scholarly journals Pembelajaran Qur’an Berdasarkan Klan

2020 ◽  
Vol 1 (2) ◽  
pp. 79-94
Author(s):  
Muhamad Yusuf ◽  
M. Yasin Un. Mayalibit
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Social Stability ◽  
The People ◽  
Learning Technique ◽  
Teachers And Students ◽  
Education Innovation ◽  
Kinship Structure ◽  
The Difference ◽  
Social Phenomenology

This study aims to find out about the traditional model of learning Qur’an based on clan which is applied with ritual religion that maintained by the community in Samate Village South Salawati District Raja Ampat Island. Using a qualitative research with a social phenomenology paradigm. The results of this study found that every fam or clan has the people who capable to teach the Qur’an to their family and also the availability of teachers in reading Qur’an in Samate Village are much enough if it seen from the number of fam or clan. The difference of learning technique between the teachers are caused by the factor of teacher education in developing religious education innovation more programmed. The policy in selecting the teachers leads to the kinship  structure between teachers and students which is a tradition from generation to generation. The people there really maintain harmony even they have different teachers where it can create social stability among the community. The origin of learning Qur’an is where everyone in one family or clan in society who has the ability to read the Qur’an has the opportunity to developing Qur’an education even that person does not receive a formal education.

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

scholarly journals KUALITAS PENYELENGGARAAN PENDIDIKAN AGAMA PADA PROGRAM PAKET A, B, DAN C

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Farida Hanun
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Survey Method ◽  
Ministry Of Education ◽  
The Third ◽  
The People ◽  
C Program

This research is to identify: the progress of the religious educations’ program towards the package A, B, and C program that are spread to 7 provinces in Indonesia. Survey method appears as the method used in this research. The result of the research indicates: 1) the obligation for the people to attend the educational religious course is considered still not well implemented by the institutions’ packages, 2) the amount of religious tutors in the establishment of religious education by the third package is still few, 3) religious tutors with irrelevant background to the formal education still exist 4) There are program organizers that are still considering the implementation of religious education appear not as a compulsory lesson, 5) the coordination between the ministry of religious affairs and the ministry of education and culture is still considered low related to the religious education’s establishment on the package.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

ЕКАТЕРИНА ВЕЛИКАЯ И ДИАЛЕКТИКА ПРОСВЕЩЕННОЙ МОНАРХИИ

2020 ◽  
Vol 15 (1) ◽  
pp. 39
Author(s):  
С. И. Дудник ◽  
И. Д. Осипов
Keyword(s):  
Cultural Policy ◽  
Separation Of Powers ◽  
Point Of View ◽  
Human Sciences ◽  
The Rule Of Law ◽  
Political Ideas ◽  
The People ◽  
Specific Interpretation ◽  
The Difference ◽  
Conservative Values

The article discusses the problems of evolution and the formation of the ideology of an enlightened monarchy in Russia. In this regard, the philosophical and political ideas of Catherine the Great, as well as their theoretical and ideological premises, are analyzed. It is noted that the philosophy of education in Russia was closely connected with the concepts of Voltaire, Didro, Montesquieu, Beccaria, Bentham, their views on natural law and human freedom, humanism and the rule of law. These concepts in the philosophy of Catherine received a specific interpretation, due to the sociocultural conditions of Russia. This was manifested in the famous work of Catherine the Great “The Nakaz”, which recognized Montesquieu's argument in favor of the autocracy, but at the same time, his point of view on the separation of powers was rejected. The specificity of the doctrine of enlightened monarchy lies in the combination of liberal and conservative values, which form eclectic forms. This was the dialectic of the supreme power, the difference between the enlightened monarchy and the ideology of absolutism. The article also notes that education in Russia is associated with fundamental socio-political reforms, processes of secularization of culture. At this time, the natural and human sciences are developing. The changes positively influenced the development of medicine, beautification of towns and public education. Also considered are the views on the autocracy of the opposition nobility intelligentsia: A. N. Radishchev and noted that his criticism of the autocracy was determined by an alternative cultural policy, proceeding from the protection of the interests of the people. The doctrine of enlightened monarchy is characterized by internal worldview inconsistency and political inconsistency, which did not allow solving the pressing social problems of the establishment of legal state, democratization of society and the abolition of serfdom.

