scholarly journals English-4 Learning religious education through Practice: Impact of co-curricular Activities in teaching of Religious Studies at university level .

2021 ◽  
Vol 5 (2) ◽  
pp. 36-49
Author(s):  
Farhat Nisar ◽  
Ms Tayyaba Hanif ◽  
Hafiz Abdul Rasheed
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Religious Studies ◽  
Constructive Approach ◽  
Way Of Life ◽  
Islamic Studies ◽  
Religious Subject ◽  
Class Room ◽  
Compulsory Subject ◽  
The Impact

Learning is an interesting activity but learning religious teachings varies from person to person. Sometimes religious education is taken with emotional zeal and sometimes with the constructive approach or faith. In a society like Pakistan where religious education is a compulsory part of syllabus religious teachings should be taken for the purpose of constructive approach. But unfortunately religious education as compulsory subject has taken by the students only to fulfill the requirement of curriculum. Even the religious teachers teach religious subject as requirement of curriculum instead of enabling students to grasp the true and practical meaning of Islam. The main problem in teaching and learning Islamic studies as subject is effective teaching methodologies which could create interest and understanding of Islamic values and way of life. The traditional methods in Islamic education can help students in gathering large amount of information about Islam but it does not enable them to properly remember and to use this information practically because the rational and analytical approach of teaching is missing in class room (Khan,2009).  Present research is conducted to evaluate the impact of co-curricular activities in teaching of Islamic studies at under graduate level and effectiveness of adopting these techniques in creating interest of students in learning and applying Islamic teachings and values in practical life. 

scholarly journals قومی نصا ب اسلامیات اورا سلامی طرزِ تعلیم ) تعلیمات نبویﷺ کی روشنی میں تجزیاتی مطالعہ(

rahatulquloob ◽  
2019 ◽  
Vol 3 (2(2)) ◽  
pp. 75-93
Author(s):  
Tahir Sadiq ◽  
Dr. Noor Hayat Khan
Keyword(s):  
Global Education ◽  
National Curriculum ◽  
Spiritual Life ◽  
Class Iii ◽  
Revolutionary Change ◽  
Islamic Studies ◽  
National Constitution ◽  
Compulsory Subject ◽  
Contemporary Education ◽  
The Impact

Contemporary education seems very far from Islamic ideology of education. Basically education plays a role to distinguish a man from animalistic life whereas man is going to adopt animalistic life like we can easily see greed, cheat and fraud and even free sex etcetera by and large on globe. The impact of global education is seen in our Nation because there is no proper place of Islamic studies in perception of Seerah in national curriculum of Islamic Studies to potentiate an individual to lead a spiritual life, he badly suffers from materialistic thinking due to his materialistic education. From Class iii to BS program Islamic Studies is taught even as a compulsory subject, but the essence of the Curriculum is unable to instill spiritual life in an individual. Until unless it wouldn’t be an Islamic type of Education none be able to lead an Islamic type of life which is indicated in our National Constitution and educational policies. The Islamic type of education will be brought in the revolutionary change of betterment in Curriculum of Islamic studies through the depth of Seerah.  

scholarly journals Exploring the Potential of Religious Literacy in Pakistani Education

Religions ◽  
2019 ◽  
Vol 10 (7) ◽  
pp. 429 ◽  
Author(s):  
Muhammad Azeem Ashraf
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Basic Knowledge ◽  
Practical Application ◽  
Equal Rights ◽  
School Teachers ◽  
Religious School ◽  
Religious Literacy ◽  
Personal Ideology ◽  
Compulsory Subject

Religious education is a compulsory subject in Pakistani schools in which students learn basic knowledge about Islam without exploring the sectarian differences between each sect of Islam. The division of Muslims into Sunni and Shia and the further division of Sunni Muslims into different sects has caused massive sectarian violence in Pakistan. This study uses qualitative methods to explore the possibility of engaging with religious literacy and religious education to explain the purpose, contents, and practical application of religious education and to mitigate existing challenges linked to religion in Pakistan. Even though religious education does not support sectarian differences, individual opinions about sectarian differences are still a major component of divisiveness in Pakistani society. Through interviews with 25 teachers from different levels of education (six primary school teachers, five high school teachers, five college teachers, five university teachers, and four religious school teachers), in this article, I argue that teachers of religious education in schools are neither following a common faith in teaching religious education nor are they in full agreement on providing equal rights to all students of different religious beliefs. Rather, most believe in their personal ideology centered on their own particular religious sect that largely rejects the concept of religious literacy. There is a need for evaluation and improvement of the teaching and learning of religion in schools in order to explain misperceptions about its practical application as well as to engage religious education with diversity.

