Journal articles on the topic 'Education, Moral and religious, in schools'
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Kristianus Bayu Pranata and Nehemia Nome. "Pendidikan Agama Kristen Sebagai Agen Restorasi Pendidikan Dalam Mewujudkan Kehidupan Beragama Yang Harmonis Di Sekolah–Sekolah." Jurnal Filsafat dan Teologi Katolik 6, no. 2 (January 30, 2023): 37–63. http://dx.doi.org/10.58919/juftek.v6i2.67.
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Abstract: Christian religious education has the goal of teaching students the principles of Christian life, including moral values such as love, forgiveness, justice, and brotherhood. Christian religious education can help students understand and appreciate other religions with an inclusive attitude, tolerance, and respect for religious differences. However, there are several challenges that need to be overcome in implementing Christian religious education as an educational restoration agent to create a harmonious religious life in schools. One of the main challenges is the lack of understanding of religious moderation. In this research, the writer took the step of doing a literature study. Christian religious education plays a vital role as an educational restoration agent in creating a harmonious religious life in schools. Through teaching moral values, respect for religious diversity, character building, and interreligious dialogue, Christian religious education contributes to shaping students who live according to religious values and in harmony with fellow human beings.
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Imam Tabroni, Alya Siti Nurhasanah, and Vina Maulidina. "BUILD STUDENT CHARACTER THROUGH ISLAMIC RELIGIOUS EDUCATION." SOKO GURU: Jurnal Ilmu Pendidikan 1, no. 3 (December 1, 2021): 23–26. http://dx.doi.org/10.55606/sokoguru.v1i3.58.
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Character education is important for human life, so the role played by the world of education must not only show moral knowledge, but also love and be willing to take moral action. This paper will discuss the formation of student character through Islamic religious education. Islamic Religious Education (PAI) is one of the most important pillars of character education in the world of education. Character education will grow well if it starts from the instillation of a religious spirit in children, therefore PAI material in schools is one of the supports for character education for students. Through PAI learning, students are taught aqidah as their religious basis, taught the Koran and hadith as a guide for their life, taught fiqh as legal signs in worship, teaches Islamic history as an example of life, and teaches morals as a guide for human behavior whether in the good or bad category. bad. Therefore, the main goal of PAI learning is the formation of personality in students which is reflected in their behavior and mindset in everyday life. In addition, the success of PAI learning in schools is also determined by the application of appropriate learning methods.
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Tibo, Paulinus, and Ona Sastri Lumban Tobing. "The Role of Catholic Religious Education Teachers in Developing Moral Values for High School Students: A Case Study at Parbuluan." American Journal of Arts and Human Science 1, no. 4 (December 23, 2022): 27–32. http://dx.doi.org/10.54536/ajahs.v1i4.841.
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Teenagers experience a crisis of moral values such as honesty, justice, discipline, responsibility, wisdom, and fear of God. Teenager moral problems are a concern for parents, families, schools and society in general. Currently, the most important factor for students in schools is moral education. The presence of religious teachers in schools through Catholic religious education is very important for the moral development of students in dealing with this reality. This study aimed to determine the role of teachers in developing the moral values of class X and XI students at State Senior High School 1 Parbuluan. This study employs a qualitative methodology. Catholic Religious Education Teachers, Deputy Principals, and Students were interviewed for this study. The function of Catholic Religious Education Teachers in Developing Moral Values is to cultivate the spiritual, social, and behavioral attitudes of students. Teachers encourage and guide students to possess moral values like honesty, responsibility, justice, and discipline. Catholic teachers continue to have deficiencies in developing the moral values of their students, as evidenced by the fact that students are still tardy in entering and submitting assignments. Catholic teachers have not done their utmost to foster moral students, particularly in the application of honesty, responsibility, justice, and discipline. School conditions and situations have not maximally influenced the moral values of students. Recommendations for schools need to do character building education for students and moral education to become extra-curricular activities in schools.
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., Yufiarti, Sri Nuraini, Muhammad Solihin, and Reza Rachmadtullah. "Moral Disengagement in Middle School Students: Survey in Religious Education." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 80. http://dx.doi.org/10.14419/ijet.v7i3.30.18160.
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Indonesian culture has many schools which based on religion. The main objective of the Islamic school is to make their students have moral or wonderful behavior. The purpose of this study was to investigate moral disengagement of students at religious education. This survey on 171 students included female and male. Data analysis used descriptive as graph and percentage. Children can enroll to the religious schools. Profile shows that many children varieties such as gender, age. Student’s at moral disengagement was multiple diverse.
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Kusnawan and Saepulah. "Tips for Building a Literacy Culture Among Islamic Religious Education Teachers." Indonesian Journal of Contemporary Multidisciplinary Research 3, no. 3 (May 31, 2024): 493–504. http://dx.doi.org/10.55927/modern.v3i3.9323.
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The increasingly rapid development of the internet and technology has an impact on the lack of literacy culture in schools. Students spend more of their free time playing with cellphones or gadgets. Islamic religious education (PAI) teachers are an important milestone in developing the character and morals of students to become better. Building good character and morals can start by cultivating literacy in schools. This research aims to explore the role of Islamic Religious Education (PAI) Teachers in building a literacy culture in schools. PAI teachers have a strategic position in instilling religious and moral values in students, as well as guiding them in understanding and practicing religious teachings. It is hoped that this research will be able to provide an impact and alternative solutions to the development of PAI teacher competency, especially in improving literacy culture in schools. This research uses a qualitative approach with the library research method
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Lie, Anita. "Religious Education and Character Formation." Journal of Interdisciplinary Studies 26, no. 1 (2014): 73–94. http://dx.doi.org/10.5840/jis2014261/24.
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The Second Vatican Council cautioned regarding the increasing secularization of Westem societies that the greatest error of our age is the separation between faith and life. Through its history of the kingdoms of Buddhism and Hinduism, 350 years of Westem colonization and growth of Islam, Indonesia claims to place religion in high regard. Citizens are obligated to proclaim one ofthe six recognized religions. All schools allocate four hours of religious teaching weekly. Critics doubt that the teaching of religion in schools will help solve problems. Corruption is rampant and ethnic-reliigious conflicts are increasing despite the people's claim as a religious nation. The challenge, then, is to integrate religious and character education into the core as well as hidden curriculum and teach students to nurture their faith and moral sense throughout their schooling. This essay explores how religious and character education in the school curriculum endeavors to prepare young people to enhance their intellectual capabilities and form them to be people of faith and character.
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Sarbini. "Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia." ENDLESS: INTERNATIONAL JOURNAL OF FUTURE STUDIES 5, no. 3 (December 28, 2022): 337–44. http://dx.doi.org/10.54783/endlessjournal.v5i3.177.
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This article seeks to examine how the implementation of moral education is presented in elementary schools (SD, SMP, and SMA) in the midst of a society that has changed from an agricultural society to an industrial society. This study aims to understand how the cognitive, affective, and psychomotor aspects of students in the implementation of religious moral values are presented in schools. This study uses a qualitative method with a descriptive approach. The data collection technique taken was observation, interviews with students from primary schools (elementary, junior high and senior high schools) in the Sumberjaya District, Majalengka Regency. This study found that the religious moral values presented in schools were still transfer of knowledge and religion in the aspect of cognition, only a small portion were in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big contribution in shaping student orientation, where religious moral values do not become a control rope for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values in education in schools has a clash with family awareness in supporting education, learning models that are still limited to the transfer of knowledge, and the social environment of society.
