scholarly journals MENCIPTAKAN HARMONISASI DI LINGKUNGAN PENDIDIKAN MELALUI MODEL PENDEKATAN PEMBELAJARAN ISLAM MULTIKULTURAL (STUDI DI SMAN 1 NEGARA JEMBRANA-BALI)

2020 ◽  
Vol 2 (3) ◽  
pp. 62-79
Author(s):  
Made Saihu
Keyword(s):  
Decision Making ◽  
Religious Education ◽  
Social Action ◽  
Learning Model ◽  
Educational Environment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Muslim Students ◽  
Religious Learning

This paper discusses the implementation of the Islamic religious learning approach model in Jembrana-Bali, a case study at State Senior High School (SMAN) 1 Negara. The focus of this paper is to explore the effectiveness of the multicultural learning model used in learning Islamic religious education. This multicultural learning model is a means of creating harmonious interactions and integrating understanding of diversity between Hindu and Muslim students, thus leading to peaceful practices in the educational environment. Sources of data were obtained through unstructured observations and interviews from July to September 2019. This paper shows that the learning process of Islamic religious education with a multicultural approach turns out to be able to shape the character of students, both Hindu and Muslim to become humanist, tolerant, and inclusive. In shaping character and to develop understanding of diversity, the learning approaches used are the contribution approach, additive approach, and decision-making and social action approaches proposed by Allison Cumming-McCann. Thus the interaction of students at SMAN 1 Negara, both Hindu and Muslim, leads to the process of acculturation and enculturation of two different religions and traditions.

Overruling rules?

1996 ◽  
Vol 4 (2) ◽  
pp. 347-366 ◽  
Author(s):  
Jonathan Yovel
Keyword(s):  
Decision Making ◽  
Social Action ◽  
Direct Action ◽  
Rule Based ◽  
Present Discussion ◽  
Starting Point ◽  
Normative Discourse

This paper discusses issues relating to the normativity of prescriptive rules: what does it mean for a rule to be able to direct action, and what are the implications for the desirability of rule-based decision-making? It is argued that: (a) cognitively, one must allow for more than a single answer to the first question (the two interpretations of rules discussed here are based alternately on the concepts of exclusion and presumption); and (b) normatively, these different structures typically serve for different purposes in allocation of power and discretion. The next issue is the connection between rule-based decision-making and semantic theories of language. On a meta-discursive level, the paper makes a twofold claim: that normative discourse is possible only on the basis of a sound cognitive inquiry, while cognitive inquiry alone is not sufficient to explain social action and interaction, lacking tools to deal with the contingent normative demands from decision-making systems, such as adjudication. The discussion of prescriptive rules serves as a case-study for this claim. These and related topics have been dealt with by Frederick Schauer(1991a, 1991b). His model of rules as entrenched generalizations and mediators between "justifications " and action is the starting point of the present discussion, which, on most of the issues mentioned above, results in conclusions quite different from Schauer's.

scholarly journals SISTEM PEDAGOGI DALAM CERITA BHAGAWAN DHOMYA LAWAN SISYANIRA (PERSPEKTIF PENDIDIKAN AGAMA HINDU)

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Komang Pusparani
Keyword(s):  
Religious Education ◽  
Educational Practice ◽  
Educational Environment ◽  
Paddy Fields ◽  
Educational Goals ◽  
Learning Approach ◽  
Educational Tools ◽  
Student Centered ◽  
Student Centered Learning

<em>The Bhagawan Dhomya Lawan Sisyanira story is part ofAdi Parwa. The story is reflection of the interrelationship between pedagogical components, such as: educational goals, educators, learners, educational tools and educational environment, which form a system in educational practice called pedagogy system. Education components of Bhagawan Dhomya Lawan Sisyanira’s storydirected to student centered learning, which a test of obedience and devoted of  Bhagawan Dhomya’s students, namely Sang Arunika tested by paddy fields, Sang Utamanyu tested by shepherds cows and Sang Weda tested by providing dishes in the kitchen. The exam given by Bhagawan Dhomya to his students has been concerned about the nature of learners as the subjects and also educational objects. Therefore, students are directed to adapt and interact with the environment, but still pay attention to the components of pedagogy, so the education can be well done and Hindu religious ecaducation values in Bhagawan Dhomya Lawan Sisyanira’s story relevant to applied as guidance in the implementation of education. Based on the explanation, the purpose of this paper is to describe the pedagogy system, learning approach and Hindu religious education values in Bhagawan Dhomya Lawan Sisyanirastory</em>

scholarly journals Effectiveness of the Metacognitive – Based Algebra Learning Model

Pedagogika ◽  
2021 ◽  
Vol 141 (1) ◽  
pp. 146-159
Author(s):  
Akhsanul In’am ◽  
Zulkifley Mohammad ◽  
Zeti Yusmira Jaludin
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Learning Approach ◽  
Learning Effectiveness ◽  
Learning Approaches ◽  
Critical Factors ◽  
Student Responses ◽  
Student Activities ◽  
Algebra Learning

Learning approaches are among the critical factors that determine learning effectiveness. A typical learning approach that promotes student awareness will result in successful learning. This article examines the effectiveness of a metacognitive-based algebra learning from three aspects, namely: 1) learning outcomes; 2) student responses; and 3) student activities in learning algebra. The results show that all three aspects meet the effectiveness criteria of metacognitive approach in learning algebra.

scholarly journals MENINGKATKAN HASIL BELAJAR PAI DENGAN MENERAPKAN STRATEGI THINK-TALK-WRITE DALAM KELOMPOK KECIL DI SMA NEGERI 1 KOTO GASIB