scholarly journals On the religious subject "Ethics of Faith" in Public Schools and the Consolidation of Christian Churches in Ukraine

2005 ◽  
pp. 88-91
Author(s):  
Oleh Kyselov
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Religious Studies ◽  
Ministry Of Education ◽  
Public Discussion ◽  
Christian Churches ◽  
Religious Subject ◽  
The Subject ◽  
Higher Educational ◽  
Academic Year

The problem of religious education is not new to Ukrainian religious studies. The latter was raised in connection with the decree of the Minister of Education and Science on the introduction of the subject "Theology" in higher educational establishments of Ukraine. However, as is often the case in Ukraine, the decree remained only on paper. At the same time, the topic of religious education was discussed in various circles in the circles of religious scholars. Now they are discussing this again. And these discussions are of a different nature, since the desire of the President without serious public discussion was started by the Ministry of Education and Science: since September 1 this academic year the course "Ethics of Faith" has already been introduced in some public schools in Ukraine. Discussions and controversies are already heard in parallel with the decision made and can actually change only the content of the subject, but not the decision on its teaching. That is, it is still debatable that children should be taught in public schools, but the fact that if a new subject does not appear on September 1, there will be almost no doubt after the new year.

scholarly journals Desain Bahan Ajar Mata Kuliah Pendidikan Agama Islam dengan Pendekatan Integratif-Interkonektif antara Religious Studies, Natural Sciences, Social Sciences, dan Humanities

2016 ◽  
Vol 1 (2) ◽  
pp. 133
Author(s):  
Yusuf Hanafi
Keyword(s):  
Social Sciences ◽  
Teaching And Learning ◽  
Religious Studies ◽  
Natural Sciences ◽  
Islamic Education ◽  
Teaching Material ◽  
Islamic Studies ◽  
Social Sciences And Humanities ◽  
Teaching Plan ◽  
General Studies

Dicotomy differentiation between religious and general studies affected islamic studies become stiff and rigid. So it is less responsive to the challenge and demand of developing era. This research is aimed to arrange a new handbook of Islamic education which is spirited by ethos and breath of reintegrative epistemology between religious studies and general studies, such as: natural sciences, social sciences, and humanities. Meanwhile the result targeted of this research is: (1) a new islamic education syllabus which is balance with principals of islamic studies through integrative-interconnective approach (interdisciplinary); (2) A new islamic education handbook with integrative-interconnective approach which is accepted both theoretically and practically; (3) The design of Islamic education’s teaching plan in one semester presented in 16 meetings which is tested in teaching and learning process; (4) Islamic education’s teaching scenario through a new teaching material which is able to implement the mission of islamic studies interdisciplinarily.Pemilahan secara dikotomis terhadap studi agama dan studi umum menjadi sulit dan kaku. Sehingga kurang responsif terhadap tantangan dan permintaan pengembangan era. Penelitian ini bertujuan untuk membuat ulang buku pegangan baru pendidikan Islam yang berenergi oleh etos dan napas epistemologi baru antara studi agama dan studi umum, seperti: ilmu alam, ilmu sosial, dan humaniora. Sementara itu hasil yang ditargetkan dari penelitian ini adalah: (1) silabus pendidikan Islam baru yang seimbang pada prinsip studi Islam melalui pendekatan integratif-interkonektif (interdisipliner); (2) sebuah buku pegangan pendidikan islam yang baru dengan pendekatan integratif-interkonektif yang dapat diterima baik secara teoritis dan praktis; (3) Rancangan rencana pengajaran pendidikan Islam dalam satu semester disajikan dalam 16 pertemuan yang diuji dalam proses belajar dan proses pengajaran; (4) Skema pengajaran pendidikan Islam melalui bahan pengajaran baru yang mampu melaksanakan misi studi Islam dengan lintas disiplin. 

scholarly journals Agama, Budaya dan Perubahan Sosial Perspektif Pendidikan Islam di Aceh

2017 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Sri Astuti
Keyword(s):  
Conflict Resolution ◽  
Social Change ◽  
Social Integration ◽  
Religious Education ◽  
Cultural Practices ◽  
Religious Studies ◽  
Islamic Education ◽  
Social Structures ◽  
Way Of Life ◽  
Islamic Tradition