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Kurata, Lehlohonolo. "Exploring the Role of Religious Studies in Developing Moral Values among Secondary Schools Learners in the Northern Region of Lesotho." Asian Journal of Education and Social Studies 50, no. 6 (May 21, 2024): 254–68. http://dx.doi.org/10.9734/ajess/2024/v50i61412.
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Similar to many other countries, Lesotho has experienced growing concerns regarding moral decay among youth in recent years. This concern could be attributed to various factors, such as rapid socio-economic changes, advancements in technology, and shifting societal norms. Consequently, negative consequences have arisen, including drug abuse, disrespect for constituted authority, and disengagement from academics among learners. The study therefore intents to explore the efficacy of religious studies in addressing moral erosion and developing ethical behaviour to ensure its effective implementation and impact. This study adopts the Cognitive Dissonance Theory as a framework to investigate the potential of religious studies in secondary schools as a means to develop ethical behaviour and address the increase in moral decay among learners. Through purposive sampling, six teachers from six member schools of the religious studies association in the northern region of Lesotho were selected to participate in semi-structured interviews. The findings of the study indicate that moral decay among learners is primarily influenced by factors such as poverty, lack of parental guidance, limited access to education, and dysfunctional family structures. Furthermore, the study reveals that religious studies content and various teaching approaches have the potential to cultivate moral values and counteract moral decadence among learners. The study recommends that teachers receive continuous professional development and support to enhance their pedagogical skills in effectively delivering moral education through religious studies. Moral instruction curriculum rather than religious studies curriculum should be introduced. The curriculum should accommodate all religions’ moral precepts.
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Kaushan, Anatoly. "The essence of religious and moral upbringing in modern education." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (August 2020): 82–91. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p82-91.
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The article considers the main factors of the cultural and moral values of Orthodoxy. The culture of education in Orthodox schools is considered as a process of the national-regional education system development. The educational field, which examines the values of Orthodoxy, elects culture.
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Novanto, Riza Awal. "Model Pendidikan Spiritual dan Akhlak Di Sekolah." AL-MUFASSIR 3, no. 2 (December 31, 2021): 93–105. http://dx.doi.org/10.32534/amf.v3i2.2471.
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Writing this journal is intended to determine the model of spiritual and moral education in schools. Spiritual education is a basic human nature, so it is very important to shape human morals. Spiritual education aims to strengthen the soul and spirit in order to maintain a good relationship with Him. So that it makes human life more meaningful. While morality is the result of spiritual education. Moral education is education that seeks to introduce, instill and appreciate the patterns, attitudes and actions of humans related to God, humans and their environment. Thus, spiritual and moral education is very important to be applied in schools in an effort to reawaken humans in this case are students on the straight path to human nature. Therefore, a model of spiritual and moral education is needed to achieve this goal. The model in spiritual and moral education is divided into four, namely: First, religious views. Second, the educational process. Third, curricular. Fourth, operational strategy.
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Sholihah, Daimah, and Zainun Wafiqatun Niam. "IMPLICATIONS OF MORAL EDUCATION LAWRENCE KOHLBERG AND KH AHMAD DAHLAN ON THE RELIGIOUS BEHAVIOR OF STUDENTS." Sunan Kalijaga International Journal on Islamic Educational Research 4, no. 1 (December 14, 2020): 20–43. http://dx.doi.org/10.14421/skijier.2020.41.03.
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The reality of the Indonesian nation experienced an extraordinary moral crisis, marked by the widespread practice of KKN in the institution of the government and the many immoral behavior among the younger generation. This happens because there is no maximum implementation of moral education in schools, so moral values are not realized perfectly. Therefore, there is a need to revitalize the implementation of moral education in schools. This research is a library research (library research) because the entire research process utilizes a variety of libraries that are relevant to the problem under study. The results showed that Lawrence Kohlberg's thoughts were secular, whereas Ahmad Dahlan's thoughts were religious. The concept of moral education both have similarities and differences. Both of their thoughts also have implications for the religious behavior of students, Lawrence Kohlberg shaped religious behavior through exemplary methodology, self-introduction, cognitive stimulation and empathy development as in the concept of moral education. Ahmad Dahlan shapes the religious behavior of students through teaching science and charity. Moral values are taught to students to then be practiced in everyday life.
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Sarbini. "Implementation of Moral Religion in Education in Majalengka, Indonesia." International Journal of Science and Society 2, no. 1 (May 30, 2020): 356–64. http://dx.doi.org/10.54783/ijsoc.v2i1.225.
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This article seeks to explain how the implementation of moral education is presented at elementary level schools in the midst of community conditions that have changed from an agricultural community to an industrialized society. This study aims to understand how the cognition, affection, and psychomotor aspects of students in the implementation of religious moral values are presented in schools. This research uses qualitative methods with a descriptive approach. Data collection techniques taken were observation, interviews with students from elementary level schools in Cidenok Village, Sumberjaya District, Majalengka Regency. This study found that the moral values of religion presented in schools are still transfer of knowledge and religion in the cognitive aspects, only a small part is in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big role in shaping student orientation, where the moral values of religion do not become the control lines for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values in education in schools has a clash with family awareness in supporting education, learning models that are still limited to transfer of knowledge, and the social environment of society.
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Kačarić, Ninoslav. "Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju." Inovacije u nastavi 34, no. 2 (2021): 162–73. http://dx.doi.org/10.5937/inovacije2102162k.
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The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development, as well as that the ways of conducting religious education, personality and approach in communication of religious education teachers (religious teachers) are important factors of moral development, and that religious education has significant place factors of moral development. Method applied in this study is systematic non-experimental observation and correlation analysis, by which were evaluated and interpreted data collected by questionnaire constructed for the occasion - students expressed their opinion on what contributed the most to their moral formation in terms of age in the faith. Among the important results are: The personality of religious teacher is of great importance and its contribution depends on his knowledge of the content transmitted to the students, and on interesting ways of teaching, by visiting Temples of the Holy Spirit and participation in church worship, while information and communication technologies are less significant. Practical pedagogical implications of these results are devoting special attention to personnel potential of religious teachers.
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Pinto, Tiago. "Um programa religioso num contexto secular os professores de Educação Moral e Religiosa Católica no concelho do Porto." Sociologia: Revista da Faculdade de Letras da Universidade do Porto, matico (2021): 97–117. http://dx.doi.org/10.21747/08723419/soctem2021a5.
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This article explores the programmatic representations of Catholic Moral and Religious Education(EMRC) teachers, regarding the disciplineprogram, in public schools in the municipality of Porto (Portugal). Through a diachronic approach to the socio-religious panorama and Catholic religious teaching in Portuguese public schools, it is possible to identify, nowadays, new challenges for the Roman Catholic Church andforits school educators. The interviews carried out showed that teachers tend to consider the study planas limited, unmotivating and with excessive religious contents, so they proposed a subjectof moral and religious education not confined to the Catholic universe.
