Pendidikan keagamaan anak keluarga muslim perdesaan pada era industri 4.0

Abstract

This research aims to uncover the religious understanding of Muslim families, religious education patterns of Muslim family children as well as looking for problems as well as the supporting capacity of parents in providing religious education to children in industrial era 4.0 families in Jati Village. This research is a type of qualitative research with a phenomenological approach. The results of this study show that: first, understanding the religion of Muslim communities only around the pillars of Islam and formal religious rituals coupled with the development of modernization has a shift in religious behavior in society; second, the pattern of religious education in children among the Muslim families of Jati Village, among others, educate with patience, compassion, habituation and educate with permissive patterns and democratic patterns; third, factors that become problems of Islamic education in the Muslim family environment in Jati Village, namely, the attention and example factors of parents, technology factors, factors lack interest in studying Islamic religious sciences and environmental factors; fourth, the support capacity of parents in providing religious education in the industrial era 4.0 is that access to information is easier and does not cost much.

The Application of Islamic Religious Education to Child Behavior (Case Study of Factory Worker Family in The Ngoro Industrial Park (NIP) Area, Ngoro District, Mojokerto Regency)

“…The child is a mandate entrusted by God which is highly expected and awaited by both parents, parents expect their child to have good behavior/morals and become a righteous child who will later help both parents through their prayers when their parents have been called first by the divine (Lestari and Anshori 2021).…”

Investigation of Religious Values in Building Diversity Attitude of High School Students in the Modern Era

“…Second, through religious activities such as in-class and extracurricular activities. Third, the impact of religious values on experience includes the dimension of belief (Husain, 2016;Lestari & Anshori, 2021;Nurmasari, 2022;Rozi, 2019;Wardani, 2019). If previous research focused on three tendencies, in this case the author will add regarding the role of education in instilling religious values, the challenges of religious attitudes in the modern era, the implementation of religious value instillation programs, the relationship between religious attitudes and technological developments, and the influence of the school environment in forming attitudes.…”