Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia DOI Creative Commons
Ahmad Ismail, Mahfud Junaedi, Zainudin Hassan

и другие.

Nazhruna Jurnal Pendidikan Islam, Год журнала: 2024, Номер 7(2), С. 315 - 337

Опубликована: Июнь 5, 2024

This study aims to analyze the differences in undergraduate curriculum of Islamic teacher education Indonesia and Malaysia. is a qualitative type where data were collected through interviews, observations, document analysis. The study, which took place at UIN Walisongo Semarang, Indonesia, University Technology Malaysia, showed that there are structure management religious programs, namely; 1) In bachelor's degree can only be obtained by attending university immediately after students complete high school. contrast, school graduates required follow one matriculation, foundation, or diploma programs for two years before continuing their Institute Teacher Education (IPG). 2) To education, Indonesian must 144 credits minimum 3.5 maximum 7 years, while Malaysia 128 completed 4 6 years. 3) Although both supervised dean, program completely under control chairperson program, 40% designed School department (pedagogy area) 60% managed Tamaddun Academy (professional social-personality ability area).

Язык: Английский

Fostering Moderate Character of Santri: Effective Hidden Curriculum Strategy in Islamic Boarding Schools DOI Creative Commons
Nur Agus Salim, Muhammad Abbas Ahmad Zaini,

Abd. Wahib

и другие.

Nazhruna Jurnal Pendidikan Islam, Год журнала: 2024, Номер 7(2), С. 357 - 372

Опубликована: Июнь 7, 2024

This research aims to investigate the role of hidden curriculum in fostering a moderate character among students at Al-Ilahiyyah Islamic Boarding School Ngoro, Jombang. Utilizing qualitative case study design, involves Kiai, Ustadz, and as participants. Data were gathered through in-depth interviews, observations, document analysis. The findings reveal that: (1) there are five critical components boarding school that contribute developing students' character, namely congregational prayers, religious book sessions, public speaking, discussions, student life, daily social interactions; (2) these embody core values moderation such balance, openness, tolerance, non-imposition opinions, harmonious coexistence diversity; (3) processes habituation internalization values, characters increasingly reflect qualities. Consequently, significantly contributes enhancing studied location, demonstrated by diversity allows community coexist peacefully.

Язык: Английский

Процитировано

4
Multiculturalism among Students in Madrasah: Knowledge, Challenges, and Social Capital DOI Creative Commons
Syarif Syarif, Faisal Abdullah, Saifuddin Herlambang

и другие.

Nazhruna Jurnal Pendidikan Islam, Год журнала: 2024, Номер 7(2), С. 390 - 408

Опубликована: Июнь 16, 2024

Multicultural knowledge among students is essential to building diversity and harmony in social life. This study illustrates the importance of multiculturalism fostering a sense empathy, tolerance, cooperation, care interactions. In addition, this also aims analyze Muslim students’ about multiculturalism. Students’ presented based on information obtained through questionnaires interviews. research was conducted West Kalimantan, with data source being students, 40 respondents from various ethnic backgrounds who were Muslim. The findings revealed that capital impacts life Kalimantan. multicultural manifested two forms: cultural accommodation cooperation field culture religion. A limitation sources focus students. researcher suggested need collect non-Muslim backgrounds, thus use more in-depth methods gain comprehensive understanding case.

Язык: Английский

Процитировано

1
EDUCATING CHILDREN IN THE TWENTY-FIRST CENTURY: AN INSIGHT FROM MUSLIM FAMILIES DOI Creative Commons
Salami Mahmud,

Habiburrahim Habiburrahim,

Tabrani ZA

и другие.

Jurnal Ilmiah Islam Futura, Год журнала: 2024, Номер 24(2), С. 329 - 329

Опубликована: Авг. 2, 2024

Educating children in the 21st century is different from it was 20st century. Parents this era face challenges because impossible for their to be away Internet and social media. Children become asocial of addiction gadgets Internet. However, Internet, they may learn new things that allow them get information faster than parents do. must certainly adapt change educating so are not distracted by negative effects incorrect education caused technological advancements. The purpose study promote some important knowledge have educate century, aside religious knowledge, as primary foundation upbringing Muslim families. This research undertakes a thorough examination scholarly work on Islamic contemporary studies children's learning After scrutinizing range literature, researchers identified several pertinent references investigation. results elucidate order effectively nurture era, required possess profound understanding principles alongside continuous commitment enhance comprehension diverse fields such parenting techniques, technology, psychology, communication strategies.

