AKTUALISASI PENDIDIKAN MODERASI BERAGAMA DI MADRASAH

This article describes Religious Moderation Education in Islam, especially about the portrait and development of religious moderation education in madrasas. The crucial issues to be answered regarding moderation education in Islam in Madrasahs are (1) What is meant by religious moderation? (2) What are the characteristics of religious moderation in Islam? (3) and how is the portrait and development of religious moderation education in madrasas? To answer this problem, library research is carried out by exploring various literatures in the form of books, articles, journals, scientific opinions related to Islamic moderation to then be analyzed descriptively . The findings of this study include: Islamic moderation is understood as a balance between strong beliefs and tolerance in which there are Islamic values that are built on the basis of a straight and moderate mindset and not excessive. Madrasas are seen as one of the Islamic educational institutions that have succeeded in bringing moderate Islam in their educational praxis, therefore they deserve to be examples of religious moderation education for other educational institutions. To strengthen madrasas, they can develop mainstreaming of Islamic moderation, among others through: formulating a vision and mission oriented towards Islamic moderation, developing a comprehensive curriculum that incorporates Islamic moderation values, optimizing habituation and madrasa culture as a strategy for internalizing Islamic moderation character values, and developing programs strengthening Islamic moderation. Keywords: Education, Religious Moderation, Madrasah. Abstrak: Artikel ini memaparkan Pendidikan Moderasi Beragama dalam Islam khususnya tentang potret dan pengembangan pendidikan moderasi beragama di madrasah. Adapun permasalahan krusial yang hendak dijawab terkait pendidikan moderasi dalam Islam di Madrasah yakni (1) Apa yang dimaksud moderasi beragama? (2) Bagaimanakah karakteristik moderasi beragama dalam Islam? (3) dan bagaimanakah potret dan pengembangan pendidikan moderasi beragama di madrasah?Untuk menjawab masalah tersebut ditempuh penelitian kepustakaan (library research) dengan melakukan eksplorasi berbagai literatur baik berupa buku- buku, artikel, jurnal, opini ilmiah terkait moderasi Islam untuk kemudian dianalisis secara deskriptif. Temuan dari kajian ini antara lain: Moderasi Islam dipahami sebagai keseimbangan antara keyakinan yang kokoh dengan toleransi yang di dalamnya terdapat nilai-nilai Islam yang dibangun atas dasar pola pikir yang lurus dan pertengahan serta tidak berlebihan. Madrasah dipandang sebagai salah satu institusi pendidikan Islam yang berhasilmembawakan Islam moderat dalam praksis pendidikannyakarenanya layak menjadi contoh pendidikan moderasi beragama bagi institusi pendidikan lainnya. Untuk memantapkan madrasah dapat mengembangkan pengarusutamaan moderasi islam antara lain melalui: perumusan visi dan misi berorientasi moderasi Islam, pengembangan kurikulum yang komprehensif yang menginsersi nilai-nilai moderasi Islam, Optimalisasi habituasi dan budaya madrasah sebagai strategi internalisasi nilai-nilai karakter moderasi Islam, dan mengembangkan program penguatan moderasi Islam. Kata Kunci : Pendidikan, Moderasi beragama, Madrasah.

INTERDEPENDENT THEORY OF INTERCULTURAL COMMUNICATION COMPETENCE

<p>Intercultural Communication Competence is essential in creating healthy relations and prevent conflict across numerous cultures. It also emphasizes the essence of accurate and proper information transmission among people. This study aimed to analyze existing literature and derive the perfect formula for learners to develop their Intercultural Communication Competence. A theory on Intercultural Communication Competence was generated using the deductive axiomatic approach. After the analysis and synthesis of related literature and studies, twelve axioms were formulated. From there, four propositions were identified: (1) Intercultural Communication Competence entails cultural actualization; (2) Intercultural Communication Competence calls for a comprehensive curriculum and assessment; (3) Digitalization boosts Intercultural Communication Competence; (4) Upskilled instructors are confident in refining learners’ Intercultural Communication Competence. With these propositions, the Interdependent Theory of Intercultural Communication Competence was generated. This theory highlights the importance of the interdependence among cultural actualization, comprehensive curriculum, digitalization, and upskilled instructors in realizing the full potential of Intercultural Communication Competence of learners. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" /></p>

From Small Activities to Big Life: The Dilemma and Implementation Path to Discipline Integration in Middle Schools Pointing to Qualities

The cross-integration of middle school disciplines is the current trend and the need of education, but it is faced with difficulties in practice. The article mainly adopts the observation method and literature research method, analyzes the dilemma with three aspects, and put forward the progressive four-step implementation path. Respectively, schools and teachers can set up teaching objectives pointing to the core qualities of disciplines firstly, organize teaching materials to carry out small interdisciplinary activities in class secondly, then integrate teachers to launch big project-based learning and interdisciplinary activities, finally create comprehensive curriculum pointing to comprehensive qualities.