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Nasution, Hambali Alman. "Implementation of Islamic Religious Education Curriculum." Belajea: Jurnal Pendidikan Islam 6, no. 1 (June 21, 2021): 1. http://dx.doi.org/10.29240/belajea.v6i1.1815.
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The changing times have an impact on all countries. With the changing times, the human mindset has also changed. The changing times bring positive and negative. The negative impact of globalization that seems sad is the change that tends to lead to a moral and moral crisis. The purpose of this study is to determine the implementation of the Islamic religious education curriculum and the obstacles and solutions to its implementation in the moral dimension. The method in this research is to use a descriptive qualitative approach. Data collection was carried out by means of interviews, observation and documentation. The results showed that the implementation of the Islamic religious education curriculum at SMA Negeri 2 Kotapinang was carried out well, by being able to develop religious knowledge so that it was carried out in their daily (religious) lives. Supported by activities carried out in schools such as: Jenazah Prayers, Speeches, Musabaqah Tilawatil Qur'an (MTQ), Rohis, Clean Living Principles and discipline of students who foster religious values.
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Clayton, Matthew, and David Stevens. "What is the point of religious education?" Theory and Research in Education 16, no. 1 (March 2018): 65–81. http://dx.doi.org/10.1177/1477878518762217.
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Some liberal societies continue to require their schools to offer non-directive but, specifically, religious education as part of the curriculum. This article challenges that practice. It does so by articulating and defending the moral requirement that education policy must be regulated by principles that are acceptable to reasonable people. Thereafter, we argue that the leading arguments for prioritizing the study of religion in schools – arguments that claim that religion is special or that assert that the majority or parents are morally permitted to prioritize religion in schooling – are incompatible with the acceptability requirement.
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Irodati, Fibriyan. "Internalisasi Nilai-Nilai Religius pada Pembelajaran PAI." Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam 5, no. 2 (December 23, 2020): 99–118. http://dx.doi.org/10.33507/ar-rihlah.v5i2.289.
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Learning in schools as formal educational institutions has experienced significant development, as seen from the inculcation of religious values in effective religious education learning by touching the learning effect (instructional effect) without leaving the accompanying effect (nurturant effect). This is integrated with continuously increasing the role of religious education in an effort to foster the religious character of its students. Internalization of religious values in PAI learning in schools uses a moral reasoning approach, namely learning that is taken with moral knowledge, moral feelings and moral actions through the internalization process in subject learning activities in class and in self and cultural development programs in schools. The process of internalizing religious values in PAI subject learning activities in class is carried out with procedures for each element of learning activities. The process of internalizing religious values in PAI learning activities in class can employ various methods such as using the role-playing learning model. The process of internalizing religious values in self-development and culture programs in schools for Muslim students is carried out through routine, spontaneous and conditioning activities using habituation strategies through the stages of thinking, recording, repeating, storing, repeating and habituation into character.
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Nurina. "Involvement of Teachers and Religious Leaders Working to Anticipate Ethical Decadence of Youth." International Journal Education and Computer Studies (IJECS) 2, no. 2 (October 30, 2022): 44–53. http://dx.doi.org/10.35870/ijecs.v2i2.788.
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The problem of juvenile delinquency is today felt increasingly concerning by people in different parts of the world, both in developed and developing countries. This study took up the subject of study in the city of Sabang. Adolescent decadence is a period of decline in adolescent behavior in social life. A root cause of adolescent moral decadence is parental inattention in providing their children with education and religious instruction from an early age. As a result, the community environment no longer adequately supports children's morality, leading to the birth of moral decadence. The three factors that influence adolescent moral decay are family, school, and society. Parents play the most active role in the home, teachers are the second parent in schools, and religious leaders are the third parent in the community. Teachers and religious leaders as people who have a high enough charismatic are expected to be able to overcome the moral decadence of adolescents and have competence in preventing adolescent moral decadence through religious teachings, because it is with religious teachings that adolescent behavior can be well controlled as well as a motivator to carry out various positive activities. How is the cooperation of teachers and religious leaders in preventing adolescent moral decadence in the city of Sabang, because teachers and religious leaders are expected to be able to become partners with families and the government in preventing the moral decline of adolescents from spreading or increasing in number through various preventive measures to the fullest. Religious leaders as one who is responsible for providing non-formal religious education in the community, and religious teachers as providers of education in formal schools. The moral damage experienced by the Sabang youth has actually reached the stage of repair, because dirty talk, gambling, speeding have made them think it's normal. Preventive actions taken are by fostering good cooperation with families, businesses in schools in addition to providing religious education as well as a psychological-pedagogical approach, namely providing good examples to students, then business in the community by making religious activities.
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Tawaang, Felix, and Launa Launa. "Urban Muslims and Educational Choices for Children." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (November 17, 2023): 2297–316. http://dx.doi.org/10.62775/edukasia.v4i2.581.
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The modernization of city life has triggered anxiety among urban muslims regarding the future of their children’s education. This condition was triggered by a shift in the orientation of general education which provides a smaller portion of children’s moral-religious education material. Urban muslims (especially the upper middle class) ultimately see Islamic boarding schools, madrasas, and modern Islamic schools (integrative curriculum-based or Integrated Islamic Schools/IIS)—which provide a larger portion of moral-religious material—as alternative schools for their children. their child. This qualitative study using Max Weber’s social action theory approach and literature review analysis method tries to analyze the factors behind upper-middle class urban parents choosing Integrated Islamic Schools (IIS) as a place to study for their children. This study concluded that internal factors (the importance of inheriting religious values), external factors (the influence of an increasingly religious social and family environment), and performance factors (parents’ personal motives) were the three main factors that became dominant motives.
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Nursalim, Eko, Zurqoni Zurqoni, and Khojir Khojir. "Model of Internalization Religious Character Values to Strengthen Moral Student." TARBIYA: Journal of Education in Muslim Society 10, no. 2 (March 27, 2024): 163–82. http://dx.doi.org/10.15408/tjems.v10i2.37575.
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AbstractThis study aimed to investigate the implementation of religious character values among students and to identify internalisation models that can enhance students’ morale. Employing qualitative methods, the study adopted a phenomenological approach to comprehensively understand the process of internalising religious character values in an educational setting. This study was conducted across two senior high schools and one vocational high school in East Kalimantan Province. Moreover, data were gathered through extensive interviews, observations, and documentation, then analysed through data reduction, data display, and conclusion drawing. The findings revealed various efforts to instil students' religious character values, such as instilling theoretical knowledge about spiritual values, organising religious activities, fostering a religious culture in schools, integrating religious values in various disciplines, and maintaining continuous supervision. The model utilised for internalising religious character values was the structural-organic-reflective-integrative model. This model offers a comprehensive approach to enhancing students' moral development by embedding religious principles into every aspect of education. While this study has contributed to the discussion, some limitations and suggestions for future research were provided.AbstrakPenelitian ini bertujuan untuk menginvestigasi implementasi nilai-nilai karakter religius di kalangan siswa dan mengidentifikasi model internalisasi yang dapat meningkatkan moral siswa. Dengan menggunakan metode kualitatif, studi ini mengadopsi pendekatan fenomenologis untuk memahami secara komprehensif proses internalisasi nilai-nilai karakter religius dalam konteks pendidikan. Penelitian ini dilakukan di dua sekolah menengah atas dan satu sekolah menengah kejuruan di Provinsi Kalimantan Timur. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi, yang kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini menunjukkan berbagai upaya untuk menanamkan nilai-nilai karakter religius siswa, seperti memberikan pengetahuan teoritis tentang nilai-nilai spiritual, mengorganisir kegiatan keagamaan, membina budaya keagamaan di sekolah, mengintegrasikan nilai-nilai keagamaan dalam berbagai disiplin, dan menjaga pengawasan yang berkelanjutan. Selanjutnya, model internalisasi nilai-nilai karakter religius yang diterapkan adalah model struktural-organik-reflektif-integratif. Model ini menawarkan pendekatan komprehensif untuk meningkatkan perkembangan moral siswa dengan menyelipkan prinsip-prinsip keagamaan ke dalam setiap aspek pendidikan. Meskipun studi ini telah memberikan kontribusi pada diskusi di topik terkait, beberapa keterbatasan dan saran untuk penelitian di masa mendatang telah disampaikan dalam artikel ini.How to Cite: Nursalim, E., Zurqoni, Khojir. (2023). Model of Internalization Religious Character Values to Strengthen Moral Student. TARBIYA: Journal of Education in Muslim Society, 10(2), 163-182. doi:10.15408/tjems.v10i2.37575.
