Journal articles on the topic 'Religious education teacher'
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Fadhli, Muhammad Nur, and Sangkot Sirait. "RELIGIOUS TOLERANCE: PERSPECTIVE OF TEACHERS FROM DIFFERENT RELIGIONS IN ELEMENTARY EDUCATION (SD) REMAJA PARAKAN TEMANGGUNG." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (February 20, 2019): 19–31. http://dx.doi.org/10.14421/skijier.2018.2018.21.02.
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Abstract: The article is intended to describe the religious tolerance perspective of many teachers from different religions in Primary Education (Sekolah Dasar-SD) Remaja Parakan, Temanggung; to know how the implementation of religious tolerance in the school; and to figure out how the implications of religious tolerance towards the attitude of learners religiosity in the school. By using qualitative methods, data are collected by interviews, observation, and documentation, and analyzed in according do Milles and Hubberman. The article finds that: First, the teacher of Islamic education declares the tolerance is an attitude of mutual respect for various beliefs or religions. Meanwhile, according to the teacher of Christian education, religious tolerance is one's belief in eliminating the ego by respecting other people without looking at their religions. In other words, religious tolerance is an understanding that teaches life to respect the right to freedom of religion. Furthermore, according to the teacher of Buddhist Education, religious tolerance is socializing in the community without carrying religious labels. Second, the internalization of religious tolerance at the school is already quite good, and this is evidenced by the absence of conflict in the name of religion. Third, generally, the religious attitude of students is included in the category of inclusive religious attitudes.
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Engebretson, K. "Researching Teacher Education: Religious Education." Journal of Christian Education os-35, no. 3 (December 1992): 15–25. http://dx.doi.org/10.1177/002196579203500304.
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Zonne-Gätjens, Erna. "Interculturalizing Religious Education—Mission Completed?" Religions 13, no. 7 (July 15, 2022): 653. http://dx.doi.org/10.3390/rel13070653.
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In 1996 the German Länder started the ‘mission’ to interculturalize all subjects, including religious education (RE). Interculturalizing also applies for RE taught in conformity with the oldest model for RE. In so-called ‘confessional RE’ at state schools, it is the Catholic teacher who teaches children of several classes of the same year in one denominational RE group. The Protestant teacher teaches children whose parents ticked off “Protestant RE”. How this model came into existence is displayed in a historical introduction of this chapter. However, a newer model called ‘cooperative RE’ is gaining popularity. In various schools there is ecumenical education by both Catholic and Protestant staff or multireligious education by Jewish, Christian, or Muslim teachers. New publications on this latter model have a focus on organizational matters, but also shed a light on interreligious learning. However, in this chapter the focus is on how intercultural issues are dealt with in the classroom within the first model. After all, confessional RE is still the standard and most common model in Germany. Therefore, this article will focus on Protestant confessional RE that is not organized in cooperation with Islamic, Jewish, or Catholic colleagues.
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Evendi, Erpin. "Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.
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The current study aims to explore studies related to teacher professional education programs in Islamic religious education. More specifically, it is conducting an analysis of study trends on the theme of teacher professional education programs in Islamic religious education, and reviewing several articles, especially those related to the competence of professional Islamic religious education teachers. The method used is bibliometric analysis. SCOPUS was used as the study database, descriptive and narrative analyzes were carried out based on data related to the theme of this study. Keyword filtering is carried out on the search document menu, this is intended to obtain adequate data and in accordance with the study theme. Each data displayed by SCOPUS is analyzed (analyze search results). This includes documents by year, documents by affiliation, documents by country, documents by type, and documents by subject area. The visualization of the result data is taken from the SCOPUS page and printed on the screen (to show the authenticity of the result data). Next, the author reviews two related articles that are most relevant to the teacher professional education program in Islamic religious education, and represents other articles within the scope of this study. The results of bibliometric analysis show that until now studies related to teacher professional education programs in Islamic religious education are still intensively carried out, this refers to the SCOPUS database related to the theme of the study. The main factor is Islamic religious education which is increasingly receiving international attention in line with the fundamental concepts that Islam teaches about lifelong learning, and is currently leading to professional teaching assignments. The results of the article review show that the importance of the sustainability of teacher professional development in Islamic religious education. If similar programs are not implemented in a sustainable manner, it is feared that the commitment of teachers in developing their professionalism will decrease. This study has important implications for the development of a number of literatures and studies, that the implementation of the program to increase the competence or professionalism of teachers in Islamic religious education needs to be explored further, especially the evaluation of its implementation or the competencies expected for the sustainability of Islamic religious education teacher professional education.
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Virdei Eresto Gaudiawan, Antonius, Tabita Kartika Christiani, and Arqom Kuswanjono. "Modify Indonesian Catholic Religious Education from Mono-Religious to Interreligous Education." Journal of Asian Orientation in Theology 5, no. 1 (February 28, 2023): 73–98. http://dx.doi.org/10.24071/jaot.v5i1.5744.
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Catholic religious education is an educational process that helps Catholic students grasp the knowledge of the Christian life and identity. In Indonesia, national education law pushes students to learn their religion. Religious education then becomes a mono-religious education that does not suit the Indonesian plurality. It will elevate exclusivism. Indonesian Catholic religious education promotes respect, dialogue, and collaboration between religious adherents. The foundation for this effort is Catholic respect toward other religions, explicitly stated in the declaration of Nostra Aetate. Every grade has a topic that introduces different cultures and religions. It is the application of Indonesian Catholic religious education to educate students to respect other beliefs. It is a good start for multicultural education, and at the same time, it raises questions about the probability of modifying a mono-religious education into an interreligious one. This research was conducted in the diocese of Surabaya, while Jombang, Blitar, and Surabaya were chosen as the diocese's representatives. Interviews with Catholic religious teachers used a semi-structured mode. These are some findings from this research. Practices of Catholic religious education in Indonesia open the possibility of modifying a mono-religious education becomes interreligious education. It needs teachers' commitment and school policy that allows the teacher to modify the curriculum. The teachers' creativity to alter the curriculum needs the principal's goodwill. It also needs reformation from every aspect of school as a social system to support multicultural education. On the other side, the environment outside the school is hoped to give positive support for the reformation by giving broader experience. Through this process, Catholic religious education in Indonesia fulfill its destiny to cultivate faith and promote respect toward other religions.
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El Hiyaroh, Dahlia, Ifa Dotus Salimah, and Muhammad Thohir. "Perception of Islamic Religious Education Teachers Based on TPACK." EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, no. 1 (June 8, 2022): 107–18. http://dx.doi.org/10.54956/edukasi.v10i1.308.
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This article analyzes the TPACK-based Islamic Religious Education Teacher's Perception at SMK Negeri Rengel-Tuban. This article uses descriptive qualitative research methods. Data were collected using observation, interviews, and surveys through the google form application. This study's participants comprised six people with details one female teacher and five male teachers. The results of this analysis indicate that PAI teachers at Rengel State Vocational School have a good perception of the use of the TPACK (technological pedagogical content knowledge) model and have a vital role in the field of Islamic Religious Education, namely, by mastering TPACK, PAI teachers can present innovative learning. And creative and effective in the classroom, implementing online learning through TPACK has succeeded in increasing teacher competencies such as online classroom management competencies.
