Religious experience as an aim of religious education

Court, Deborah

doi:10.1080/01416200.2012.750596

Cited by 20 publications

(16 citation statements)

References 13 publications

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“…The empirical facts of building tolerance character in The 2nd Senior High School Palangka Raya was a complete practice and kind of model of religious education thorough which the aim of religious education consist of knowledge, value and experience, and religious teachers became central in facilitating the pedagogical or instructional process [19]. This finding also similar to what [20] found that family relations and religion teachers were playing a pivotal role in building tolerance for students.…”

Section: Discussionsupporting

confidence: 60%

Maintaining Student’s Tolerance Character through Religious Education: A case study at The 2nd Senior High School in Palangka Raya City

Hayadin¹,

Qowaid²,

Hanun³

et al. 2020

Proceedings of the Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 201

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This study aims to describe the implementation of religious education in schools in order to maintain a tolerant character among religious students. The study was conducted in 2014 with a qualitative method in The 2nd Senior High School of Palangka Raya. Data collected used observation, interviews, focus group discussion, and documents. Research respondents consisted of school leaders, Islamic, Christian, Catholic, and Hindu religious teachers; students, and school committees. The results showed that The 2nd Senior High School of Palangka Raya in which was one of the pioneers of character education was proven to be able to foster tolerance among religious students. The efforts in maintaining tolerance were carried out through various approach, one of which was through religious education with intra-curricular ways, extracurricular ways, and through habituation ways.

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Section: Discussionsupporting

confidence: 60%

Maintaining Student’s Tolerance Character through Religious Education: A case study at The 2nd Senior High School in Palangka Raya City

Hayadin¹,

Qowaid²,

Hanun³

et al. 2020

Proceedings of the Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 201

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“…We acknowledge that the quest to define spirituality and its role in education is a challenging topic with a wide variety of viewpoints (for example, see Court ; Dalton ). Astin et al () define spirituality as “a multifaceted quality.…”

Section: Review Of Literaturementioning

confidence: 99%

Teaching with Spiritual Impact: An Analysis of Student Comments Regarding High‐ and Low‐Rated Spiritually Inspiring Religion Classes

Hilton

Sweat

Griffin

et al. 2016

Teaching Theology & Religion

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We analyzed 2,621 written student comments to better understand themes which most contribute to religion classes being rated high or low in terms of the spiritual benefit students received from the class. From 2,448 religion classes taught from September of 2010 through April of 2014, comments from the top 61 (2.5 percent) and bottom 51 (2.1 percent) rated classes in terms of being “spiritually inspiring” were compared for emerging themes. The most frequent themes in higher‐ranked spiritually inspiring courses were (1) intellectually enlightening and (2) applied religion to life. In lower‐ranked spiritually inspiring courses the themes (1) class time was ineffective and (2) poor assessments were prevalent. We explore the practical implications from these and other findings.

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“…The most prominent thing of the last curriculum reconstruction was the scientific approach as the learning approach by activating the students (active student centered) to build the knowledge (epistemological approaches) (Yasin & Jani, 2013). Briefly, the Islamic education learning is oriented more on the activity (activitybased), not on the content or content base (Court, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Changing of Islamic education curriculum Paradigm in Public Universities

Hanafi

2020

Al-Ta'lim J.

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Since the reformation era, the curriculum of Islamic Education in public universities has gone through such three modifications as Islamic education curriculum of 2000, 2002, and 2013. The objective of this research is to analyze the construction of the three kinds of the curriculum as well as the changing of the paradigm related to them comparatively. The paradigm of Islamic education curriculum 2000 was the continuity of the curriculum in the New Order era which was purely oriented to normative Islamic concepts (aqidah, syari’at, akhlak). In the opposite, Curriculum 2002 indicated many changes in its paradigm and material. Religion was not only a set of norms, but it also existed in reality and it was dynamic in responding the development of human being. Meanwhile, curriculum 2013 tried to emphasize the scientific learning approach by activating the students in building their knowledge. In other words, the learning activity is activity base-oriented, not content base-oriented.

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Religious experience as an aim of religious education

Cited by 20 publications

References 13 publications

Maintaining Student’s Tolerance Character through Religious Education: A case study at The 2nd Senior High School in Palangka Raya City

Maintaining Student’s Tolerance Character through Religious Education: A case study at The 2nd Senior High School in Palangka Raya City

Teaching with Spiritual Impact: An Analysis of Student Comments Regarding High‐ and Low‐Rated Spiritually Inspiring Religion Classes

The Changing of Islamic education curriculum Paradigm in Public Universities

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