The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools

This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.

A Pragmatic Study of Junior High School Teachers’ Speech Act of Criticism from the Perspective of Politeness Principle

Recently, there are limited specific researches on the pragmatic strategies of teachers' criticism from the angle of the Politeness Principle, among which most of them argue that teachers should adopt appropriate politeness strategies when criticizing students. However, only a few researchers point out that Leech's Politeness Principle is "other" oriented and neglects "self," which is too absolute, ideal, and unsuitable in teacher and student relations. In this paper, the author illustrates the true nature of politeness in teacher-student relations is that teachers should pay attention to self, show politeness to the students, and consider the third party (parents). Finally, the writer illustrates some politeness strategies, including criticizing with a sense of humour, criticizing in vague language, adopting empathy and showing politeness to a third party to show appropriate politeness to the students to make the criticism effective. The purpose is to make some middle school teachers recognize how to criticize appropriately.

Code of Ethics for Teachers in Islamic Education Perspective Muhammad Athiyah Al-Abrasyi

Education can be simply interpreted as an effort to shape human personality in accordance with the values ​​and codes of ethics contained in society and the country. One of the most important components in the learning process is educators and students. Along with the times, there is a shift in the pattern of teacher and student relations; economic values ​​have driven many policies, the appreciation of students towards teachers has decreased, the price of teacher's work is higher, and the teacher's appreciation for him has been lower. Considering the urgency of the teacher's role in the education process, many scholars wrote about the obligations, traits or tasks that the teacher and students had to have. Based on this background, the writer formulates the problem of the teacher's code of ethics in the perspective of Islamic education, Muhammad Athiyah Al-abrasyi. This research is a qualitative descriptive study with the type of library research. The results of this study include personal and professional aspects. The code of ethics of teachers in Islamic education proposed by Muhammad Athiyah al-Abrasyi includes: 1. The code of ethics of teachers relating to themselves; a. Be zuhud, b. Clean from sin and reprehensible qualities. 2. The teacher's code of ethics relating to students and fellow teachers; a. Be wise and firm, b. Forgiving and patient, c. Having dignity and self-esteem, d. Loving students is like loving their own children, e. Knowing students' habits. 3. Code of ethics for teachers related to their duties; a. Sincere at work, b. Mastering the field of study, c. Be able to create active communication between educators and students.