A "ingovernabilidade" do Rio de Janeiro: algumas páginas sobre conceitos, fatos e preconceitos

1997 ◽  
Vol 20 ◽  
pp. 39-53
Author(s):  
Marcelo Lopes de Souza
Keyword(s):  
Rio De Janeiro ◽  
Status Quo ◽  
Strict Sense ◽  
Political Status ◽  
The People ◽  
The Social ◽  
The Difference

Governability is quite ofien used as an "umbrella concept", under which both the capacity of governance (manner in which power is exercised in the management of a territory) and the governability in the strict sense of the word (acceptation of the social and political status quo by the people) are subsumed. The first part of this article underlies the difference between these two concepts The second part examines facts in relation to governance and governability problems in Rio de Janeiro, and discusses some ideologically generated current exaggerations about the governability crisis in this metropolis, as suggested by the experience of the 1980s and 1990s.

Lunacy in Norway, 1891

1892 ◽  
Vol 38 (160) ◽  
pp. 41-44
Author(s):  
William Habgood
Keyword(s):  
Poor Country ◽  
Small Population ◽  
Crowded Condition ◽  
General Paralysis ◽  
Extreme Poverty ◽  
Large Cities ◽  
City Life ◽  
The People ◽  
High Tension ◽  
The Difference

The population of Norway in 1875 consisted of 891,000 males and 930,000 females. (The details of the last census, 1890, showing a population of two millions, have not yet been published). Of these were insane 2,186 males and 2,382 females, giving a ratio of 23 insane (20·4 males, 25·6 females) to every 10,000 of the population. The total number of admissions into asylums for the year 1889 was 756, a ratio of 4·15 per 10,000. These figures compare favourably with those given in the report of the Commissioners in Lunacy for England for the same year, viz, 29·2 insane (27·2 males, 31·2 females) to every 10,000 population, and a ratio of 5·18 per 10,000 on the admissions. Although Norway is a poor country, such extreme poverty and distress as is found in our large cities does not exist there, and this, probably, accounts for the considerably smaller ratio of insane to population. Of the 756 total admissions 32 per cent, were suffering from melancholia, 27 per cent, from mania, 24 per cent, from dementia, and from general paralysis and epilepsy, equally, 1·9 per cent. The marked preponderance of melancholia over mania is interesting, the opposite conditions obtaining in this country, where mania shows an excess of 24 per cent. The distribution of a small population over a large tract of country, the mountainous character of that country, the monotony of life, the lack of amusement, the phlegmatic character of the race, in contrast to the crowded condition of the people, the high tension of living, and the excitement of city life which prevails in this country probably explain the difference. The small number (1·9 per cent, of the admissions,—being 6·4 per cent, less than in England) of those suffering from general paralysis might be explained in the same manner.

scholarly journals A Sociolinguistic Study of Choosing Names for Newborn Children in Jordan

2016 ◽  
Vol 6 (1) ◽  
pp. 177 ◽  
Author(s):  
Abeer Harb Al-Qawasmi ◽  
Fawwaz Al-Abed Al-Haq
Keyword(s):  
Random Sample ◽  
Social Values ◽  
Male And Female ◽  
Personal Names ◽  
The People ◽  
Time Period ◽  
Civil Status ◽  
The Difference ◽  
Different Cultures ◽  
Clear Change

<p>This study aims at the study of newborn names in Jordan of a sociolinguistic perspective. This study tries to detect the difference in naming newborns in Jordan over the decades - from the seventies to 2015 due to the result of some factors that may have affected the Jordanian society, whether historical, religious and/or social. The data necessary to complete the study was obtained from the Civil Status Department and the Department of Statistics. The data obtained consisted of names of both sexes during the time period from the seventies until the early year of 2015, a random sample of personal names within the same family were also provided. The data was analyzed quantitatively. The study revealed that there is a clear change in the choice of newborn names-male and female-in Jordan, whether a change in sounds or in morphemes. In specific, names during the seventies were strongly linked to the culture and the values, religious or social, in which the people believed in. During the eighties and nineties, names were associated with certain social values, however, some names were shown to be affected by urbanization or modernization. And with the beginning of 2000 up to 2015, peoples directions towards naming newborns changed due to the advent of globalization, associating with development and urbanization, and moreover, the influence of different cultures on the community.</p>

scholarly journals PENGELOLAAN SAMPAH BERBASIS MASYARAKAT DI DESA PAKRAMAN PADANGTEGAL KECAMATAN UBUD KABUPATEN GIANYAR

2019 ◽  
Vol 13 (2) ◽  
pp. 205
Author(s):  
I Putu Juniartha ◽  
Made Antara ◽  
I Made Sudarma
Keyword(s):  
Waste Management ◽  
Public Perception ◽  
Tourism Industry ◽  
Management Process ◽  
Glass Waste ◽  
The People ◽  
The Difference ◽  
The Government ◽  
Inorganic Waste ◽  
Definition Of