Язык: Английский

Процитировано

1
Professional Development on Digital Literacy for Teachers in Early Childhood Education in the Digital Era DOI Creative Commons

Hernik Farisia,

Imam Syafi’i

Tafkir Interdisciplinary Journal of Islamic Education, Год журнала: 2024, Номер 5(3), С. 360 - 375

Опубликована: Июнь 7, 2024

The demand for teachers’ digital literacy competencies has become a worldwide concern in transforming education the era, as technology an important part of teaching and learning process. Therefore, this study aimed to identify how sustainable teacher development impacts competencies. This used qualitative approach with interviews, questionnaires, documentation, Focus Group Discussions (FGD) instruments gather data. findings showed that preschool improved, particularly their ability create content learning. strategy enhance was conducted through professional scheme placed community at its center, serving medium teachers develop abilities. program focused on three main schemes improve skills: (1) self-development Wakelet training assist managing collaboration other teachers, (2) conducting research-based quality learning, (3) fostering innovation developing media integrates into practices. results provide significant contribution exploring improving skills. Future research could capture more creative solutions technical challenges sustaining programs.

Язык: Английский

Процитировано

0
Strategies for Strengthening Character Education in Islamic Boarding Schools Through Extracurricular Activities DOI Creative Commons
Nadya Huda, Bambang Sigit Widodo,

Karwanto Karwanto

и другие.

Munaddhomah Jurnal Manajemen Pendidikan Islam, Год журнала: 2024, Номер 5(3), С. 354 - 366

Опубликована: Ноя. 27, 2024

This study examines the role of extracurricular activities at Al Falah Islamic Boarding School in strengthening student character and strategies implemented to achieve this goal. Employing qualitative methods such as interviews with key stakeholders direct observations, research highlights significant impact like scouting, Pagar Nusa martial arts, Palang Merah Remaja, rebana, calligraphy fostering values discipline, leadership, empathy among students. Key include embedding into curriculum, training program managers, diversifying enhance participation, garnering support from families communities. The findings reveal that structured purposeful programs effectively contribute students’ development. Leadership activities, humanitarian involvement, cultural preservation essential values. Despite its contributions, acknowledges limitations, including small sample size, focus on a single institution, lack analysis across different age groups, levels, or gender. reliance also suggests need for further involving broader more varied samples, exploration diverse educational settings, mixed-methods approach. These underscore potential strategic avenue education boarding schools.

Язык: Английский

Процитировано

0
Comparison of Undergraduate Religious Education Curriculum in Indonesia and Malaysia DOI Creative Commons
Ahmad Ismail, Mahfud Junaedi, Zainudin Hassan

и другие.

Nazhruna Jurnal Pendidikan Islam, Год журнала: 2024, Номер 7(2), С. 315 - 337

Опубликована: Июнь 5, 2024

This study aims to analyze the differences in undergraduate curriculum of Islamic teacher education Indonesia and Malaysia. is a qualitative type where data were collected through interviews, observations, document analysis. The study, which took place at UIN Walisongo Semarang, Indonesia, University Technology Malaysia, showed that there are structure management religious programs, namely; 1) In bachelor's degree can only be obtained by attending university immediately after students complete high school. contrast, school graduates required follow one matriculation, foundation, or diploma programs for two years before continuing their Institute Teacher Education (IPG). 2) To education, Indonesian must 144 credits minimum 3.5 maximum 7 years, while Malaysia 128 completed 4 6 years. 3) Although both supervised dean, program completely under control chairperson program, 40% designed School department (pedagogy area) 60% managed Tamaddun Academy (professional social-personality ability area).

Язык: Английский

Процитировано

0