Implementation Of Integrated Learning of Islamic Religious Education to Improve Student's Social Attitude Competence

Demina,; Trisoni, Ridwal; Darmansyah,; Jubba, Hasse; Mudinillah, Adam

doi:10.19105/tjpi.v17i1.5818

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…As stated by (Mahmudah & Shafrizal, 2022;Mulia, Iswandhiari, & Mailani, 2019) in their research there are still many students who do not have caring, environmentally friendly, cooperative, responsive, and proactive characteristics, this can be seen from the fact that there is still a lot of garbage scattered in the school environment. The same thing was also revealed (Aziz, Hady, Novezry, Siswoyo, & Mustofa, 2021;Demina, Trisoni, Darmansyah, Jubba, & Mudinillah, 2022;Sobry & Fitriani, 2022) in their research that the social attitude problem faced by students is a sense of indifference to the social environment. This fact is reinforced by (Aryani & Yuliarti, 2023;Fitriana & Suhendro, 2022;Samsudin & Iffah, 2020) in their research that the attitude problem faced by students is the decline in religious and moral awareness.…”

Section: Introductionmentioning

confidence: 65%

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

Naima,

Yaumi,

Nursyam

et al. 2024

tijie

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This article discusses and analyzes the implementation of Islamic religious education learning and the supporting and inhibiting factors in shaping students' social attitudes at Balaroa Elementary School, Palu City. The type of research used in this research is qualitative field research using the Miles and Huberman analysis technique. The results showed that the implementation of Islamic religious education learning in Palu City consisted of three stages, namely initial activities, core activities, and closing activities. The supporting factor for Islamic religious education teaching at Balaroa Primary School is the addition of Islamic religious education class hours. Meanwhile, the inhibiting factors are the need for more motivation for some students and the lack of facilities and infrastructure to support learning. The analysis results show that the initial activities of Islamic religious education learning at SDN Balaroa can shape the social attitudes of students by forming an attitude of discipline, responsibility, and compassion for students. Likewise, the core learning activities can create and build an attitude of sympathy and empathy in students. Furthermore, the closing activities of Islamic religious education learning can also form an open attitude and the ability to work with students. Thus, implementing Islamic religious education at SDN Balaroa has implications for forming social attitudes in students.

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Section: Introductionmentioning

confidence: 65%

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

Naima,

Yaumi,

Nursyam

et al. 2024

tijie

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“…Especially in the school environment, Islamic Religious Education teachers are the cornerstone of creating tolerance education, especially for students and generally for the school environment itself. Mumin (2018;21) states that competent Islamic Religious Education teachers are essential to minimize the attractiveness of radical teachings and activities. This research more closely reveals the role of Islamic Religious Education teachers in shaping attitudes of tolerance, which are very diverse, including:…”

Section: Results and Discussion The Role Of Islamic Religious Educati...mentioning

confidence: 99%

The Participation of Islamic Religious Education Teachers in Forming an Attitude of Inter-Religious Tolerance

Nazopah¹,

Hamdani²

2023

Jurnal Ilmu Pengetahuan dan Teknologi

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This study aims to determine the role and responsibilities of a teacher towards students who not only transfer knowledge through learning materials in the classroom but also by providing education that impacts their attitudes and behavior. SMPN 1 Gunung Sari is a junior secondary education institution that facilitates students from various economic, social, and religious backgrounds, namely Islam, Hinduism, and Christianity. This research is qualitative descriptive research which is further carried out using a case study design, namely field research using observation, interview, and documentation methods. The results of research on the role of PAI teachers in forming inter-religious tolerance attitudes at SMP Negeri 1 Gunung Sari are carried out by maximizing the teacher's function as an educator, motivator, and evaluator. These forms of tolerance include respecting greetings, mutual love, a high sense of concern, cooperation, and mutual respect and respect. Supporters were forming this tolerance attitude, namely the existence of adequate worship facilities, the realization of Cooperation Factors among school members in religious activities, and a conducive school atmosphere.

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Implementation Of Integrated Learning of Islamic Religious Education to Improve Student's Social Attitude Competence

Cited by 2 publications

References 4 publications

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

The Participation of Islamic Religious Education Teachers in Forming an Attitude of Inter-Religious Tolerance

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