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Soules, Kate E., and Sabrina Jafralie. "Religious Literacy in Teacher Education." Religion & Education 48, no. 1 (January 2, 2021): 37–56. http://dx.doi.org/10.1080/15507394.2021.1876497.
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Ziebertz, Hans Georg, and Stefan Heil. "Teacher Professionalism in Religious Education." Journal of Empirical Theology 17, no. 2 (2004): 217–37. http://dx.doi.org/10.1163/1570925042652534.
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Adiyono, Adiyono, Awalina Fadhilatunnisa, Nofri Ahmadi Rahmat, and Nurul Munawarroh. "Skills of Islamic Religious Education Teachers in Class Management." Al-Hayat: Journal of Islamic Education 6, no. 1 (July 16, 2022): 104. http://dx.doi.org/10.35723/ajie.v6i1.229.
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This research aims to determine how classroom management at SMK Negeri 1 Tanah Grogot uses the qualitative interview technique with PAI teacher resource persons. Research result shows that in classroom management, efforts are needed from teachers in the direction of component classes that are carried out, such as responsiveness the teacher in terms of looking at students carefully, during the teacher's learning process, always looking to the students as a whole to create a classroom atmosphere conducive. Besides that, various problems arise that can disturb the class's order. Teachers have a significant role in dealing with these problems so that the classroom atmosphere remains conducive and supports learning objectives, especially in PAI subjects.
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Amma, Tasurun, M. Saiful Bahri, and Ahmad Munawir. "The Competence of Islamic Religious Education Teachers Perspective K.H. Hasyim Asy'ari." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, no. 1 (June 20, 2021): 1–18. http://dx.doi.org/10.24239/ijcied.vol3.iss1.28.
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A professional teacher is meets several classifications, including the individual is a teacher with recognized, has teacher expertise or what is often called expertise in certain scientific fields related to his profession as a teacher, fulfills the aspects of coaching and development. who go through formal education or non-formal coaching. This research focuses on the competence of Islamic Religious Education teachers in the perspective of Kiai H. Hasyim Asy'ari, especially referring to his book Adabu Al-Alimi Wal Muta'alim. This type of research uses a type of library research. The primary data is from Adabu Al-Alimi Wal Muta'alim The results of this study are three teacher positions according to KH. Hasyim Asy'ari, namely teachers as individual teachers regarding personal religious, teachers when teaching, and teachers to students. The pedagogic competence indicator according to KH. Hasyim Asy'ari includes the attitude of purifying himself from all things that are not blessed by Allah Almighty, visionary, and having knowledge. Personality competence covers a calm person, tawakal, tawadhu ', and an independent person ,. Professional competence according to KH. Hasyim Asy'ari is a teacher's ability in knowledge and good at managing class. Social competence, according to KH. Hasyim Asy'ari is good at choosing jobs, good at choosing communities where to gather, avoiding places that socially can reduce the degree of teachers, and able to interact well.
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Muhibah, Neneng. "Strengthening the Literature of Islamic Religious Education Teachers to Increase Pedagogic and Professional Competence at Teacher Working Group Islamic Religious Education Cianjur Regency." INFLUENCE: International Journal of Science Review 4, no. 1 (May 24, 2022): 254–62. http://dx.doi.org/10.54783/influencejournal.v4i1.24.
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This study aims to determine the implementation of Islamic Religious Education Teacher literacy strengthening to improve pedagogic and professional competencies, analyze Islamic Religious Education Teacher literacy strengthening programs to improve pedagogic and professional competencies, analyze the increase in Islamic Religious Education Teacher pedagogic and professional competencies after strengthening Islamic Religious Education Teacher literacy, and find out the results of the Islamic Religious Education Teacher literacy strengthening program to improve pedagogical and professional competence. The research method used is an experiment with pre and post-matching control groups. The research subjects were 34 Islamic Religious Education Teacher Primary School at Teacher Working Group Islamic Religious Education Cianjur. Collecting data using tests, interviews, observations, and documentation. The data were analyzed with a quantitative approach. The results of the study are as follows. First, some Islamic Religious Education Teachers are still weak in understanding pedagogic and professional competencies. This condition is motivated by the low involvement of Islamic Religious Education teachers in the Continuing Professional Development (PKB) program. Second, the literacy program focuses on two things, namely literacy strengthening training, mentoring, and product documentation assessment. The training is carried out using a learning by doing approach. Strengthening literacy is guided by the team to produce products following the substance.
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Kiazai, Abdul Nasir, Zarina Waheed, and Saba Rehman. "Role of Teacher Education in Preparing Teachers for Teaching in Religious Schools of Balochistan." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 70–83. http://dx.doi.org/10.35993/ijitl.v6i1.1002.
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A large number of children in Balochistan attend religious schools (Madrasas) that have been criticized for spreading extremist views in the society. Teacher education institutions play a vital role in bringing cultural and religious harmony by producing prospective teachers who are able to cultivate tolerance, acceptance, patriotism, ethnic, religious respect and counter extremism, sectarian, and discrimination prospective. This qualitative exploratory study explores whether the prospective teachers in Balochistan are trained enough to teach in religious schools. The data were collected through in-depth interviews and focused group discussions. All teacher educators and prospective teachers from the universities that remained part of Pre-STEP or Teacher Education Project (TEP) assisted by USAID constituted the population of the study. Sample was selected through purposive sampling from two universities situated in Quetta. 10 teacher educators (5+5) and 10 prospective teachers (5+5) were selected as sample for interviews while two groups of prospective teachers (5 participants in each) were selected from the both case universities for focus group interviews. Data were analyzed through thematic analysis. The findings indicated that the prospective teachers and teacher educators considered the recent teacher education programs in Balochistan not enough to train teachers to teach in religious schools.
Keywords: Prospective Teachers; Religious Schools; Teacher Education Programs; Balochistan
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Megawati, Megawati. "Implementasi Pendidikan Karakter Religius Oleh Guru Dalam Pembelajaran Sosiologi Di SMA YPK Pontianak." Jurnal Pendidikan Sosiologi dan Humaniora 11, no. 2 (October 29, 2020): 39. http://dx.doi.org/10.26418/j-psh.v11i2.42950.
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This study would determine the implementation of religious value in character education by teachers in sociology learning in SMA YPK Pontianak and find out the factors that influence the implementation of character education in religious values in sociology learning in SMA YPK Pontianak. The method used in this study was the descriptive method with a qualitative approach. The data sources of the study were the students of grade IIS and the sociology teacher of grade X IIS, interview, and observation’s result. The results of this study show that the implementation of religious value in character education in sociology learning involves greeting, pray before the lesson begins, the teacher implements character education in the learning process, appreciating religious diversity, the teacher also teaches about the religious dimensions, such relationship between individuals and individuals, individuals and God, individuals, and the environment, religious worship, prayer after the lesson ends. Factors that influence the implementation of the character education of religious values in SMA YPK Pontianak were the religious diversity and the inadequate facilities of house worship.
