the Golden Mean of Ibn Miskawaih. Some aspects of Zarkasyi's principles of education that might be supportive for developing the national character education program, and still relevant for today are: firstly, moral education should have the leadership insights; secondly, moral education should have the objective moral values as the teleological purposes; thirdly, moral education should be built through the best environment, in order to be optimized and efficient; and fourthly, moral education curriculum should be integrated and comprehensive. So, the Zarkasyi's concept of character building, and the education movement became the concept of character education that quite mature and should be extracted by our nation.

scholarly journals CARING MORAL REASONING THROUGH FORUM THEATRE IN TEACHING AND LEARNING OF MORAL EDUCATION

2020 ◽  
pp. 214-228
Author(s):  
Letchumie Devi Varatha Raju ◽  
Nadarajan Thambu
Keyword(s):  
Moral Reasoning ◽  
Moral Education ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Education Students ◽  
Moral Principles ◽  
Forum Theatre ◽  
Moral Domain ◽  
Moral Behaviour ◽  
Universal Values

Creating people of high moral character and integrity who adhere to universal values based on moral principles is the ultimate goal of the Moral Education Curriculum. In this regard, the use of an appropriate approach to convey teaching is a key requirement. Such approaches need to be able to develop the moral domain set forth in the Moral Education Secondary Curriculum Standard for moral reasoning, moral emotion and moral behaviour. This study discusses the Practice of the Caring Approach through Forum Theatre to develop caring's moral reasoning among students of Moral Education. The methods in this Approach which aremodelling, dialogue, practice and certainty are integrated with Forum Theatre elements such as script development, anti-model acting, forums and acting intervention. The findings of the study show that Forum Theatre is an appropriate technique for implementing caring moral reasoning among Moral Education students. Practices, especially caring's moral reasoning can be demonstrated explicitly and concrete through Forum Theatre techniques.

scholarly journals The Future of Taboos in Indigenous Ghanaian Morality

2020 ◽  
pp. 334-340
Author(s):  
Ron Macaulay
Keyword(s):  
Economic Growth ◽  
Moral Education ◽  
Teaching And Learning ◽  
Moral Values ◽  
Christian Faith ◽  
Communal Life ◽  
Conservation Policies ◽  
The Future ◽  
Qualitative Technique ◽  
Effective Teaching And Learning

The problem that prompts this study is how cherished taboos that sustain communal life and instill morality in indigenous Ghanaian society are eroding fast before ‘our very eyes.’ This leads to the quest for some of the taboos, their places and the future in modern Ghanaian morality. To achieve this goal, the study blends ethical and theological methods as it adopts a qualitative technique in the analysis. It has been observed that taboos are assessed and therefore considered as irrational and superstitious ideas and sometimes retarding societal progress. Typical examples are to forbid working on a piece of land on a week-day which is seen to be retarding economic growth. Also, sex taboo rules that forbid sex in the bush, especially, on farmland and the bare floor are seen as primitive ideas. Parents are also afraid to advice their children to avoid marrying from families stigmatised by laziness, stealing, and cruelty. This study however recommends that taboos that are similar to Christian moral values such as marriage which is a sacred and social affair be encouraged. Furthermore, holistic moral conservation policies need to be implemented to enhance Ghanaian taboos as those that are evil are metamorphosed into acceptable forms of morality. This can only be achieved through intensive and effective teaching and learning. Finally, if moral education can be enforced at social gatherings, it will go a long way to inculcate or instill morality which could help generations unborn. This article fills the gap between taboo rules in indigenous Ghanaian morality and ethical principles in the Christian faith. Keywords: Taboos, morality, modernisation, acculturation.

scholarly journals Nurturing Moral Values Among the Children: Insights from Dance and Drama-Based Learning