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Maulida, Fitri, and Suprapto Suprapto. "PENGARUH PEMBELAJARAN PENDIDIKAN AGAMA ISLAM TERHADAP PERILAKU SISWA." JURNAL PENDIDIKAN ISLAM AL-ILMI 6, no. 2 (August 11, 2023): 281. http://dx.doi.org/10.32529/al-ilmi.v6i2.2744.
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Islamic Religious Education has an important influence on the behavior and morals of students, so that schools, teachers and parents have a role in providing facilities to support the quality of good behavior and morals. However, in general-based schools such as SMAN there are students who behave less well due to the lack of moral inculcation given so that there is a need to increase religious learning. This study aims to analyze Islamic religious learning in terms of student behavior and measure Islamic religious learning that influences student behavior. The method in this research is to use Analytical Descriptive by describing and providing an overview of a research object through collected data or samples. The data is in the form of quantitative data or data that shows results in the form of numbers while the data collection techniques used are in the form of observation, questionnaires, and documentation. The results of the study show that learning Islamic Religious Education has a significant influence on the behavior of students at Pelita Tiga High School so that teachers should always provide encouragement and motivation to improve moral formation in the school environment and the community environment.
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Rohova, Olena, Viktor Sychenko, and Tetiana Lysokolenko. "The Analysis of Ukrainian Policy in the Field of State-Religious Education: Secondary School." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 14, no. 1 (March 27, 2024): 109–28. http://dx.doi.org/10.15633/pch.14107.
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The article provides an overview of approaches to the organization of religious education in secondary schools of Ukraine during the period of its independence, which complements the European experience of studying this issue. Attention is paid both to the historical circumstances of the beginning of school religious education in the interaction of religious, state and educational institutions, and to modern issues related to the policy of introducing subjects of religious and moral orientation in Ukrainian schools. The current legislation in the field of religious education in a secular school, the real practice of its implementation, and the challenges that give an idea of the specifics of Ukraine in this matter in the European space, are analyzed. The legislative work of Ukraine on resolving the issue of legal regulation of the possibility of establishing educational institutions of different levels of accreditation by religious organizations is generalized. Statistical data on the state of teaching religious and moral subjects in schools of Ukraine are analyzed. Prospects and possibilities of further teaching of religious education in the Ukrainian public school are considered.
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Kozyrev, Fedor Nikolay. "The Religious and Moral Beliefs of Adolescents in St. Petersburg." Journal of Education and Christian Belief 7, no. 1 (March 2003): 69–90. http://dx.doi.org/10.1177/205699710300700107.
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Students aged 15 to 17 years in state secular and non-state Christian schools in St. Petersburg were surveyed as to their opinions of religion. The study showed an extremely small proportion of consistent atheists. On average, less than 10% of the surveyed students in state schools answered with certainty that there is no God while just 4% decisively reject religion as such. 80% proclaimed themselves believers but only 2% visit churches at least weekly and very few know the Christian Gospel. The majority of students thought that religion is a personal matter. There were significant differences between the state secular and non-state Christian schools so the survey supports the view that religious education strongly influences opinions and systems of ethical values.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.
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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Sugiarti, Sri, and Deden Abdurrahman. "Integration of Worship Jurisprudence in Elementary School Religious Education through an Integrated and Holistic Approach." Journal of Elementary Education: Strategies, Innovations, Curriculum, and Assesment 1, no. 1 (May 14, 2024): 1–15. http://dx.doi.org/10.61580/jeesica.v1i1.27.
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Religious education in elementary schools plays an important role in shaping children's character and morals, including the integration of fiqh of worship. This literature review examines the complexities and challenges of integrating it into the curriculum, with a focus on Islamic law and educational perspectives. This research aims to provide a better understanding of the integration of religious fiqh to improve children's religious understanding and practice. Through the literature review method, data from various sources is used to highlight the importance of a holistic approach in teaching the theory and practice of worship, as well as the application of moral and ethical values. The role of religious teachers is crucial in guiding students to understand and apply Islamic teachings correctly. The integration of religious fiqh is an important aspect in religious education in elementary schools, requiring special attention and a holistic approach from religious teachers.
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MULYATNO, Carolus Borromeus. "Pancasila as a Philosophical Basis of Religious Education in the Context of Indonesian Religious Diversity." WISDOM 4, no. 3 (October 27, 2022): 101–11. http://dx.doi.org/10.24234/wisdom.v4i3.806.
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For many years, the Indonesian people have lived in a harmonious diversity of religions and beliefs. In the last decade, the harmony of living together has been torn apart by various issues of horizontal conflict, which are often triggered by religious sentiments. In the context of a multi-religious Indonesia, this qualitative research using Bhinneka Tunggal Ika (unity in diversity) method and the interpretative phenomenological analysis focusing on exploring Pancasila as the foundation for constructing religious education. The purpose of this research is to emphasize that Pancasila is an articulation of religious values that unites various groups of people in the midst of problems and threats of disharmony in a multireligious Indonesia. There are three important ideas generated from this research. First, religious education in schools, families, and communities applies the values of Pancasila as moral imperatives that bind each person with a different religious background to work in developing a harmonious and brotherly social life. Second, religious experience and belief are the main content of religious learning in schools that unites individuals from different religious backgrounds. Third, religious learning in schools in the context of multicultural-religious Indonesia is oriented towards developing solidarity and compassion with others in a harmonious living together.
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Hedayati, Nasibeh, Elina Kuusisto, Khalil Gholami, and Kirsi Tirri. "Moral conflicts in Iranian secondary schools." Journal of Beliefs & Values 40, no. 4 (May 20, 2019): 464–76. http://dx.doi.org/10.1080/13617672.2019.1618151.
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Ahmad Hasan As'ari, Mustaghfiroh, and Samsul Huda. "PENGARUH PRESTASI PENDIDIKAN AGAMA ISLAM DAN INTENSITAS PENDIDIKAN AGAMA ISLAM DALAM KELUARGA TERHADAP AKHLAK SISWA SMA NEGERI 3 SALATIGA." Jurnal Manajemen Pendidikan Islam Al-Idarah 6, no. 1 (January 5, 2021): 8–16. http://dx.doi.org/10.54892/jmpialidarah.v6i1.111.