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Sulis, Sulistiani, and Surja Permana. "The Effect Of Teacher Professionalism On The Performance Of Christian Religious Education Teachers, Elementary Schools In Surabaya City." Journal Didaskalia 4, no. 2 (November 28, 2021): 29–39. http://dx.doi.org/10.33856/didaskalia.v4i2.217.
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Education is important for development in all fields in Indonesia. Whether or not the quality of education will determine the human resources produced. In the world of education, teachers play an important role, meaning that the quality of this nation's education is indirectly determined by the quality of educators or teachers. Based on the Unesco agency, Indonesia is one of the countries that has a low quality of education. The quality or low level of teacher professionalism will have an impact on low-performance results. Low teacher performance will affect the quality of students and the quality of education produced. The teacher's performance includes lesson planning, learning implementation, and learning assessment. In this study, the professionalism of teachers can be influenced by several factors, including the level of academic qualifications, certification, and teacher competence. If these three things can be fulfilled by a teacher, it is expected that the teacher has high professionalism to carry out his duties professionally so that it has an impact on better performance.
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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.
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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center
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Law-Davis, Sharon. "Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools." Religions 14, no. 2 (February 2, 2023): 198. http://dx.doi.org/10.3390/rel14020198.
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This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers’ confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools.
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Lase, Delipiter. "The Spirituality Dimensions of Christian Religious Education Teacher." HINENI: Jurnal Ilmiah Mahasiswa 1, no. 1 (October 31, 2021): 39–47. http://dx.doi.org/10.36588/hjim.v1i1.59.
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Spirituality must be possessed by Christian religious education (CRE) teachers, considering that the teaching he does aims to pave the way for learners to spirituality through the formation of perfect character, morals, and social. Therefore, this article seeks to identify the spiritual values that a CRE teacher should have and how the spiritual values are internalized in his personal life. This article is a conceptual framework based on a theoretical review. To develop concepts relevant to the topic, the author reviews literature from books and scientific journals, research reports, scientific essays, thesis and dissertations, encyclopedias, and other print and electronic sources. Based on a review of various sources, including spirituality according to Christianity, the author explains the essential spiritual values that a CRE teacher must possess. The author groups them into two dimensions, namely the personal dimension and the relational dimension.
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Logan, Kimberly R., and James M. M. Hartwick. "Teaching and talking about religion: strategies for teacher educators." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 167–79. http://dx.doi.org/10.1108/ssrp-05-2019-0027.
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Purpose The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers. Design/methodology/approach This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided. Findings Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world. Originality/value Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.
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Hariandi, Ahmad, Brigita Novianti Butar-butar, Endang Juliana, Puput Wulandari, and Tati Karyati. "THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN INSTRUCTING RELIGIOUS VALUE." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 481–91. http://dx.doi.org/10.35445/alishlah.v12i2.166.
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This research aims to identify the role of Islamic religion teachers in instilling religious values in elementary schools. Data collecting is done by making direct observations of intensive learning activities and learning outside which are considered to prioritize attitude or religious. The research method used is a qualitative descriptive approach. This type of research is a phenomenological research. This research examines a phenomenon that exists in SD Negeri 182/1 Lindung Hutan. The result of this research shows that the role of Islamic religious education teachers is very important in instilling religious values in schools. The teacher is a model in the process of instilling religious value for the students.
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Widiyanto, Mikha Agus, and Andreas Fernando. "Pengaruh Kompetensi Profesional Guru terhadap Minat Belajar Pendidikan Agama Kristen Siswa." Davar : Jurnal Teologi 1, no. 1 (June 28, 2020): 65–73. http://dx.doi.org/10.55807/davar.v1i1.6.
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Teacher plays an important role in improving student’s interest in learning. Teacher's competence is the key to his success in moving students towards increasing their interest in learning. Thorough the professional competencies possessed, teacher can deliver subject matter in the way that is easily understood by student and the ability to present interesting material through the use of instructional media can arouse students' interest in learning Christian Religious Education. The purpose of this study was to examine the effect of teacher professional competence on students' interest in learning Christian Religious Education. The quantitative research approach with the correlational method, with a total sample of 100 students. The results of the analysis indicate that the teacher's professional competence significantly influences students' interest in learning Christian Religious Education. Increasing interest in learning Christian Religious Education can be done by increasing the professional competence of teacher. Professional Christian Religious Education teacher has a set of competencies that support the realization of effective learning. Teacher’s professional competence contributes in realizing Christian Religious Education learning that can arouse student’s interest in learning.
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Ulfa, Emiliati, Dedi Djubaedi, Cecep Sumarna, Siti Fatimah, Suklani Suklani, and Abas Hidayat. "The Role of Teachers in Fostering Religious Multiculturalism." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 19, 2021): 349. http://dx.doi.org/10.18415/ijmmu.v8i10.3065.
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Conflicts that occur in the school environment as the dynamics of a multicultural society. Shaping the character of students' multicultural education is the main responsibility of a teacher. The objectives of the study are 1) To find and explain the role of Islamic Religious Education teachers in fostering religious attitudes in multicultural society in schools; 2) To find, understand, and explain the strategy of Islamic Education teachers in implementing multicultural values in schools; 3) To find, understand, and explain what are the obstacles faced by Islamic Religious Education teachers in implementing multicultural education in schools. This research is qualitative descriptive analysis with depth interview method. Data were obtained from interviews with 25 teachers from various subject areas at Cirebon 2 State High School, West Java, Indonesia. The positive role of the teacher can be seen in the attitude of fostering religious awareness and multicultural attitudes in schools by providing religious lessons. The strategy of Islamic religious education teachers in growing religious multiculturalism through sustainable character education learning. The obstacles faced by some education teachers are religious fanaticism, teachers cannot control the implementation of daily interactions and different levels of student awareness.
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Saifuddin, Saifuddin. "Creativity of Islamic Religious Education Teachers in Improving Student Learning Motivation During the COVID-19 Pandemic At SMPN 14 Banjarbaru." Al-Falah: Jurnal Ilmiah Keislaman dan Kemasyarakatan 21, no. 2 (October 1, 2021): 93–109. http://dx.doi.org/10.47732/alfalahjikk.v21i2.153.