Modification of Robotics Curriculum for Project-Based First Year Engineering Design Course

Texas Instruments (TI) currently offers a comprehensive curriculum to supplement their Robotics System Learning Kit MAX (TI-RSLK MAX). While designed for all college students, TI would like to provide a modification of the curriculum specifically for first-year engineering design courses. The goal of this project was to modify the current TI-RSLX MAX curriculum, making it easier to digest for first-year engineering students and more applicable to shorter duration projects (∼8 weeks), while still being information dense. To better understand the user experience of the current TI-RSLK MAX curriculum and determine what users would want from a modified curriculum, user interviews were conducted and analyzed using inductive qualitative analysis techniques. Results showed that while the current TI robotics project has many positives, first-year students primarily struggled with the coding aspect of the project. These results directed and informed the prototype development of a modified curriculum module focused on teaching students code. Low- and medium-fidelity prototypes were developed and tested with users. Data from the usability study were analyzed using descriptive analysis techniques and results indicate that the medium-fidelity prototype helped students learn robotics coding. This research has implications for a high-fidelity modified TI-RSLX MAX curriculum and robotics education for first-year engineering design students.

A COMPARATIVE ANALYSIS OF IDEOLOGICAL CONSTRUCTIONS EMBEDDED IN ENGLISH TEXTBOOKS: A CRITICAL DISCOURSE PERSPECTIVE

Purpose of the study: The subject study aims at investigating the construction of diverse ideologies embedded within English textbooks used in Pakistani settings at the elementary level. The entire study is based on a comparative analysis of English textbooks of Punjab Textbook Board (PTB) and Oxford University Press (OUP) and employs a critical discourse lens for a comprehensive analysis. Methodology: Based on purposeful sampling, the study hinges on insights of Critical Discourse Studies. Out of various models available in CDA, the study employs Fairclough's Three-Dimensional Model for an extensive qualitative analysis of the selected texts as it is more suited to the dynamics of the subject study. Both micro and macro dimensions of the model were employed for an enriched analysis. Main Findings: Both textbooks aimed at infusing different cultural and ideological constructions within students. Exercise of power supplemented by a specific religious perspective was also witnessed in constructions of diverse ideologies. The current study hinted at a deliberate effort on the part of the government to preserve religious, national, political, and societal ideologies through PTB English textbooks. On the other hand, OUP English textbooks created consent among the students to accept a specific culture and its embedded ideologies. Applications of this study: The study can be a useful resource for researchers investigating multiple ideologies in textbooks. Critical discourse examination of both textbooks entails ample advice for textbook developers, authors, and syllabus designers to consider the ideological impacts of the textbooks while devising an all-encompassing and comprehensive curriculum to avoid any conflict at later stages. Novelty/Originality of this study: Diverse dimensions of textbook analysis have already been conducted, but examination of textbooks through a critical discourse lens is indeed a novel dimension that will not only facilitate the reader but also open up new avenues of research for textbook developers and curriculum designers. Examination of diverse ideological construction is indeed an interesting inquiry.

O COLÉGIO UNIVERSITÁRIO DA UFMA NO CONTEXTO DAS REFORMAS EDUCACIONAIS (1968-2018)