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ABSTRACT
This study aims to analyze the effect of Islamic Religious Education Achievement in Schools and the Intensity of Islamic Religious Education in Families Against Student Morals. This type of research is quantitative. This research was conducted at SMA Negeri 3 Salatiga.
The population in this study included all students of SMA Negeri 3 Salatiga, totaling 1,101 students. As for the focus population is only limited to class XI, amounting to 365 students. The sampling technique was a random sampling of 55 students. Retrieval of data used is to use a questionnaire and documentation. The collected data were analyzed using multiple linear regression analysis with the help of SPSS program version 16.0.
The results showed 1) the achievement of Islamic education in schools in the high category does not have a great effect on the morals of students with a significance level of 0.50%. 2) the intensity of Islamic religious education in families with good criteria has a significantly greater effect of 9.10%. 3) there is a positive and significant influence jointly the achievement of Islamic religious education in schools and the intensity of Islamic religious education in the family on the morals of students in class XI of Salatiga State High School 10.70% and the remaining 89.30% is influenced by other factors in outside this research variable.
Keywords: Achievement, Family, Islamic and Moral Religious Education.
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Rusdi, Muhammad, Rika Riwayatiningsih, Herman Taufik, and Andi Fitriani Djollong. "The Impact of Technology Use in Teaching and Understanding Religious Values on Students' Moral Development in Islamic Schools in Indonesia." Eastasouth Journal of Learning and Educations 1, no. 03 (November 30, 2023): 123–34. http://dx.doi.org/10.58812/esle.v1i03.158.
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This study investigates the impact of technology in teaching and the understanding of religious values on the moral development of students in Islamic schools in Indonesia. A quantitative analysis using Structural Equation Modelling with Partial Least Squares (SEM-PLS) was employed to examine the relationships among these key variables. The study's questionnaire demonstrated strong validity and reliability. Discriminant validity confirmed the distinctiveness of the constructs. Hypothesis tests revealed significant positive relationships between Religious Values and Students' Moral Development and between Technology Use in Teaching and Students' Moral Development. These results underscore the critical role of both religious values and technology-enhanced teaching methods in shaping the moral character of students. The findings provide valuable insights for educators and policymakers in Islamic schools, emphasizing the potential of technology in religious education without compromising moral development.
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Asnidar, Mansur, and Musta'an Karadjo. "The Role of Islamic Religious Education Teachers in Advancing Generation of the Nation's Children." International Journal of Health, Economics, and Social Sciences (IJHESS) 5, no. 3 (July 14, 2023): 286–90. http://dx.doi.org/10.56338/ijhess.v5i3.3854.
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Indonesia is a country whose majority population is Muslim. We also encounter many schools with Islamic characteristics such as madrasas. Even in Madrasas, students receive more religious instruction than general schools. In this perspective, the role of Islamic Religious Education Teachers is indispensable in developing students' religious morals which are currently almost forgotten, especially among young people who have been carried away by the times. In the world of formal education, teachers play an important role in educating the nation's children. In addition to teaching, educating, and fostering akhlaqul kharimah, teachers are also role models for their students and become second parents who educate students at school. Moral education is also very important to be taught to students, especially in the present. Where the rapid development of technology, the influence of friends and social media can also make children forget about good manners and have bad morals.
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Siddiqui, Rabia, and Zehra Habib. "Pakistani Teachers' Perceptions of Moral Education through Teaching of Islamic Studies: A Qualitative Study." Global Educational Studies Review VII, no. IV (December 30, 2022): 13–26. http://dx.doi.org/10.31703/gesr.2022(vii-iv).02.
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This qualitative research explored the perspectives of Islamiat (religious education) teachers regarding moral values, teaching practices, and the challenges faced in moral education in the three main Pakistani education sectors, namely Madaris (religious seminaries), Public and Private schools. Individual semi-structured interviews were conducted with six secondary-level Islamiat teachers, two from each education sector. Findings revealed that all teachers believed Quran and Hadith to be the main sources of morality. They focused on imbibing moral development only through lectures, sparse questions-answer sessions, the narration of stories and examinations. Moreover, they did not advocate the Islamic virtues of peace, tolerance, and human rights. Also, they expressed negative views of other religions and Western social practices. Among the challenges, participants considered an unsupportive social environment and unsupervised internet access as challenges to moral development. Hence, the study recommends that Islamiat teachers should broaden their perspectives and use interactive and cooperative teaching strategies. Moreover, teachers should be provided professional training for the effective moral development of students through Islamic studies.
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Umi Nasikhah, Zulkifli, and Nurudin. "BUILDING A RELIGIOUS CULTURE IN SCHOOL ENVIRONMENT." IJGIE (International Journal of Graduate of Islamic Education) 2, no. 1 (April 6, 2021): 64–73. http://dx.doi.org/10.37567/ijgie.v2i1.418.
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Many studies have proven that the function of educational institutions is not only to produce intellectual generations, but also to become a place to instill good values in the form of morals in order to answer the needs of society about their children's education to counteract the various influences of today's changes. This paper will try to describe the culture of character building and religious morals in the school environment. To answer the purpose of this study, the writer tries to review various literature related to education, especially the formation of religious moral character in the environment. The data collection process begins with data search, continues with analysis, evaluates and organizes the data into information that is ready to be compiled into a draft before being reviewed to see the suitability of the theme of this study based on the validity and reliability of the findings. The results of this review are efforts that can be made by an educational institution, including by building and shaping a religious culture in schools. The strategy for the formation of religious culture in schools can be done through a power strategy, persuasive strategy, and normative re-educative with exemplary approaches, habituation, reward and punishment and persuasive approaches. With this we can conclude that the religious culture developed in schools is an effort to form school members who have al-Karimah morals as the goal of national education, namely developing the potential of students to have religious spiritual strength and noble morals.
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Nuraeni, Siti, Ahmad Sukandar, and Helmawati Helmawati. "Manajemen Pembelajaran Pendidikan Agama Islam untuk Penguatan Karakter Agama dan Moral." Edukasi: Journal of Educational Research 2, no. 1 (April 21, 2022): 33–52. http://dx.doi.org/10.57032/edukasi.v2i1.118.
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The study is set against the backdrop of a phenomenon that occurs in society today, regarding the numberof attitudes or behavior and moral decline that is often shown by student, which worries all parties, including school institusions. As an educational institution, school make it possible to create learning activities related to character to strengthening in children, because education in school is formulated in an orderly manner compared to other education, so that schools have an important and strategic role in realizing a generation of people who have good character. To achieve these expectations, scholls should be able to design, plan, implement, supervise, and assessment the strengthening of reeligius and moral characters through learning Islamic Religious Education. TKQ Al Amin and TKQ Al Musyawaroh are schools that carry out management activities in PAI learning to strengthen the religious and moral character of student. This study aims to determine the planning, implementation, and learning assessment of Islamic education learning to strengthen religious and moral characters. The results of this study can contribute and broaden insights to the school principal, teachers of TKQ, chief organization of TKQ , and parents of students about management of Islamic education learning to strengthen religious and moral character. The study used qualitative descriptive methods, data collection techniques conducted with interviews, observation, and documentary studies. This study uses the teory of management functions.s Research shows that learning management activities at TKQ Al Amin and TKQ Al Musyawaroh have appeared to be developing quite well, visible from: 1) the availability of learning planning activities, such as: organizing the annual vision, mission, and learning program, semester program, weekly and daily activities plan. 2) the implementation of learning is held to religious and moral character through regular and spontaneous imitation and habituation, through the learning stages i.e , early learning activities, core activities, breaks, and closing activities. 3) learning assessment covers all aspects of child development which is implemented by observation, checklists, oral and non-verbal tests. 4) inhibiting factors and supporting factors provide the motivation for more optimal learning programs.