Religion and culture in Aceh are two entities that can not be interconnected with one another. Religion becomes a color for culture, on the contrary, cultural practices are equally strong. Once religion becomes a crystallized way of life in the systems, institutions and social structures that are built into a worldview. Similarly, in education that became the basis of dayah (pesantren) which serves as; transmission of Islamic sciences; Towards Islamic tradition; and ulama scholars. Then meunasah that serves other than as a place of religious education for religious education for children (Quran) as well as places of worship, meeting places and community gampong, religious studies for parents, centers of religious social activities, places of conflict resolution and dispute. The prolonged conflict between GAM and the Indonesian government and the tsunami has brought about a social change of Acehnese society, because of the strong foundation of Islamic education, the cohesion and social integration are well established.

scholarly journals Pelatihan Pembelajaran di Era Vuca pada Guru SMP dan SMK Insan Nur Muhammad Desa Tapos I Kecamatan Tenjolaya Kabupaten Bogor

2022 ◽  
Vol 4 (3) ◽  
pp. 611-615
Author(s):  
Zainal Abidin ◽  
Muhamad Riyad ◽  
Budi Panca
Keyword(s):  
Role Models ◽  
Global Education ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Life Change ◽  
Way Of Life ◽  
Lifelong Learners ◽  
Information Gap ◽  
Changing Times ◽  
The Impact

The reality that is happening in the world globally today is experiencing turbulence, so the impact is that many things are changing rapidly (volatality), uncertainty (uncertainty), complex (complexity) and often confusing (ambiguity). Today we see the emergence of strange phenomena that we never imagined would be present before, namely changes that are visible and very significant affect the way of life and the mindset of humans as a whole. The current global education world is facing the so-called technology and information gap between digital immigrants (old teachers who learn technology) and digital natives (students who enjoy and use technology), while there are still teachers who are currently quite stuttering in dealing with students or students who speak technology. These old teachers often find it difficult to change the teaching and learning paradigm, find it difficult to adjust to the latest trends in teaching and digital-based learning media that are developing fast, feel threatened by technology, and feel confused to change. Ideally, teachers should be willing and able to change their mindset, they are old and will soon retire. Teachers must be willing to be open to changing times because teachers are real lifelong learners. Teachers are role models and agents of life change. Keywords: Globalization, Teacher, Volatality, Uncertainty, Complexity, Ambiguity

scholarly journals Investigating The Styles Of Teaching And Learning In The RE Curriculum In Botswana Secondary Schools

2009 ◽  
Vol 6 (8) ◽  
Author(s):  
Mutendwahothe Walter Lumadi ◽  
James Onyango Awino
Keyword(s):  
Secondary Schools ◽  
Learning Styles ◽  
Religious Education ◽  
Teaching And Learning ◽  
Graphical Analysis ◽  
Classroom Participation ◽  
Class Participation ◽  
Democratic Pedagogy ◽  
The Impact ◽  
Quantitative And Qualitative Methods

This is part of a larger study that investigated the impact of democratic pedagogy in the Religious Education (RE) curriculum in Botswana secondary schools. It investigated the teaching and learning styles in the RE curriculum in Botswana secondary schools. This was intended to explore how far the democratic space has been appropriated in the Botswana RE classroom. The literature review focused on some studies that focused on the need to promote democratic pedagogy in the classroom. The research methodology employed both quantitative and qualitative methods. The data generated for this study, as projected by graphical analysis in Table 1 and Figure 1, indicate how in most of the 4-minute observation intervals the teacher tallies on the rate of class participation exceeded those of students. This provides evidence that RE teachers tend to restrict participation of learners. RE teachers, therefore, might need to vary their classroom roles from being dominative to emphasize facilitation of more learners’ active classroom participation.

scholarly journals Film Review as an Approach in Teaching and Learning Fundamental of Islam

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Farah Safura Muhammud
Keyword(s):  
Teaching And Learning ◽  
Film Review ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Learning ◽  
Problem Statement ◽  
Islamic Studies ◽  
Learning Challenges ◽  
The Subject ◽  
Compulsory Subject