Investiga-se a trajetória do ensino médio no Colégio Universitário da Universidade Federal do Maranhão (1968-2018) no intuito de avaliar sua inserção no contexto das reformas educacionais que trouxeram implicações para o currículo, problematizando-se sua identidade institucional desde sua origem no cenário de criação da própria Universidade em 1966. Analisa-se a trajetória do Colégio relacionando-a com as políticas educacionais para o ensino médio, ao focalizar-se nas disciplinas Filosofia, Sociologia, História e Geografia e, no debate em torno da Base Nacional Comum Curricular (2018), que lhes retira o estatuto de disciplina escolar ao denominá-las de “práticas e estudos” e as dilui no itinerário formativo das “ciências humanas e sociais aplicadas”. Utiliza-se como pressuposto teórico-metodológico a história cultural e faz-se uso da pesquisa bibliográfica e documental, auxiliando-nos de categorias norteadoras como a cultura escolar, culturas escolares, capital cultural e disciplinas escolares, assim como da historiografia educacional maranhense, para situar nosso objeto em discussão; lugar onde se percebe um panorama histórico de resistência daqueles que têm lutado por um ensino médio unificado, com currículo abrangente e voltado para a formação integral.Palavras-chave: Ginásios e Colégios de Aplicação. Colégio Universitário. Cultura Escolar. Ensino Médio. Maranhão.UFMA'S UNIVERSITY SCHOOL IN THE CONTEXT OF EDUCATIONAL REFORMS (1968-2018)AbstractThe trajectory of high school is investigated at the University School of the Federal University of Maranhão (1968-2018), in order to evaluate its insertion in the context of the educational reforms that had implications for the curriculum, questioning its institutional identity since its origin in Brazil setting of the University itself in 1966. It analyzes the trajectory of this School relating it to the educational policies for high school, focusing on the subjects Philosophy, Sociology, History and Geography and, in the debate around the National Base Common Curriculum (2018), which removes the status of school discipline by calling them "practices and studies" and dilutes them in the formative itinerary of "applied human and social sciences". The theoretical-methodological assumption is the cultural history and makes use of bibliographical and documentary research, helping us from guiding categories such as the school culture, school cultures, cultural capital and school subjects, as well as Maranhão educational historiography, to situate our object under discussion; This is a place where we can see a historical panorama of resistance of those who have struggled for a unified high school, with a comprehensive curriculum focused on integral formation.Keywords: Application Gymnasiums and Schools. University School. School culture. High school. Maranhão.EL COLEGIO UNIVERSITARIO DE UFMA EN EL CONTEXTO DE LAS REFORMAS EDUCACIONALES (1968-2018) ResumenSe investiga el trayecto de la preparatoria en el Colegio Universitario de la Universidad Federal de Maranhão (1968-2018) con el objetivo de evaluar su inserción en el contexto de las reformas educacionales que hicieron implicaciones para el currículo, problematizándose su identidade institucional desde su origen en el contexto de creacón de la propia Universidad en 1966. Se analisa el trayecto del Colegio relacionándolo con las políticas educacionales para la preparatoria, por enfocar en las asignaturas Filosofía, Sociología, Historia y Geografía y, en la conversación sobre la Base Nacional Común Curricular (2018), que les saca el estatuto de asignatura escolar al denominarlas de “prácticas y estúdios” y las disminuye en el trayecto formativo de las “ciencias humanas y sociales aplicadas”. Se utiliza como conyectura teórico-metodológico la historia cultural y se utiliza la investigación bibliográfica y documental, ayudándonos en las categorias norteadoras como la cultura escolar, culturas escolares, capital cultural y asignaturas escolares escolares, bien como de la historiografia educacional maranhense, para situar nuestro objeto en cuestión; lugar donde se percibe un panorama histórcio de resistencia de aquellos que luchan por una preparatoria unificada, con currículo amplio para la formación integral.Palabras-clave: Escuelas y Colegios de Aplicación. Colegio Universitario. Cultura Escolar. Preparatoria. Maranhão.

An Analysis of Sustainability Integration in Business School Curricula: Evidence from Korea

Given the growing importance of corporate sustainability in the academic literature and in practice, this study investigates to what extent business schools in South Korea have been reflecting sustainability-linked themes in the curriculum. Based on a review of 20,507 course syllabi from ten sample universities between 2013 and 2019, our findings show an increase in the absolute number and proportion of sustainability-linked courses in Korean business schools, increasing from 12.9% of total courses in 2013 to 14.7% in 2019. The most prominent sustainability keywords were “ethics” and “corporate social responsibility,” with most courses reflecting sustainability keywords by allocating a few weeks to sustainability issues (sustainability-inclusive) rather than sustainability serving as the major theme of the course (sustainability-focused). In terms of degree program, sustainability-linked courses accounted for nearly 15% of total courses at the undergraduate and Master of Business Administration (MBA) levels, respectively, and just 7% of graduate (Master’s/Ph.D.) programs in Business Administration. While our findings suggest overall progress in incorporating sustainability themes in business schools, course offerings are fragmented and generally focus on a narrow concept of ethics rather than constituting a comprehensive curriculum that weaves sustainability throughout functional majors.