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This study discusses the creativity of Islamic Religious Education teachers in increasing student learning motivation during the COVID-19 pandemic at SMPN 14 Banjarbaru. The purpose of this study was to determine the creativity of Islamic religious education teachers in increasing student learning motivation during the COVID-19 pandemic at SMPN 14 Banjarbaru and what factors influenced it. The subjects in this study were two teachers of Islamic religious education at SMPN 14 Banjarbaru. While the object in this study is the creativity of Islamic religious education teachers in increasing student learning motivation during the COVID-19 pandemic at SMPN 14 Banjarbaru and the factors that influence it. The author uses the technique of observation, interviews and documentation in data collection. While the data processing technique is done by data classification, editing, and data interpretation. Furthermore, it was analyzed by qualitative descriptive analysis and concluded inductively.Based on the results of the study, it is known that the creativity of Islamic religious education teachers in increasing students' learning motivation during the COVID-19 pandemic at SMPN 14 Banjarbaru has been very good. It can be seen from the teacher being able to create new ideas, being different, flexible, easy to get along with, fun, happy to do experiments and agile in online learning. The factors that influence the creativity of Islamic religious education teachers in increasing student learning motivation during the COVID-19 pandemic at SMPN 14 Banjarbaru include teacher background, teacher teaching experience, teacher personality, teacher welfare and facilities and infrastructure.
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Misra, Misra, Zulvia Trinova, Riskha Hanifa Nasution, and Windri Mayuni. "Story Method in Applying Islamic Religious Education Values in Early Childhood Education Students." Al-Tadzkiyyah: Jurnal Pendidikan Islam 13, no. 1 (May 24, 2022): 87–97. http://dx.doi.org/10.24042/atjpi.v13i1.5741.
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The purpose of this study is to describe the story method and its implications in applying Islamic Religious Education values in early childhood. This is a descriptive qualitative study with data collected through observation, interviews, and documentation. This study analyzed data through data reduction, data presentation, and drawing conclusions. The findings revealed that forming faith, worship, and morals at an early age in learning can be accomplished through the use of the story method, in which the teacher reads directly to students a unique and exciting storybook containing the value of Islamic religious education. Then, the teacher illustrates what is told to the students. It is also enriched with good habits through daily routine activities, exemplary teachers, discipline, and applying the values of faith, worship, and morals in life so that students can understand the materialexplained by the teacher. Concluded, following the implementation of the story method at PAUD Durian Ajung Padang Pariaman, students have applied good morals when entering classrooms by reciting prayers taught by the teacher and performing greetings. Those activities have become habits performed daily.
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Hadi, Samsul. "Peranan Guru PAI Dalam Penanaman Nilai-Nilai Karakter Islami Melalui Pembiasaan Pada Siswa SMP Negeri 10 Mukomuko - Bengkulu." Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman 11, no. 1 (March 28, 2022): 81–96. http://dx.doi.org/10.54437/urwatulwutsqo.v11i1.309.
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The purpose of this study is to describe the role of Islamic religious education teachers in instilling Islamic character values ??through habituation to students at SMPN 10 Mukomuko. And to describe the factors that hinder Islamic religious education teachers in instilling Islamic character values ??through habituation in junior high school students. This research uses field research methods using a qualitative descriptive approach. The result of the research is the role of Islamic religious education teachers in instilling Islamic character values ??through habituation in junior high school students, namely (1) Teachers as educators. (2) The teacher as a guide. (3) The teacher as a model and role model. (4) Teachers as advisors. The factors that hinder the Islamic Religious Education teacher in instilling Islamic character values ??through habituation in junior high school students, namely (1) Student background. (2) Low student interest. (3) School environment. (4) Facilities.
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Rohman, Fathur. "Strategi Dalam Peningkatan Mutu Pembelajaran Pendidikan Agama Islam." FATAWA: Jurnal Pendidikan Agama Islam 1, no. 2 (June 30, 2021): 165–74. http://dx.doi.org/10.37812/fatawa.v1i2.280.
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Achieving the quality of education is a step that must be done with efforts to improve the professional abilities of teachers. Mainly Islamic religious education teachers. Education has an important role in improving human quality. Therefore, humans are a central force in development, so that the quality and success of the education system can be determined through increasing student achievement. The knowledge gained from the educational process is an important provision for everyone to carry out life. The teacher's efforts in improving student learning are felt to have a very large influence on the behavior of students. To be able to change the behavior of students as expected, it is necessary to have a professional teacher, namely a teacher who is able to use all components of education so that the teaching and learning process runs well. The results of this study describe the process of Islamic religious education teachers' efforts in improving student achievement in Islamic religious education subjects through extra-curricular activities, discussion of questions, improving the quality of Islamic religious teachers (KKG), learning methods. Every activity in an effort to improve learning achievement is always influenced by supporting and inhibiting factors both from within (intrinsic) and from outside (extrinsic). Likewise, in an effort to improve student achievement. There are several supporting and inhibiting factors experienced by Islamic Religious Education teachers.
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Supriatman, Maman. "PELAKSANAAN TEKNIK SUPERVISI INDIVIDUAL GURU PENDIDIKAN AGAMA ISLAM SEBAGAI IMPLEMENTASI KERJA KEPENGAWASAN (Studi Kasus pada Sekolah Dasar Islam YAKMI Kecamatan Pinang Kota Tangerang Tahun 2019)." NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 3, no. 2 (April 9, 2019): 359–66. http://dx.doi.org/10.35568/naturalistic.v3i2.398.
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School Action Research entitled "Implementation of Individual Supervision Techniques in Islamic Religious Education Teachers as Implementation of Supervisory Work is a study conducted to find out the implementation of individual supervision techniques of Islamic religious education teachers, implementation of Islamic education supervisors' performance and the effect of implementing individual Religious Education Teacher supervision techniques. Islam as an implementation of supervisory work. As for the goal of the research is the process of implementing individual teacher supervision technique of Islamic education, the implementation performance of Trustees Islamic education and influence the implementation of individual supervision on engineering education teachers of Islamic religion as the implementation of the work kepengawasan.The research is the research field where researchers use observational techniques through classroom visits and interviews. The results of this study found that the school principal/supervisor had socialized supervision activities, but had not been intense in the school, the teacher’s understanding in this case the Islamic religious education teacher did not fully understand the education supervision because the teacher was not usually supervised and teachers at YAKMI Islamic Elementary School in terms of PBM supervision, they are very committed to advancing their schools so they can be equal with other schools, one way is through education supervision where supervision can see shortcomings in the PBM process.
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Akhyar, Aidil, Hasbiyallah Hasbiyallah, Aan Hasanah, Hasan Basri, and Uus Ruswandi. "IMPACT OF TEACHER WELFARE ON IMPROVING THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (May 1, 2021): 61–72. http://dx.doi.org/10.29313/tjpi.v10i1.7583.
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Teacher welfare is indeed an important thing, because teachers need guarantees for the work they do. To Teachers need appreciation for their duties. Teachers have the responsibility to create quality learning in order to facilitate the achievement of the objectives of the subjects. The research method used in this research is a qualitative method. Teacher welfare is a guide for teachers to continue to be enthusiastic in carrying out their duties. Teachers of Islamic Religious Education subjects, will be happy if the clarity of the welfare of their work is guaranteed either by the government, or by the private sector if they are committed. The indicators of learning quality consist of: appropriate learning design and focus on standards, delivery of high quality learning, learner-centered, increasing students' activeness in learning, evaluating students, implementing positive behavior management strategies, clarity of learning for students. Learning has clear objectives, if the teacher can organize it well, the learning objectives will be achieved, otherwise it will not be achieved. With the existence of teacher welfare prepared by the government and the private, teacher must be more enthusiastic in teaching, learning will be more interesting, not boring. Innovation in learning Islamic Religious Education needs to be done so that it is of higher quality.