The results of this study indicate: (1) Characteristics of waste in Pakraman Padangtegal Village consisted of 83.88% organic waste, 7.24% plastic waste, 4.42% paper waste, 2.22% bottle waste, glass waste at 1.28% and metal waste at 0.96%; (2) public perception in waste management in Pakraman Village, Padangtegal that most of the people in Pakraman Village, Padangtegal, already know about the definition of waste and the danger of waste if it is not managed properly. Besides that the community also knows the difference between organic and inorganic waste so that the process of sorting waste in the place provided can run well, and the community's perception of waste management services has gone well with the transportation of waste twice a day; (3) the participation of the Pakraman Padangtegal Village community in waste management has played a role in various stages of waste management, starting from the sorting, garbage collection and garbage disposal, which complies with waste regulations and maintains the quality of the environment in Padangtegal Pakraman Village. The participation of the tourism industry in the process of waste management in Pakraman Village, Padangtegal, can be seen as being involved in the process of sorting waste and paying monthly fees and waste fees. The community participation in the waste management process is to help the government to socialize the waste management process by carrying out waste collection activities every week and provide a place for the waste management process. Suggestions in this study are that waste managers will immediately add facilities and infrastructure for waste transportation and accelerate the expansion of waste management in the village of Pakraman Padangtegal.   Keywords: Waste Management System, Pakraman Village

scholarly journals Philosophies of interreligious dialogue: Practice in search of theory

2011 ◽  
Vol 1 (1) ◽  
pp. 16-24 ◽  
Author(s):  
Oddbjørn Leirvik
Keyword(s):  
Civil Society ◽  
Religious Education ◽  
Emmanuel Levinas ◽  
Interreligious Dialogue ◽  
Interfaith Dialogue ◽  
Faith Communities ◽  
Different Types ◽  
The Difference ◽  
Mutual Change

In this article, I discuss how insights from Martin Buber’s and Emmanuel Levinas’ philosophies of dialogue have enlightened my own experience of inter-faith dialogue in Norway. Central perspectives here are Buber’s notion of ’the realm of the between’ and Levinas’ emphasis on asymmetry and vulnerability. Some other philosophers’ reasonings about dialogue are also considered, from the overall perspective of ’practice in search of theory’. In connection with a distinction be-tween different types of dialogue (’spiritual’ and ’necessary’), the difference between government initiated ’dialogue’ and initiatives originating from the faith communities (i.e., civil society) are discussed. The last part of the article analyses the notion of ’(mutual) change’ which is often brought forward when discussing the aims of interfaith dialogue. In this connection, religious education in school is also considered as a possible arena for dialogue—and ’change’.

scholarly journals New Model of Anti Radicalisme Learning for Moslem Teacher

2016 ◽  
Vol 1 ◽  
pp. 36-43
Author(s):  
Ucok Agus Saputra
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Educational Institutions ◽  
New Order ◽  
Religious Groups ◽  
National Agency ◽  
New Model ◽  
Islamic Movements ◽  
The People ◽  
The Republic

Post-fall of the New Order regime, the action of Islamic radicalism spreads out fast in Indonesia. Unluckily, actors and the perpetrators are mostly Muslimand claiming graduated from Islamic educational institutions. Radical Islamic movements nowadays are worrying the people and threaten the life of the nation that contains the values of pluralism, tolerance, and acculturative, including in religion. According to way of life on Indonesian, Pancasila, and the 1945 Constitution and the Republic of Indonesia which is the basics of nation and state are also threatened. even their movement tends to do with violence. Proven by the presence of several violent incidents that resulted in deaths were not counted. (National Agency for Counter of Terrorism, 28/8/2002). Therefore, Indonesia  (and even the world) needs strategies to prevent the anti-radicalism and terrorism. Learning the last fact, education that be designed by conforming new model of learning for Moslem Teacher is absolutely needed. The approach to the handle the Islamic radicalism must always be strived, One of models is through character education. Education is partly done by reconstructing the Islamic Religious Education (PAI) that is taught in educational institutions. Reconstruction of PAI should be able to produce learners that possess attitude of tolerant, moderate and inclusive. In short, there is a tendency of systematic efforts made by certain religious groups to teach the doctrine of religious hardliners among students of Elementary School (SD), that often reborn radicalization. Here, the writer will show how Moslem teacher can take anti-radicalims learing by some new models that can be implemented, namely the de-radicalization preventive, de-radicalization preservative against moderate Islam, and  curative deradicalised.

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