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Nuraeni, Siti, Ahmad Sukandar, and Helmawati Helmawati. "Manajemen Pembelajaran Pendidikan Agama Islam untuk Penguatan Karakter Agama dan Moral." Edukasi: Journal of Educational Research 1, no. 3 (December 15, 2021): 81–99. http://dx.doi.org/10.57032/edukasi.v1i3.102.
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The study is set against the backdrop of a phenomenon that occurs in society today, regarding the numberof attitudes or behavior and moral decline that is often shown by student, which worries all parties, including school institusions. As an educational institution, school make it possible to create learning activities related to character to strengthening in children, because education in school is formulated in an orderly manner compared to other education, so that schools have an important and strategic role in realizing a generation of people who have good character. To achieve these expectations, scholls should be able to design, plan, implement, supervise, and assessment the strengthening of reeligius and moral characters through learning Islamic Religious Education. TKQ Al Amin and TKQ Al Musyawaroh are schools that carry out management activities in PAI learning to strengthen the religious and moral character of student. This study aims to determine the planning, implementation, and learning assessment of Islamic education learning to strengthen religious and moral characters. The results of this study can contribute and broaden insights to the school principal, teachers of TKQ, chief organization of TKQ , and parents of students about management of Islamic education learning to strengthen religious and moral character. The study used qualitative descriptive methods, data collection techniques conducted with interviews, observation, and documentary studies. This study uses the teory of management functions.s Research shows that learning management activities at TKQ Al Amin and TKQ Al Musyawaroh have appeared to be developing quite well, visible from: 1) the availability of learning planning activities, such as: organizing the annual vision, mission, and learning program, semester program, weekly and daily activities plan. 2) the implementation of learning is held to religious and moral character through regular and spontaneous imitation and habituation, through the learning stages i.e , early learning activities, core activities, breaks, and closing activities. 3) learning assessment covers all aspects of child development which is implemented by observation, checklists, oral and non-verbal tests. 4) inhibiting factors and supporting factors provide the motivation for more optimal learning programs.
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Romdiyany, Jelaviantie Wahidatul, Asrori Mukhtarom, and Ismail Marzuki. "Character Development Strategy in Miftahul Khaer Islamic Boarding School." Scientia 2, no. 1 (January 25, 2023): 374–78. http://dx.doi.org/10.51773/sssh.v2i1.178.
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Islamic Boarding School is an educational institution of religious education, usually non-classical, where the kyai teaches students Islamic religious knowledge based on classical books. Islamic Boarding School is one of the important institutions that is trusted by the community as a place of development that is different from schools in general. Islamic boarding schools are expected to produce generations with good personalities. Education in Islamic boarding schools will be perfect if you get an education with good character and noble character. Related to the character education strategy in building the character of students at Miftahul Khaer Islamic Boarding School, it is an alternative for the community and clerics to overcome future problems. The purpose of this study was to find out how the strategy of the Islamic boarding school in shaping the character of the Miftahul Khaer Islamic Boarding School Santri. This type of research is field research or qualitative descriptive and uses a qualitative approach. The informants in this research are the leaders of Islamic boarding schools, Islamic boarding schools administrators, and students at Miftahul Khaer Islamic Boarding Schools. Based on the results of research in the field, it is known this Islamic boarding school uses several strategies to shape the character of its students, namely: moral knowledge strategy, moral modeling strategy, moral feeling, and loving strategy, moral behavior strategy, punishment strategy, habituation strategy.
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Annisa, Fitri, Hidra Ariza, and Asral Puadi. "Dampak Positif Penerapan Program Unggulan Pendidikan Bukittinggi (Pupb): Fikih, Akidah Akhlak, Sirrah Nabawiyah, Dan Bahasa Arab Dalam Pembelajaran Di Sdn 03 Pakan Labuah Bukittinggi." Indonesian Research Journal On Education 3, no. 1 (December 23, 2022): 732–39. http://dx.doi.org/10.31004/irje.v3i1.339.
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Islamic Religious Education is one of the Islamic religious-based education where the goal is to make students become a generation of Muslims who believe in Allah, have good morals, and are useful for the nation, state and religion. The implementation of the Bukittinggi Education Excellence Program is a policy implemented by the Bukittinggi city government which contains the application of additional Islamic religious-based subjects including fiqh, moral creed, sirrah nabawiyah, and Arabic. This flagship program applies to all elementary schools around the city of Bukittinggi. The aim of implementing thiseducation policy is to create students who have good morals and can deepen their religious knowledge. With the enactment of the Bukittinggi Education Excellence Program, it is hoped that educators can improve the morals and behavior of students in a better direction and increase students' understanding of religion more optimally so that they can apply their knowledge in everyday life. In other words, in order to realize superior students in general education and religious education.
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Taupikurrahman, Opik, and Martina Purnasari. "Implementation of Assessment of the Individual Attitudes of Santri at the Baitul Hidayah Islamic Boarding School." Jurnal Inovasi Pendidikan Agama Islam (JIPAI) 3, no. 1 (January 2, 2024): 52–65. http://dx.doi.org/10.15575/jipai.v3i1.23083.
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Nowadays, character and attitude are the main achievements in education, not only focusing on cognition, let alone Islamic religious education which has the main goal of forming students who have Islamic personalities (obedient, confident, and have noble character) both as individuals, families, communities, citizens and the world. To achieve this, it is necessary to instill strong morals and character in the individual students, especially students who are students who specifically deepen Islamic religious studies at Islamic boarding schools. Using the case study method by conducting interviews directly and accompanied by documents that are confirmed by literature review. To know this, it is necessary to carry out evaluation and research in the implementation of moral cultivation in individual students, so this concentration is what the author is studying to study the pattern of moral cultivation to achieve the goals of Islamic Religious Education itself.
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Ali, Mohmad Zamri, Nawi@Mohd Nawi Ismail, and Azizah Hussin. "LEVEL OF TASAWUF MORAL APPRECIATION OF STUDENTS WITH DISCIPLINARY PROBLEMS IN RELIGIOUS SECONDARY SCHOOLS IN BACHOK DISTRICT, KELANTAN." International Journal of Education, Psychology and Counseling 7, no. 46 (June 15, 2022): 197–214. http://dx.doi.org/10.35631/ijepc.746017.