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Lundie, David. "Editorial: teacher agency, autonomy and religious education." British Journal of Religious Education 43, no. 3 (April 27, 2021): 251–52. http://dx.doi.org/10.1080/01416200.2021.1922057.
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I Nyoman Kiriana, Ni Nyoman Sri Widiasih, and I Gusti Made Widya Sena. "PERAN GURU PENGGERAK DALAM MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA HINDU." Jurnal Penjaminan Mutu 8, no. 1 (February 25, 2022): 66–73. http://dx.doi.org/10.25078/jpm.v8i1.763.
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Teachers do not only have a role as educators. However, through the driving teacher program, teachers also have a role as agents of change in realizing independent learning in a school climate. The driving teacher must be able to adapt in dealing with various situations that occur in the world of education. The role of the driving teacher in learning Hindu religious education is very strategic and important to improve the quality of learning. In learning Hindu religious education, the driving teacher must be able to shape the character of students with noble character in accordance with local wisdom. The role of the driving teacher in improving the quality of learning for Hindu religious education includes (1) the role of the driving teacher as a leader and facilitator in learning, (2) the role of the driving teacher in encouraging the growth and development of holistic learning, (3) the role of the driving teacher in becoming a trainer for other teachers. , (4) The role of the driving teacher as a swallower and motivator and (5) The role of the driving teacher in collaborating and agents of educational transformation. The role of the teacher will not be replaced by technology, even though various learning resources exist in today's digital technology. Because technology cannot sort out and teach good and bad things to students. While the teacher is able to educate, set an example and teach which things are good and bad things to do. Hindu religious teachers play an important role in the formation of noble character and student character.
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Karo Karo, Desire, Urbanus Sukri, Simeon Sulistyo, Indro Puspito, and Theresia Christina. "Teacher of Christian Religion Education, Quality of Education and The Future of The Morality of The Nation of The First." Journal Didaskalia 1, no. 1 (November 29, 2018): 33–38. http://dx.doi.org/10.33856/didaskalia.v1i1.62.
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This paper aims to provide an understanding that Christian Education teachers have a significant role in improving the quality of education and the future of national morality. The development of globalization and modernization makes teachers must be ready and contribute in preparing the nation's young generation in entering the era of globalization and modernization. At least there are two roles that must be possessed by the Christian Religious Education teacher, namely participating in realizing quality education and maintaining the nation's morality. With this writing, it is expected that every Christian Education teacher will become more aware and more enthusiastic in carrying out his duties and vocation as a teacher of Christian Religious Education.
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Ambarita, Jenri, and Ester Yuniati. "Readiness Analysis Of Christian Religious Education Teachers To Implement Online Learning In The Middle Of Covid-19." Inovasi-Jurnal Diklat Keagamaan 15, no. 2 (December 9, 2021): 206–16. http://dx.doi.org/10.52048/inovasi.v15i2.229.
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This study aims to describe the readiness of 2020 PPG Christian Religious Education teachers in implementing online learning during the Covid-19 period. The subjects in this study consisted of 186 well-known PPG 2020 Christian Religious Education Teachers in the Indonesian Territory. This research is a mixed research method, namely a combination of qualitative descriptive and quantitative descriptive. Qualitative descriptive is used to analyze the first indicator that describes the readiness of the infrastructure owned by the teacher. The indicators of teacher readiness in learning and indicators of implementing online learning will be analyzed using descriptive quantitative methods with the Aydin and Tasci models. The results showed that of the 186 main respondents, only 128 people carried out online learning and had supporting infrastructure. While the indicator of teacher readiness in planning learning is on a scale of 4.03 with the category ready and in need of improvement. Meanwhile, the indicator of teacher readiness in implementing online learning is on a scale of 4.02 with the category ready and in need of improvement. The experience of Christian Religious Education teachers in participating in Teacher Professional Education (PPG) lectures which are carried out online at IAKN Ambon is one of the supporting factors for the readiness of Christian Religious Education teachers.
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Sabri, Sabri. "KREATIVITAS GURU DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI MTs N SUBULUSSALAM." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 7, no. 2 (January 23, 2020): 474–86. http://dx.doi.org/10.24952/di.v7i2.2247.
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The purpose of this study is to find out how the form of teacher creativity in increasing the motivation to learn Islamic religious education of students in MTsN Subulussalam, to find out the factors that are obstacles in developing creativity in increasing motivation to learn Islamic religious education of students in MTsN Subulussalam, to find out the solutions given to obstacles teacher creativity in increasing motivation to learn Islamic Religious Education students at MTsN Subulussalam. Based on the data analysis, this study uses a qualitative approach. This research is descriptive. Data collection instruments used in this study were observation, interviews, and documentation. The respondents in this study were teachers. From the research conducted it was concluded that: 1) the forms of teacher creativity carried out at MTsN Subulussalam are arousing children's motivation and attention, paying attention to differences in children's characteristics, classroom management, repetition, giving gifts, giving praise, holding questions and answers, using teaching aids , singing songs, cheerful teachers, interactions between teachers and students, assignments given by teachers, teachers developing learning resources, competition or competence. 2) Factors that influence the creativity of teachers in increasing student learning motivation are: Student Discipline, Education Level, Facilities, Teachers feel satisfied with the learning carried out. 3) The solution given to the obstacles of teacher creativity in increasing students' motivation to learn Islamic Religious Education is to provide penalties, find boarding houses, teachers work together in creating new creativity, improve facilities, improve the functioning of honest school committees, increase teacher insight by following the program Teacher Subject Meeting.
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Muslih, M. "Empowering Teacher of Religious Education in Multicultural Society." Walisongo: Jurnal Penelitian Sosial Keagamaan 25, no. 1 (December 20, 2017): 173. http://dx.doi.org/10.21580/ws.25.1.1213.