21st century learning requires lecturers to change from traditional learning to student-focused learning as well as applying critical learning and critical thinking skills. The film approach has been used in the subject Fundamental of Islam (CTU101) which is a compulsory subject for year 1 students of UiTM. This study is to identify the effectiveness of the film approach and the ability of students to integrate understanding related to Fundamental of Islam in film contents. The problem statement states two issues; firstly, learning challenges during the COVID-19 pandemic period and secondly learning challenges for Islamic Studies subjects. This study has selected five films that are included in the CTU101 syllabus, namely, My Name Is Khan, 2012, Laskar Pelangi, Jilbab Traveler, and Joker. This research used quantitative data to hundred CTU101 students and analysed using SPSS 20.0 software. This research has shown all positive reactions and happiness from students. Learning through films, well guided from a lecturer will then be a good approach for Islamic Studies subjects. The findings of the study show that students feel fun and easy to apply the fundamentals of Islam in daily life. Hence, watching movies while studying can alleviate some of the stress in the pandemic season that demands learning online. Keywords: Film Review, Islamic Study, Fundamentals of Islam, CTU101

scholarly journals Pemikiran Richard C. Martin Tentang Islam dan Studi Agama Serta Implikasinya dalam Kajian Psikologi

2019 ◽  
Vol 13 (1) ◽  
pp. 57-64
Author(s):  
Tri Na'imah
Keyword(s):  
Content Analysis ◽  
Human Life ◽  
Phenomenological Approach ◽  
Religious Studies ◽  
Primary Data ◽  
Way Of Life ◽  
Literature Study ◽  
Islamic Studies ◽  
Symbolic Data ◽  
Scientific Objects

Religion as a belief and way of life is a very important thing in human life. Religion is understood to be able to provide confidence, motivation and relevance wherever and whenever (fi kulli zaman wa makan). Therefore religion must be understood scientifically, objectively and openly in the midst of complexities and diverse perspectives. Religion must be placed in the realm of scientific objects that are ready to be studied, examined and developed in all dimensions and perspectives of Muslims (Oksidentalist) and non-Muslims (orientalist). To answer anxiety and solution, Richard C. Martin offers three approaches, namely the approach of data fields, phenomenology and psychology. This research is a literature study. The source of the data is obtained from primary data in the form book titled “Approaches to Islam in Religious Studies" with editor Richard C. Martin and secondary in the form of research related to research. This analysis uses content analysis. The results of this study are that disclosure of issues of religious studies through data fields, namely data about Islam which consists of historical and geographical data. While the types of data consist of textual types, socio-historical data, and ritual-symbolic data. The solution to Martin's approach to Islamic studies is his solution idea in the form of a phenomenological approach to solve insider and outsider problems. The phenomenological approach can be used as a basis for combining Islamic studies and psychological studies to examine the problem of one's religious behavior.   Agama sebagai keyakinan dan pedoman hidup (way of live) merupakan hal yang sangat penting dalam kehidupan manusia. Agama dipahami mampu akan memberikan keyakinan, motivasi dan relevan dimanapun dan kapanpun (fi kulli zaman wa makan). Oleh karena itu agama harus dipahami secara ilmiah, objektif dan terbuka di tengah-tengah kompleksitas dan cara pandang yang beragam. Agama harus di tempatkan pada ranah objek ilmiah yang siap diteliti, dikaji dan dikembangkan dalam segala dimensi dan perspektif muslim(Oksidentalis) maupun non muslim (orientalis). Untuk menjawab kegelisahan dan solusi maka, Richard C. Martin menawarkan tiga pendekatan yakni pendekatan data fields, fenomenologi dan psikologi. Penelitian Ini merupakan studi pustaka. Sumber data diperoleh dari data primer berupa buku berjudul “Approaches to Islam in Religious Studies” dengan editor Richard C. Martin dan sekunder berupa putaka yang berkaitan dengan penelitian. Analisis ini menggunakan content analysis. Hasil penelitian ini menunjukkan bahwa pengungkapan terhadap isu-isu studi agama melalui data field yaitu data tentang Islam yang terdiri dari data historis maupun geografis. Sedang jenisjenis data terdiri dari jenis-jenis tekstual, data sosial-historis, serta data ritualsimbolis. Solusi pendekatan Martin untuk studi Islam adalah gagasan solutifnya berupa pendekatan fenomenologi untuk memecahkan problem-problem insider dan outsider. Pendekatan fenomenologi dapat dijadikan sebagai dasar memadukan studi Islam dan kajian psikologis untuk mengkaji masalah perilaku keagamaan seseorang.

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