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The problem of discipline involving students from religious schools who have been inculcated with the values of faith is something that should not be taken lightly by any party. This study aims to examine the level of appreciation of the morals of Sufism of students with disciplinary problems in religious secondary schools in the district of Bachok, Kelantan. This study is a quantitative survey study. The research instrument uses a questionnaire method. A total of five religious secondary schools were involved in this study consisting of a cluster religious secondary school, two government -aided religious secondary schools (SABK), and two religious secondary schools under the management of Yayasan Islam Kelantan (YIK). A total of 53 respondents were involved in this study. A set of questionnaires was distributed to the respondents to obtain the required information and data. Findings were analyzed by computer using ‘Statistical Package for the Social Sciences’ version 21 software to obtain the total percentage, mean, and frequency. The findings of the study showed that the level of moral appreciation of students was at a moderate level with a mean value = 2.96, while the findings of the level of moral appreciation of Sufism was at a high level with a mean value = 4.40. Based on the findings of the study, the method of spiritual education is an appropriate option to be used to overcome the problems of student discipline.
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Nafisah, Imam Mahdi, and Moch. Iqbal. "PROGRESSIVE GOVERNANCE SYSTEM AGAINST THE SHIFTING DYNAMICS OF CHILDREN'S BEHAVIOR, CHILDREN'S PSYCHOLOGY, AND CHILDREN'S LANGUAGE PHASE." Esteem Journal of English Education Study Programme 7, no. 2 (June 9, 2024): 387–400. http://dx.doi.org/10.31851/esteem.v7i2.14827.
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The Teenage Curriculum should be implemented in schools as a means of helping students develop their moral and spiritual awareness as well as their ability to fulfill their social and religious obligations. This is the topic of this study. This curriculum incorporates student-centered learning and places a strong emphasis on Christian principles and character education. In order to help pupils gain a comprehensive knowledge, the teacher facilitates discussions that help them grasp moral and religious ideas. The Teenage Curriculum's implementation also takes Islamic beliefs and morals into consideration, which can help pupils navigate the problems of life.
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Joseph, Esther Ojone. "The Impact of Sunday School and Madrasah to Religious and Moral Education in Igalaland." Journal of Arts, Humanities and Social Science 1, no. 1 (January 6, 2024): 8–14. http://dx.doi.org/10.69739/jahss.v1i1.4.
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This study examines the impact of Sunday school and Madrasah to religious and moral education in Igalaland. In the study of religious and moral education, the focus has been on Christian and Islamic religious education obtained from the formal school as it is embedded in the Nigerian educational curriculum, much attention has not been given to religious and moral education outside the formal school context hence, the aim of this study is to provide the relevance of Sunday school and Madrasah to religious and moral education in Igalaland. The methodologies applied in this study are multi-dimensional: socio religious and descriptive approaches. This is achieved through structured interview, focus group discussion, and participant’s observation and existing literatures. Findings from this research show that people learn about the communal, social, intellectual, ecclesial and moral dimensions of their faith in their various places of worship. This study recommends efficient methods through which Sunday schools and Madaris can be effectively utilised to bring about moral reforms in Igalaland. The study concludes that since education can be described as a system of imparting ideals and cultural practices of the society to the next generation in an unending process, the young need to be initiated into their faith according to the various stages in Sunday school and Madrasah.
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Komalasari, Ida, Risbon Sianturi, and Taopik Rahman. "How to Implement the Development of Early Detection Instruments for the Development of Religious and Moral Values of Children Aged 5-6 Years ?" IJRAEL: International Journal of Religion Education and Law 2, no. 1 (February 13, 2023): 1–4. http://dx.doi.org/10.57235/ijrael.v2i1.241.
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In thus day and age, the Indonesian nation is experiencing a crisis that is so influential, namely a crisis of character. Where there are many deviations from social norm, legar norm, and even religios norms. The inculcation of religious and moral values from an early age through early childhood education institutions is very important to be carried out consistently and continuously, bearing in mind that there will be a lot of immoral behavior in society due to the weakness of the moral education system in schools. This study aims to describe the planning, pattern of implementation and evaluation of the inculcation of religious and moral values for children aged 5-6 years at Pertiwi DWP Kindergarten, Tasikmalaya City. This research method uses a descriptive qualitative method. Data collection was carried out using observation techniques, interviews, and documentation studies. The results showed that of the 7 children studied, on average it could be said to have developed as expected. This can be seen from several indicators of the development of religious and moral values that have been achieved.
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Pehlić, Izet, and Amir Šarić. "Examining moral values of primary-school youth." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 4 (December 15, 2006): 295–330. http://dx.doi.org/10.51728/issn.2637-1480.2006.295.
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The theme of this paper is examining morals in the context of religion and we start out of the standpoint of their mutual dependency. It is a research paper and its primary goal is to examine to what extent the studying of religious teaching affects the defining of moral values. Considering the fact that research results could easily deviate from the facts stated in theory, we still have as our goal the defining of moral education at school mainly through this kind religious teaching. Our sample includes students who attend religious teaching classes and those who do not. Sample classes of students attending religious teaching classes consist of two parts: students attending Islamic religious teaching classes and those students attending Catholic religious teaching classes. As a sample class of students attending Catholic religious teaching classes we chose an eight-grade class at the Catholic School Center “Sveti Pavao” in Zenica, and an eight-grade sample class of students attending Islamic religious teaching classes at “Ćamil Sijarić” school in Nemila. Key words: moral, moral education, moral values, religious teaching
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Dinama, Baamphatlha, Rebecca Khaza Moseki, and Vivian Olesitse. "Religious and Moral Education Textbooks in Upper Primary Schools in Botswana – A Question of Relevance." European Journal of Humanities and Social Sciences 1, no. 6 (November 18, 2021): 25–31. http://dx.doi.org/10.24018/ejsocial.2021.1.6.147.
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Concerns have been raised about the quality of religious and moral education textbooks used in upper primary school classes in Botswana. Therefore, the main purpose of this study was to assess the appropriateness of these textbooks. The study adopted a qualitative methodology approach, using interviews and also reviewing some documents. Data collected from the study suggest that the content of the prescribed religious and moral education textbooks in the upper primary school curriculum does not address the prescribed syllabus objectives, hence affects the teachers’ classroom practices and consequently students’ learning and performance. Based on these findings, the study, therefore, recommends the involvement of teachers in the selection of the prescribed textbooks for religious and moral education in upper primary schools classes.
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Khakim, Dzikrul, Nur Ahid, and Fikri Zakia Qoimul Haq. "Religious Education Curriculum Development." Al-Abshar: Journal of Islamic Education Management 2, no. 1 (July 10, 2023): 101–18. http://dx.doi.org/10.58223/al-abshar.v2i1.78.
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The curriculum plays a central role in educational institutions because it refers to the direction, content and process of education, which ultimately determines the nature and qualifications of graduates of these educational institutions. There are at least three institutions that are well known to the public in Indonesia, including pesantren, schools and madrasah, each of which has its own characteristics. This study discusses the curriculum development of Islamic boarding schools, madrasah and schools. With the aim to know how the development. The method used in this research is a qualitative approach that focuses on library research. The results of the research show that the development of a religious education curriculum in pesantren, schools and madrasas involves a complex and contextual process. The curriculum is designed to cover an understanding of religious teachings, worship practices, ethics, morals, and the application of religious values in everyday life. Islamic boarding schools, schools and madrasas apply various strategies in implementing the religious education curriculum. Nevertheless, there are several challenges in the development of the religious education curriculum. Some of these challenges include the diversity of students, social and cultural changes, lack of resources, and the integration of religious education with the general curriculum. In order to overcome these challenges, it is necessary to make collaborative efforts between pesantren, schools and madrasas by involving relevant stakeholders. It is also necessary to periodically update curriculum content so that it remains relevant to the times and the needs of students.