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<p class="ABSTRACT">This paper revealed the result of research regarding the position of teacher, focusing on the importance of empowering teacher of religious education in multicultural society, such as Indonesia. Methodologically, it is a qualitative undertaking of literary research. Employing the technique of content analysis this study scrutinized features of multicultural society, an exemplary profile of teacher of religious education, as well as how to empower this kind of teacher in order to fit in with a diverse society. The findings of this research are, multicultural society can be understood as a society which consists of several cultural communities with their overlapping but the distinct conception of the world, a system of meaning, values, forms of social organizations, histories, customs, and practices. The idealized profile of teacher of religious education is a type of teacher who meets the certain qualifications prescribed by Islamic teachings and guided by the law and regulation in Indonesia, in particular. Teacher of religious education has a very important role in preparing students to be good citizens in a multicultural society. Therefore the teacher of religious education must have an awareness that he or she is part of a multicultural society. The teacher should be empowered to instill in his or her students an inclusive religious understanding to make them tolerant and respectful of other people of different cultures and religions, which is essential in order to strengthen harmony and national unity.</p><p class="ABSTRAK">Makalah ini mengungkapkan hasil penelitian mengenai posisi guru, berfokus pada pentingnya memberdayakan guru pendidikan agama dalam masyarakat multikultural, seperti Indonesia. Secara metodologis, ini adalah sebuah upaya penelitian literatur (kualitatif). Dengan menggunakan teknik content analysis penelitian ini menganalisa features masyarakat multikultural, profil ideal guru pendidikan agama, serta bagaimana memberdayakan guru semacam ini agar sesuai dengan kondisi masyarakat yang beraneka ragam. Temuan penelitian ini adalah, masyarakat multikultural dapat dipahami sebagai masyarakat yang terdiri dari beberapa komunitas budaya dengan konsepsi yang tumpang tindih tapi berbeda tentang dunia, sistem makna, nilai, bentuk organisasi sosial, sejarah, adat istiadat dan praktek. Profil ideal guru pendidikan agama adalah jenis guru yang memenuhi kualifikasi tertentu yang ditentukan oleh ajaran Islam dan dipandu oleh hukum dan peraturan di Indonesia, khususnya. Guru pendidikan agama memiliki peran yang sangat penting dalam mempersiapkan murid-murid untuk menjadi warga negara yang baik di tengah masyarakat multikulural. Oleh karena itu guru pendidikan agama harus memiliki kesadaran bahwa ia adalah bagian dari masyarakat multikultural. Guru tersebut harus diberdayakan untuk menanamkan dalam diri muridnya pemahaman keagamaan yang inklusif untuk membuat mereka toleran dan hormat pada orang lain yang berbeda kultur dan agama, ini penting dilakukan agar dapat mempekuat harmoni dan kesatuan nasional.</p>
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Amin, Rizqy Mutmainnah, Erwin Hafid, and Baharuddin Baharuddin. "THE EFFECT OF ISLAMIC RELIGIOUS EDUCATION TEACHERS TO LEARNING STUDENTS’ SPIRIT AT ENREKANG JUNIOR HIGH SCHOOL." JICSA (Journal of Islamic Civilization in Southeast Asia) 10, no. 2 (December 1, 2021): 334. http://dx.doi.org/10.24252/jicsa.v10i2.24712.
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The objectives of this study are to describe the leadership of Islamic Religious Education teachers in class VIII of Junior High School (SMPN) 1 Enrekang. It also describe the motivation of students in class VIII SMPN 1 Enrekang. The paper also describe the learning interest of students in class VIII of SMPN 1 Enrekang as well as testing the influence of Islamic Religious Education teacher leadership on the motivation of students in class VIII of SMPN 1 Enrekang. Besides, the research also test the influence of Islamic Religious Education teacher leadership on students' learning interest in class VIII of SMPN 1 Enrekang. Furthermore, it test the influence of Islamic Religious Education teacher leadership on students' motivation and interest in learning in class VIII of SMPN 1 Enrekang. Thus, there is an influence of the leadership of Islamic Religious Education teachers on the learning interest of students in class VIII of SMPN 1 Enrekang.
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Sirait, Sangkot. "The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools." European Journal of Education and Pedagogy 2, no. 5 (October 30, 2021): 64–71. http://dx.doi.org/10.24018/ejedu.2021.2.5.170.
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This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.
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Rahmayanti, Ismi. "Guru PAI dan Kecerdasan Spiritual Anak Tunagrahita." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 1, no. 01 (July 31, 2018): 17–37. http://dx.doi.org/10.37542/iq.v1i01.4.
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Teacher's presence in the learning process has an important role, the teacher's role as a facilitator in the learning process, as a liaison and linking between the material to be taught to students. Students who have special need education, guidance and direction in carrying out life challenges, which are found in Islamic religious education such as children in general to increase their spiritual intelligence. One of the schools that implement the learning of Islamic Education is the YPLB Nusantara Depok. The role of the teacher in it is very influential in increasing the intelligence of children with needs especially one of them is children with intellectual disability YPLB Nusantara Depok has Islamic religious activities and learning that become habituations in daily life. The researcher raised the issue to describe how the role of Islamic Religious Education (PAI) teachers in improving the spiritual intelligence of mentally retarded children in YPLB Nusantara Depok. The approach used in writing is a qualitative approach, the type of research used is case study research. The results of this study can be concluded that the increased spiritual intelligence of mentally retarded children is the role of the teacher in improving the spiritual intelligence of mentally retarded children, namely as a facilitator and liaison between teachers and students, material delivery through lecture and demonstration methods. Through the material he teaches is religious material that is practiced in daily life, such as morality, prayer, ablution, recitation, memorizing the short letters of the Qur'an. So that the spiritual development of mentally retarded children emerges, in attitude, and behavior.
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Luodeslampi, Juha, Arniika Kuusisto, and Arto Kallioniemi. "Four Religious Education Teachers: Four Retrospective Career Trajectories." Religions 10, no. 8 (August 13, 2019): 474. http://dx.doi.org/10.3390/rel10080474.
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This article examines the career paths of Finnish Religious Education (RE) teachers who were born in the 1930s, through a retrospective, self-autobiographical life history approach. The material reported here is a part of wider data of mainly written narratives (N = 62) from RE teachers who recount their career trajectories. In these career-focused life histories, the teachers outline their own professionalism as embedded in changing sociohistorical contexts, where to a great extent they tell about the active development of the school and the teaching of their particular subject to answer to the changing needs and challenges. Some teachers have, along with their teaching, also been actively involved in different communities or associations. Many of the Religious Education teachers here reflect on their career paths in relation to their profession as a teacher and often also with double qualifications as pastor trained theologians. At times, this constructs a possibility for tension between the roles of a teacher and that of a pastor, and in the perceptions of RE as a school subject and as something “preached” in the pulpit—some see their professionalism above all in relation to their religious life. This also includes a notable gender divide in the data, as at the time when these teachers gained their professional qualifications, it was only possible for men to be ordained in the Finnish Lutheran Church. Succeeding this, the male teachers in these data commonly have pastorhood as their first profession. For the purpose of this article, the career accounts of four teachers have been selected for further analysis, as they were perceived as telling examples of the wider material in terms of more or less typical career paths.
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Hidayah, Nurul, Samsiadi Samsiadi, Mila Siscawati, Syamsurizal Yazid, and Abdul Haris. "ISLAMIC EDUCATION PROBLEMS AND THEIR SOLUTIONS (QUALITY OF PAI TEACHERS)." Research and Development Journal of Education 8, no. 2 (July 11, 2022): 598. http://dx.doi.org/10.30998/rdje.v8i2.13441.