2020 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Abdul Rokhim
Keyword(s):  
Learning Outcomes ◽  
Small Groups ◽  
Learning Model ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Approach ◽  
Muslim Students ◽  
Innovative Learning ◽  
Data Collection Technique ◽  
Academic Year

This study aims to determine the increase in the ability of teachers to apply innovative learning with the Think-Talk-Write strategy in small groups as an alternative to improving the learning outcomes of Islamic Education in the material of Rasul-Rasul that is the Lover of Allah SWT. Think-Talk-Write (TTW) is a learning model developed by Huinker and Laughlin. In this learning model, students are encouraged to think, talk, and then write about a topic. This action research was conducted at SMA Negeri 1 Koto Gasib in Class XI, with 29 students consisting of 27 Muslim students and 2 non-Muslim students. This research took place in Semester Two of the 2018/2019 Academic Year. The data collection technique of this research was observation, distributing questionnaires and daily tests / tests. From the learning activities with the Think-Talk-Write strategy in small groups that have been conducted in this study, it can be seen that there has been an increase in learning outcomes. Therefore, this learning approach is very suitable in class to help students enlarge their knowledge.

scholarly journals THE INTEGRATIVE THEMATIC LEARNING MODEL IN CURRICULUM 2013 IN MADRASAH IBTIDAIYAH

2017 ◽  
Vol 5 (2) ◽  
pp. 413
Author(s):  
Sanusi Sanusi
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Educational Environment ◽  
Quality Of Education ◽  
Learning Approach ◽  
Integrative Learning ◽  
The Relationship ◽  
Thematic Learning ◽  
Integration Effort

<p align="center"><em>This paper comes as a reflection as well as aims to describe the concept and implementation of thematic-integrative learning in Madrasah Ibtidaiyah in the curriculum 2013. Basically the idea of the concept of thematic-integrative learning model in the curriculum 2013 is in response to the dynamics of education-oriented efforts to improve the quality of education through giving a more meaningful experience to the learners in the learning process that takes place in their educational environment. The integration effort is done through a learning approach that combines the various competencies from various subjects into specific themes that become a unified whole. Thematic-integrative learning is an approach in learning that is oriented at the stage of the development of learners, especially at the level of Madrasah Ibtidaiyah which in its development still see everything as a whole unity and only able to understand the relationship between the concept simply.</em></p>

Madrasa-based Religious Learning: Between Secular State and Competing Fellowships in Kyrgyzstan

2020 ◽  
Vol 7 (3) ◽  
pp. 211-235
Author(s):  
Asel Doolotkeldieva
Keyword(s):  
Religious Education ◽  
Final Section ◽  
Ethnographic Study ◽  
Religious Knowledge ◽  
Spiritual World ◽  
Political Struggles ◽  
Religious Learning ◽  
The One ◽  
Religious Actors

Abstract Kyrgyzstan has experienced a rapid and diverse expansion of religious educational offerings in the past two decades and presents a fascinating regional case study of the development of Islamic education. Based on a rich ethnographic study, this article explores recently developed processes by which madrasa-based knowledge is established and transmitted. In revealing these processes, the article draws attention to political struggles for control over the transmission of religious knowledge between state and non-state actors on the one hand, and religious actors on the other. It further delves into the material and spiritual world of madrasas as perceived by students motivated to gain education and their families. In the final section, it uncovers how different madrasas use religious education, under the varied concept of ‘service to community’, to establish and maintain networks of graduates, which are necessary to the further rooting of Islamic fellowships into society, politics and the economy.

Learning Approaches and You

2020 ◽  
pp. 41-59
Keyword(s):  
Case Studies ◽  
Social Constructivism ◽  
Learning Approach ◽  
Learning Approaches

In this chapter, the authors will outline several learning approaches. Each learning approach will have a base summary followed by the context that the approach can be utilized when working with post-traditional learners. After the initial summaries and takeaways, the authors will delve into a learning approach framework they have designed surrounding social constructivism. Finally, the authors provide several case studies to consider the learned content. Each case study includes prompts for instructors and administrators.

scholarly journals Perkembangan Kebijakan Pembelajaran Agama Islam Pada Lembaga Pendidikan di Indonesia

2020 ◽  
Vol 2 (2) ◽  
pp. 199-214
Author(s):  
Windy Dian Sari ◽  
Akhmad Shunhaji
Keyword(s):  
Religious Education ◽  
Educational Development ◽  
Qualitative Approach ◽  
Policy Support ◽  
Educational Institutions ◽  
Muslim Students ◽  
Religious Learning ◽  
The Government ◽  
Learning Policies ◽  
Spiritual Potential

This paper discusses the development of Islamic religious learning policies in educational institutions in Indonesia. The data were obtained by reviewing the literature related to education policy through a descriptive qualitative approach. The results showed that the state's support for fulfilling the needs of Islamic religious learning was increasing. The Indonesian government establishes an Islamic religious learning policy for every Muslim citizen. This policy leads to educational development services through effective Islamic religious education learning. The needs of Muslim students for the development of spiritual potential receive policy support from the government

scholarly journals Portrait Of Pai In A Catholic School (Case Study of St. Paulus Catholic High School Jember)

2021 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Zainal Anshari
Keyword(s):  
High School ◽  
Religious Education ◽  
Catholic School ◽  
Observation Data ◽  
Muslim Students ◽  
Catholic High School ◽  
Islamic Schools ◽  
Research Findings ◽  
Universal Values

Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.Keywords: Islamic Religious Education, Catholic High School, and religiosity

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

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