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Taja, Nadri, Encep Syarief Nurdin, Aceng Kosasih, Edi Suresman, and Tedi Supriyadi. "Character Education in the Pandemic Era: A Religious Ethical Learning Model through Islamic Education." International Journal of Learning, Teaching and Educational Research 20, no. 11 (November 30, 2021): 132–53. http://dx.doi.org/10.26803/ijlter.20.11.8.
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The social distancing policy in the COVID-19 outbreak has influenced the non-holistic learning process, causing several moral problems. The learning process tends to promote the cognitive aspect, while the affective aspect tends to be neglected. This research aims at offering a learning model that promotes religious ethical values through religious education in junior high schools (SMP/Sekolah Menengah Pertama) in an effort to develop effective attitudes. The development of the model is carried out in five stages of research, namely analysis, design, development, implementation, and evaluation (ADDIE). This research involved two groups of participants consisting of 376 students and 45 Islamic Education (PAI/Pendidikan Agama Islam) teachers in junior high schools in West Java. The research results explore the PAI learning model that develops religious ethical values as learning objectives. The process of internalizing these values is developed through the processes of knowing, of doing, and of being. Religious ethical values that are developed in students are the crystallization of four prophetic characters, namely fathonah, siddiq, amanah, and tabligh. The test results of two junior high schools, both public schools and religious-based schools, concluded that the application of the religious ethical learning model was able to improve students' religious ethical character at a high level. This research contributes to the development of PAI learning designs in the pandemic era based on the development of prophetic characters. In addition, this research can be a guideline for teachers or academics in developing research related to student character within the framework of character education.
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Imam Tabroni, Dina Fatimah, M. Fahmi Hidayat, and Siti Nurul H. "ISLAMIC RELIGIOUS EDUCATION BASED ON BOARDING SCHOOL OF MTS AL-FATAH TEGALWARU." Education : Jurnal Sosial Humaniora dan Pendidikan 2, no. 1 (March 1, 2022): 10–13. http://dx.doi.org/10.51903/education.v2i1.98.
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Boarding schools are an example of Islamic education that combines two social systems, namely Islamic boarding schools and school institutions. Islamic boarding schools and school education have their own social systems and priorities. Boarding school aim to create human resources who have faith and piety as well as fully master science and technology. Education is structured as well as possible so that students are able to understand and live the values taught in an education. For this reason, Islamic religious education must be able to build the character of students better, reflecting an Islamic character that upholds moral values, tolerance, social integrity and responsibility. Many of the problems that arise in this country, among others, are caused by the depletion of moral values. Therefore, ensuring that society adheres to these values is not an easy task, but it needs to be done. Without understanding these values, it is impossible for someone to practice them in life. It is known that the most effective method is through education. Therefore, the purpose of this study was to find out how Islamic religious education in boarding school, namely in Mts-Alfatah
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Oktarinda, Oktarinda, Romi Ulawal, Wulandari Wulandari, and Wardiyatun Musfiroh. "Development of Moral Education in Students Through Religious Extracuriculars in Senior High Schools." International Journal of Multidisciplinary Research of Higher Education 4, no. 1 (January 29, 2021): 1–10. http://dx.doi.org/10.24036/ijmurhica.v4i1.149.
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The cultivation of moral education is not only implemented in class subject matter, but can be implemented in extracurricular activities at school. Each school has extracurricular activities including religious activities. In fact, the cultivation of moral education can be carried out in religious extracurricular activities. This study aims to explore whether the form of the activity, description of the implementation, and the results of the activity. This research was written using a qualitative method with a case study type. Sources of data were taken through direct interviews with ten informants using a set of interview protocols. The informants consisted of student representatives, extracurricular coaches and students who took part in the activity. All interview results were analyzed thematically using the Miles and Huberman technique. The research findings found three forms of high school religious extracurricular activities, namely; i) Anisa forum, ii) memorizing the Qur’an, iii) regular religious lectures. The implementation of religious extracurricular activities is in accordance with a predetermined schedule. The results of cultivating religious extracurriculars on the moral education of students have succeeded in finding the results of each form of activity, namely; i). good and true and happy in studying religion. The findings of this study can be used as initial data for subsequent researchers to examine the problems of this research in different contexts and issues.
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Mortier, Freddy. "Separate Values Education and Moral Development in Flemish Secondary Schools." Journal of Moral Education 24, no. 4 (January 1995): 409–26. http://dx.doi.org/10.1080/0305724950240404.
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Junedi Junedi, Kabul Laksono, and Mukh Nursikin. "STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MELAKSANAKAN PEMBINAAN MORAL KEAGAMAAN SISWA: STUDI KASUS SMK SARASWATI." JURNAL RISET RUMPUN ILMU PENDIDIKAN 1, no. 2 (October 5, 2022): 241–49. http://dx.doi.org/10.55606/jurripen.v1i2.378.
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This study aims to determine the strategy of Islamic religious education teachers in carrying out student religious moral development: a case study of SMK Saraswati Salatiga. In this study using qualitative methods sourced from the method of observation, interviews, and documentation. The data collection used in this study was carried out through primary data and secondary data, namely in the form of observations and interviews with school principals, Islamic religious education teachers, and students. These findings indicate that the implementation of student religious moral development carried out by Islamic religious education teachers in schools includes extra-school and social activities, congregational prayers, and reading the Koran and Asmaul Husna. Through this strategy, the implementation of the religious moral development of students at the Saraswati Salatig Vocational School is going well and is an action that is an affective rational action, traditional rationale, and oriented to religious values.
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Eissa, Manar, and Madihah Khalid. "Development of Character and Life Skills through Islamic Methods of Teaching Acquired Science Subjects at Islamic International Schools in Malaysia." IIUM Journal of Educational Studies 6, no. 1 (July 2, 2019): 3–17. http://dx.doi.org/10.31436/ijes.v6i1.143.
Full textAbstract:
Islamic Schools strive to achieve educational excellence while integrating religious values into their curriculum. Yet, what makes an Islamic school really “Islamic” is not just the content of the curriculum, but also the teaching methods employed by the teachers who are teaching religious and non-religious subjects which affect the whole implementation of the integrated curriculum. The aim of this paper is to investigate the potential benefits of using Quranic and Prophetic Teaching Methods (QPTMs) in non-religious classes on developing the characters of students. Semi-structured one-on-one interviews were conducted with 6 teachers teaching non-religious subjects in Islamic international schools in Malaysia. The interviews were transcribed and the data collected was analyzed by the researchers. The study analysis revealed that teachers of non-religious subjects in Islamic international schools believe that QPTMs contribute to students’ character development by inculcating characteristics and life skills. The findings of the study can draw the attention of integrated curriculum developers to the impact of including the QPTMs in teaching non-religious subjects in the inculcation of Islamic morals and developing the characters of the students.
Key words: Islamic education, moral education, character development, teaching methods, integrated curriculum