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<p>The reality of Islamic Religious Education is that many problems still occur in schools today. Islamic Religious Education is often considered a boring subject and learning activity. Many factors can cause this, including the unprofessionalism of a PAI teacher or students who are less enthusiastic about studying religious knowledge. So, this study aims to find the problems of Islamic education and its solutions, especially in the quality of Islamic Religious Education teachers. The research method used is library research. The research results are that currently, the teacher is the bearer of the educational mission whose job is to teach based on specific scientific and academic qualities. Then, get material rewards from the state and or other education management parties in which the compensation is not by the energy expended. Several solutions can encourage efforts to improve the problems of these educators, namely (1) increased teacher work discipline and implementation of good learned plans through coached, trained, and workshops. (2) the government and the foundation where teachers serve should pay attention to the welfare of teachers, (3) teachers should study and practice to improve their abilities (4) PAI teachers should be teachers who have met the qualifications</p>
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Muhaemin, Muhaemin, and Ramdanil Mubarok. "Upgrade Kompetensi Guru PAI Dalam Merespon Pembelajaran Jarak Jauh Dimasa Pandemi Covid-19." Al-Fikr: Jurnal Pendidikan Islam 6, no. 2 (December 28, 2020): 75–82. http://dx.doi.org/10.32489/alfikr.v6i2.80.
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How to improve the competence of Islamic religious. The formulation of the research problem is education teachers in responding to distance learning? The purpose of this study is to describe the improvement efforts made by Islamic religious education teachers to improve their competence. Second: to analyze the dynamics of the implementation of teacher competency improvement. Third: to provide positive suggestions and input for Islamic religious education teachers to improve their competence. The method used in this study is a qualitative research method with a literature review approach and books which are the main reference of this research are Munir's Book, Distance Learning Based on Information and Communication Technology, Bandung: Alfabeta. The conclusion is that in an effort to improve the competence of Islamic religious education teachers, they formulate a strategic plan by paying attention to the objectives and utilization of learning resources, then carry out an interactive, inspiring and fun learning process. Then from these efforts, the Islamic religious education teacher responded by evaluating to be able to provide maximum results, in the distance learning process by increasing competence, designing distance learning devices, designing the implementation of distance learning, so that the evaluation can measure teacher competence. Islamic religious education in response to distance education to improve the quality of learning carried out remotely during the Covid-19 pandemic in the future.
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Hambali, HM Ridlwan, Dadan Rusmana, Siti Saodah Susanti, Khermarinah Khermarinah, and Fakhrurrazi Fakhrurrazi. "Islamic Religious Education Teachers’ Strategies in Fostering Students’ Religious Values in Madrasah." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 18, 2022): 6511–16. http://dx.doi.org/10.35445/alishlah.v14i4.2612.
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The purpose of this study was to identify the strategies of Islamic Religious Education (PAI) teachers in fostering students’ religious values in madrasas as well as to evaluate supporting and inhibiting factors experienced by the teachers. This study used literature study as the research method. Ten articles were taken as the data of this study. To analyze the data, content analysis was implemented. The findings reported that PAI teachers used expository strategies for developing students’ religious values in madrasas. The development of religious values is divided into three types, namely the formation of faith, the formation of worship, and the formation of morals. PAI teacher strategies in fostering religious values are in the form of doing religious activities, such as istighasah, dhuha prayer, reading prayers before and after studying, and reading the quran. Supporting factors for the strategy of fostering religious values in madrasas are the increasing interest of students in the religious field, cooperation between teachers, and well-functioning madrasa regulations.
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Tabroni, Imam, Diki Muhammad Abdillah, Siti Nurjanah, and Syarah Fakhrunnisa. "The Role Of The PAI Teacher In Implementing The Values Of Inter-Religious Tolerance In Students." Jurnal Multidisiplin Madani 2, no. 2 (February 26, 2022): 779–86. http://dx.doi.org/10.54259/mudima.v2i2.438.
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Indonesia is a pluralistic country that has a variety of ethnic groups, cultures, and religions that differ from one another. These differences, especially religious differences, are of course very risky to trigger disputes if the harmony cannot be maintained by each group. Therefore, a figure is needed who is expected to be able to maintain the stability of tolerance that is built between these groups. One of them is a teacher. A teacher, especially an Islamic education teacher, has a big enough contribution to be able to build tolerance that exists in every individual in this country. In this paper, the author tries to express the important roles that PAI teachers have in instilling an attitude of tolerance for religious diversity. This study uses the Library Research method in which researchers obtain data by studying and recording books, archives or documents, and matters related to research . After conducting the research, the authors conclude that PAI teachers have three important roles in instilling tolerance between religious communities in their students, namely; 1) The teacher organizes students in respecting fellow students and is accustomed to respecting when someone speaks in class, 2) The teacher instills the value of tolerance with an attitude of mutual cooperation in helping between school members and religious activities regardless of inter-religious background, and 3) To instill religious tolerance, PAI teachers must be supported by the principal and a conducive environment and there must also be adequate facilities.
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Habibah, Laila Nur, Siti Saniah, and Irmawati Irmawati. "KONTRIBUSI GURU PENDIDIKAN AGAMA ISLAM (PAI) DALAM MENGEMBANGKAN SELF CONTROL SISWA DI SMA DUA MEI CIPUTAT." Almarhalah | Jurnal Pendidikan Islam 5, no. 1 (June 24, 2021): 82–94. http://dx.doi.org/10.38153/alm.v5i1.49.
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ABSTRACTThis study aims to describe the contribution of Islamic Religious Education teachers in developing self-control in students at SMA Dua Mei Ciputat. This type of research is a type of qualitative or non-statistical research. Qualitative research is an intensive search using scientific procedures to produce narrative conclusions both written and oral based on analysis of certain data. Sources of data in research are the subjects from which data can be obtained. The research subject was the Islamic Religious Education (PAI) teacher at SMA Dua Mei. According to Averill in M. Ghufron, self control is called personal control, namely behavior control, cognitive control and decision control. The conclusion of this study is that the teachers of Islamic Religious Education (PAI) at SMA Dua Mei Ciputat are sufficient to contribute in developing self-control for students at SMA Dua Mei Ciputat. It can be seen that the PAI teacher has tried to develop every aspect of self-control, namely the cognitive control aspect by providing more information about knowledge about Islam by integrating PAI learning material with the surrounding conditions, then the control aspect. The behavior (behavior control) of Islamic Education teachers provides habituation both to students inside and outside the classroom, such as discipline, accustoming students to praying in congregation, as well as aspects of decision control, where students are given the opportunity to have an opinion during discussions conducted with the guidance of the PAI teacher. PAI teachers also provide guidance and direction to students who violate school regulations. From the various contributions of Islamic Religious Education (PAI) teachers, it is certainly very influential on the development of student self-control, this can be seen from the habituation applied by Islamic Religious Education (PAI) teachers can provide positive changes to students, such as students having awareness in worshiping and participating in religious activities without coercion from the PAI teacher, students have self-confidence, and make students more interested in deepening the knowledge of Islam.Keywords: Teacher Contribution, Islamic Education and Self-Control
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Triposa, Reni, Yonatan Alex Arifianto, and Yudi Hendrilia. "Peran Guru PAK sebagai Teladan dalam Meningkatkan Kerohanian dan Karakter Peserta Didik." Jurnal Pendidikan Agama Kristen (JUPAK) 2, no. 1 (June 16, 2021): 109–26. http://dx.doi.org/10.52489/jupak.v2i1.24.
