Islamic Education as a Strengthening of Aqidah and Akhlaq in The Society 5.0 Era

Kasman, Adi; Ikhwan, M.; Aziz, Darlis

doi:10.21154/cendekia.v20i2.4962

Cited by 3 publications

(3 citation statements)

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“…Additionally, it amplifies the societal contributions of women. 33 These non-economic benefits, particularly pertinent in Islamic education, emphasize the reinforcement of faith, ethics, morals, Islamic behavior, 34 noble character, 35 social understanding, and a mindset embracing diversity without rigidity. 36 This study confirms the correlation between the probability of success and enrolment intention in both IHE and GHE (H3_ghe: sig.0.000<0.05; H3_ihe: sig.0.000<0.05).…”

Section: Figure 1 the Results Of The Proposed Frameworkmentioning

confidence: 99%

The Perceived Utility and University Enrolment Intention in Indonesia: Students Perspective

Juhaidi,

Ma'ruf,

Tajudin

et al. 2023

Cendekia J. Education and Society

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This study investigates the difference between the utility of general higher education (GHE) and Islamic higher education (IHE), students' enrolment intention, and their correlation. Data were collected using questionnaires. The participants of this study were 753 students in South Kalimantan, Indonesia. Researchers used convenience and snowballing sampling techniques. Data analysis used the Wilcoxon Signed Rank Test and Spearman's correlation. This study proves that the level of utility and all its factors (economic and non-economic benefit, probability of success, and cost) differ significantly between GHE and IHE (Sig<0.05). Moreover, it was found that all factors correlate with enrolment intention (Sig<0.05). However, correlation coefficients indicate that the cost of GHE and IHE is the factor with the weakest correlation (p=0,139 and p=0.084) with enrolment intention. The strongest correlation with enrolment intention is the utility of GHE and IHE (p=0,597 and p=0.579) and the possibility of success in GHE and IHE(p=0,614 and p=0.530). This study offers practical recommendations for higher education institutions and suggests future research.

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Section: Figure 1 the Results Of The Proposed Frameworkmentioning

confidence: 99%

The Perceived Utility and University Enrolment Intention in Indonesia: Students Perspective

Juhaidi,

Ma'ruf,

Tajudin

et al. 2023

Cendekia J. Education and Society

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“…Educators must be able to demonstrate effective and appropriate performance (Jujur, 2023). PAI teachers have more responsibility than teachers in other fields of study because PAI teachers not only carry out the task of teaching religion but also play a role in shaping and strengthening the character morals of their students (Kasman et al, 2022;S & Riadi, 2020). The competence of a PAI teacher lies not only in his personality but also in a deep understanding of the noble values that are lived and practiced.…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Information Technology for the Professional Development of Islamic Education Teachers in Indonesia

Ikhwan,

Fuadi,

Mailizar

et al. 2023

Progresiva

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The professional development of Islamic Religious Education (PAI) teachers is crucial to enhancing the quality of PAI learning in schools. One effective means to support their professional growth is through the utilization of technology as a learning medium and information source. This article aims to explore the use of technology by PAI teachers in their professional development, focusing on three key aspects: (1) The Importance of Integrating Technology in Teacher Professionalism; (2) Types and Functions of Technology Used by PAI Teachers; (3) Challenges Encountered by PAI Teachers in Advancing Professionalism through Technology. The research methodology used the qualitative method with the literature review approach, encompassing data collection and analysis from diverse sources such as journals, books, reports, and websites. The findings reveal that PAI teachers in Indonesia employ various technologies, including computers, laptops, smartphones, tablets, internet connectivity, social media platforms, applications, and software, for multiple purposes like information retrieval, communication, collaboration, content creation, presentation, and assessment of learning. The use of technology among PAI teachers yields several advantages, including the enhancement of knowledge, skills, motivation, creativity, networking opportunities, and learning resources. However, they face challenges related to limited infrastructure, access, costs, and support. Moreover, there's a lack of readiness, competence, and awareness regarding ethics and security among these educators. PAI teachers encounter difficulties, obstacles, and risks such as network disruptions, viruses, malware, spam, phishing, hacking, cyberbullying, and plagiarism. The challenges of utilizing technology for teacher professional development encompass skills, attitudes, infrastructure, and ethical considerations. Therefore, PAI teachers must possess adequate competence and readiness to integrate technology into their professional development.

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“…Today's objective reality is that education about theology (faith), also called aqidah and akhlaq, does not significantly affect students (Amin Abdullah, 2014;Zabidi et al, 2017). This is evidenced by the high moral decadence and the decline in students' respect for religious norms (Kasman et al, 2022;Umam & Muhid, 2020) without solely blaming the invasion of free culture from the West absorbed by students through television and internet media as the only factor causing the phenomenon of demoralization. However, there is a need for renewal in faith education, where an excessive portion of theologicaldogmatic debates make faith education materials stagnant and boring (Rahman, 2020).…”

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confidence: 99%

Dissemination of Faith in The Early Muslim Community in The Mecca Period: An Analysis of The Process And its Impact on Islamic Faith Education

Abdurrohim,

Adiyono,

Harun

2023

Int. J. Ihya’ ’Ulum al-Din

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This article discusses the historical chronicles of Prophet Muhammad SAW and their significance in integrating faith values into Islamic education. The focus of this research is on the historical process that occurred during the period of Mecca, where the foundation of the Islamic faith was laid. This study aims to explore the dissemination process of the Islamic faith during the early Muslim community in Mecca, its significance in integrating faith values in Islamic education, and its implications for the renewal of the curriculum and teaching methods of the Islamic faith in the present time. This study uses the prophetical-transformative theory proposed by Kuntowijoyo, which emphasizes the integration of modern science with the prophetic ideals of Islam. The article concludes that the historical chronicles during the time of the Prophet Muhammad saw. are crucial for understanding the foundation of the Islamic faith and its integration into Islamic education. The paradigmatic core values in Islamic faith education emphasize the importance of core values, which should be the basis for religious education. These core values reflect profound principles in Islam and should be an integral part of efforts to reform the Islamic faith learning curriculum. This article recommends the rediscovery of the historical facts of the dissemination of the Islamic faith during the early Muslim community in Mecca as a basis for the renewal of the curriculum and teaching methods of the Islamic faith in the present time.

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Islamic Education as a Strengthening of Aqidah and Akhlaq in The Society 5.0 Era

Cited by 3 publications

References 0 publications

The Perceived Utility and University Enrolment Intention in Indonesia: Students Perspective

The Perceived Utility and University Enrolment Intention in Indonesia: Students Perspective

The Utilization of Information Technology for the Professional Development of Islamic Education Teachers in Indonesia

Dissemination of Faith in The Early Muslim Community in The Mecca Period: An Analysis of The Process And its Impact on Islamic Faith Education

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