2018 ◽  
Vol 7 (3.21) ◽  
pp. 547
Author(s):  
Ramlan . ◽  
Abdul Rozak ◽  
Fikriyah . ◽  
Nurkholis . ◽  
Yusuf Ibrahim
Keyword(s):  
Moral Education ◽  
Learning Process ◽  
Moral Values ◽  
Professional Experience ◽  
Literature Analysis ◽  
Conceptual Basis ◽  
Education Curriculum ◽  
National Education ◽  
Immoral Behavior ◽  
Alternative Approach

Emerging the immoral behavior being the challenges in Indonesia during the last few decades needs to have alternative approach implemented in the learning process. The serious reconstruction of the national education curriculum has to be conducted into designing the alternative concept, especially inculcating the moral personality within the exciting programs. Among those programs with offering exciting programs, one of them is dance and drama basis. This paper aims to explore the way to inculcate moral values among the children through dance and drama based learning. Literature analysis was conducted from peer reviewed books and journals using the theme of dance and drama based learning. The results indicate that there are three core basis of delivering learning basis of arts where both refer to sharing the art with a significant professional experience to connect with each other in realizing to feel emotional similarities, potential in shaping moral values. Those are the process of receiving knowledge in the sense of sharpening performance with managing the learning habit. This study is expected to contribute to the conceptual basis on how to inculcate the moral values among the children. Thus, moral education should be optimized within this co-curricular program.  

scholarly journals ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM PRA DAN PASCA UNDANG-UNDANG RI NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL

2017 ◽  
Vol 4 (1) ◽  
pp. 1-21
Author(s):  
Asfiati Asfiati
Keyword(s):  
Cultural Values ◽  
Moral Education ◽  
Religious Education ◽  
Education System ◽  
Moral Values ◽  
Learning Activities ◽  
Education Curriculum ◽  
National Education ◽  
National Education System ◽  
The Subject

The curriculum is very strategically used as guidelines for the implementation of learning activities, which included a guide to the interaction between teachers and learners. Development and curriculum development in Islam refers to the changes in the field and the subject matter as well as the change of time, the essence of the curriculum in the educational aspects of the macro objectives. Islamic religious education curriculum Post Undang-Undang RI Nomor 20 Year 2013 on National Education System played a role important in recognizing the importance of moral education and cultural values culture based on moral values and rules that divine principle that is Almighty.

scholarly journals Using deliberation to address controversial issues: Developing Holocaust education curriculum for Latvian schools

2007 ◽  
Vol 2 (8) ◽  
Author(s):  
Thomas Misco
Keyword(s):  
Teaching And Learning ◽  
Structural Features ◽  
Cross Cultural ◽  
Controversial Issues ◽  
Education Curriculum ◽  
Educational Materials ◽  
Holocaust Education ◽  
Wide Range ◽  
The Republic ◽  
Curriculum Deliberation

This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

PENERAPAN NILAI-NILAI MORAL PADA SANTRI TPQ AL-KHUMAIER PEKANBARU

Generasi Emas ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Ida Windi Wahyuni
Keyword(s):  
Social Media ◽  
Moral Education ◽  
Internal Control ◽  
Growth And Development ◽  
Moral Values ◽  
Early Age ◽  
Global Era ◽  
Good And Evil ◽  
To Receive ◽  
Control Tool

Moral planting to children from an early age is very important considering that in the era of an increasingly global era, moral education as the basis of self-discipline to be an internal control tool in behaving consistently in religion. A child is naturally created in a state ready to receive good and evil. The habituation of religious and moral values ​​for early childhood is very important to apply as early as possible to the most basic foundation in the process of growth and development of children. The objectives of this research are (1) To describe TPQ Al-Khumaier program, (2) To describe the application of moral values ​​to students by TPQ Al-Khumaier teacher (3) To know the obstacles in applying moral values ​​to the students of TPQ Al-Khumaier and looking for a solution. The results of this study indicate that the program TPQ Al-Khumaier has been implemented according to the program prepared by the school in collaboration with Kemenag Pekanbaru. The application of santri moral values ​​has been practiced in the activities and the process of habituation and modeling of the teachers. The obstacles are the duration of the meeting, social outside TPQ, including social media at home and in the neighborhood where students live.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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