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The state of the age and its development so rapidly influencing the world become a challenge for students and especially teachers in giving roles and tasks to education especially Christian education. But the role of the teacher in writing that uses library research with a qualitative descriptive approach is expected to improve human resources and bring students to grow in spirituality and character that can build a nation through a person who is strong in relying on God. The Role of Teachers Christian religious education as a role model in enhancing the spirituality and character of learners must be a priority in learning as a form of implying affective values. Teachers as role models in improving the spirituality and character of students, the teacher in this study was asked to have the first responsibility in carrying out the tasks, roles and responsibilities of teachers of Christian religious education. Then the teacher must realize that the Christian Religious Education teacher is an exemplary leader. And then the Master works closely with the church and family to bring about an increase in spirituality and character. And finally the Master must be led by the Holy Spirit.
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Wang, Chien-hsing. "Fostering critical religious thinking in multicultural education for teacher education." Journal of Beliefs & Values 34, no. 2 (August 2013): 152–64. http://dx.doi.org/10.1080/13617672.2013.802127.
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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.
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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.
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Romdon, Romdon. "The Effectiveness of Improving the Performance of Teachers of Islamic Religion Education Through Teacher Certification Programs in Sma / Smk In Bogor District." International Journal of Nusantara Islam 8, no. 2 (December 14, 2020): 215–25. http://dx.doi.org/10.15575/ijni.v8i2.10808.
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This research is motivated by the phenomenon that the effort to improve the quality of education at the senior secondary level is the teacher's performance. With good teacher quality, the learning process can take place in a quality manner, which in turn leads to quality output. One of the efforts to improve the performance of Islamic Education teachers is the provision of certification allowances for Islamic Religious Education teachers to improve their performance, which has been low so far. On the other hand, the certification of teachers for Islamic Religious Education at the SMA / SMK level is also very important, given the limited limitations of the government in appointing teachers as Civil Servants, so that the existence of teacher certification can be an alternative in an effort to improve teacher welfare. This study generally aims to obtain an overview of the certification program, implementation, evaluation, constraints and future solutions in improving the performance of SMA / SMK Islamic Religious Education teachers in Bogor Regency. The specific objectives of the study were to determine the objectives and programs, implementation, evaluation, constraints and solutions in the future to improve the performance of Islamic Education teachers of SMA / SMK in Bogor Regency through optimization of the PAI teacher certification function. This research uses a qualitative approach with a descriptive analysis method. Data collection was carried out through observation, interviews and documentation study. The results showed that the improvement of the performance of PAI SMA / SMK teachers in Bogor Regency through the teacher certification program has been implemented, and has had an optimal impact. This is shown, among others, by the level of teacher discipline in implementing learning at least 24 hours a week, being active in participating in training activities, workshops and educational seminars and improving the welfare of Islamic Education teachers. However, improving teacher performance is still constrained by both internal and external constraints. Internal constraints include low understanding, skills and motivation to carry out their main tasks and functions as educators. Meanwhile, the external obstacle is that the supervision of principals, supervisors and related agencies is still not optimal in an effort to improve teacher performance. The recommendations of this study include: the government needs to finance the implementation of the Teacher Professional Improvement program, apply strict discipline by making regulations for certified teachers, and the existence of cooperation between various parties in encouraging the teacher certification program. This is done by implementing strategic management in planning, implementing, evaluating and supervising the effectiveness of the certification program.
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Irham, Irham, Sansan Ziaul Haq, and Yudril Basith. "DERADICALISING RELIGIOUS EDUCATION." Epistemé: Jurnal Pengembangan Ilmu Keislaman 15, no. 1 (June 16, 2020): 39–54. http://dx.doi.org/10.21274/epis.2020.15.1.39-54.
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This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings.
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Kusumaning Ayu, Poppy Putri. "PELAYANAN ADMINISTRASI GURU PAI PADA LEMBAGA PENDIDIKAN MELALUI APLIKASI SIAGA DI KABUPATEN KUTAI TIMUR." Al-Rabwah 16, no. 02 (December 30, 2022): 106–17. http://dx.doi.org/10.55799/jalr.v16i02.201.
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Globalization makes the use of technology in all fields very much needed. Technology is not only in the form of physical tools but in the form of software, one of which is the application of information systems and administration of Islamic education teachers (SIAGA Pendis). In 2019 the Ministry of Religion through the Directorate of Islamic Religious Education published an application called SIAGA. With this application, the Ministry of Religion provides easy administrative services, especially for PAI teachers who are in public schools. Based on this, researchers are interested in knowing how the administrative services of PAI teachers at public education institutions through the SIAGA application in East Kutai Regency. The research was conducted using a qualitative approach with data collection from observations, interviews, and documentation.Furthermore, the data was analyzed using interactive analysis, namely by condensing the data, presenting the data, and ending with drawing conclusions. Based on the results of the analysis, it can be concluded that administrative services through the SIAGA application are registration and data collection of Islamic Religious Education teachers, recruiting teachers to conduct Teacher Professional Education (PPG), validating teacher data, and opening teacher professional allowances. All of them automatically use the Religious Teacher Information and Administration System (SIAGA) application which is held by the operator in the Islamic Religious Education (PAIS) section of the Ministry of Religion of East Kutai Regency. Although there are still many obstacles, the Ministry of Religion always socializes the SIAGA application.
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Juzwik, Mary M., Robert Jean LeBlanc, Denise Davila, Eric D. Rackley, and Loukia K. Sarroub. "Spiritual and religious meaning making in language and literacy studies: global perspectives on teaching, learning, curriculum and policy." English Teaching: Practice & Critique 21, no. 3 (July 19, 2022): 225–37. http://dx.doi.org/10.1108/etpc-03-2022-0051.
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Purpose In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion? Design/methodology/approach Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another. Findings Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories. Research limitations/implications The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale. Practical implications The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making. Social implications Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences. Originality/value This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.
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Suyudi, Muhammad. "The Efforts of Islamic Religious Education Teachers and Characteristics in Improving Students' Learning Interest." Edukasi Islami: Jurnal Pendidikan Islam 11, no. 01 (February 28, 2022): 217. http://dx.doi.org/10.30868/ei.v11i01.2251.
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This research was motivated by the low interest in student learning in Islamic Religious Education and Character, especially at SDN Mundu 1. This study used a qualitative field method. Data collection techniques used are observation, interviews, and documentation. Meanwhile, the data analysis technique used an interpretive descriptive approach. The results of this study are (1) The teacher's efforts include: The teacher always pays attention to students who have less interest in learning, provides measurable homework, the Teacher must always provide motivation to students and use more varied learning methods; (2) Supporting factors include: adequate school facilities and infrastructure, applying the PAIKEM learning method, a safe and comfortable school environment; (3) Inhibiting factors include: students feeling lazy to learn, lack of teacher and lack of support from students' parents; (4) The solution is to add school facilities such as labs and libraries, provide motivation to students, increase the number of teachers, and provide homework.