Revisiting Character Education from Islamic Perspective

Eka, Eka

doi:10.20414/ujis.v21i1.1156

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…Pancasila and civics education, as well as religious education, are included in the school curriculum as a subject, while character education is integrated into the whole learning process. 31 These lessons include bullying prevention. This demonstrates ownership by both the government and schools, which was also identified as a factor in successful implementation of school health.…”

Section: Discussionmentioning

confidence: 99%

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School‐based education to prevent bullying in high schools in Indonesia

Tamaki

Amalia

Hernandez

et al. 2021

Pediatrics International

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Background: The Global School-based Health Survey showed that 20.6% of Indonesian students aged 13-17 years old were bullied. The proportion was lower than those reported from Southeast Asian countries (28.3-51.0%). School education was reported to contribute to the reduction of bullying, but no similar study has been done in Indonesia. This study aimed to explore the role of school-based education in preventing bullying in high schools in Indonesia. Methods: In-depth interviews with principals and focus group discussions with teachers from five schools in Mataram City were conducted in 2018. Data were transcribed and analyzed using thematic analysis. Participant observations and document reviews were conducted to verify the data. Results: Seven themes emerged: (i) Bullying as a problem; (ii) Causes of bullying; (iii) Effects of bullying; (iv) Curricular interventions; (v) Cultural interventions; (vi) Institutional interventions; and (vii) Challenges and recommendations regarding current interventions. Curricular interventions include Pancasila (state ideology or principles of the state's philosophy) and civic education, and religious education, while cultural interventions include cultural practices and extracurricular activities. The schools provide an enabling environment by maintaining a good physical environment and implementing policies to prevent bullying. These activities promote the prevention of school bullying.Conclusions: This study demonstrated that moral education in curriculum and cultural activities are avenues for the prevention of school bullying. The implementation of both religious education and civic education encouraged the creation of values among students. In Indonesia, current interventions should be continued and must be modified to respond with societal changes.

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Section: Discussionmentioning

confidence: 99%

“…Our study suggests that these interactions effectively influence the prevention of bullying. Pancasila and civics education, as well as religious education, are included in the school curriculum as a subject, while character education is integrated into the whole learning process 31 . These lessons include bullying prevention.…”

Section: Discussionmentioning

confidence: 99%

School‐based education to prevent bullying in high schools in Indonesia

Tamaki

Amalia

Hernandez

et al. 2021

Pediatrics International

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“…Dari Jawa, Sunan Bonang dan Sunan Giri belajar di Malaka, dan setelah menyelesaikan studi mereka mendirikan lembaga pendidikan Islam di tempat masing-masing. (Eka 2017). Di Jawa lembaga pendidikan Islam disebut pesantren, di dayah Aceh atau Rangkang, dan di surau Minang-kabau, pesantren berasal dari nama lembaga sebelum Islam, yang berasal dari bahasa tamik santri yang berarti guru mengaji.…”

Section: Hasil Dan Pembahasanunclassified

Perkembangan Pendidikan Islam di Indonesia Berkaca pada Revitalisasi Pendidikan di Negara-Negara Asia Tenggara

Muslim¹

2022

jiip

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Penelitian ini membahas terkait dengan perkembangan pendidikan Islam di Indonesia berkaca pada revitalisasi pendidikan di negara-negara Asia Tenggara. Metode yang digunakan pada penelitian ini adalah analisis deskriptif kualitatif, sedangkan teknik pengumpulan data dilakukan melalui wawancara, dan observasi. Dari hasil pengolahan data maka diperoleh kesimpulan bahwa lembaga pendidikan Islam yang terkonsentrasi di masing-masing negara tidak perlu diabaikan sampai saat ini, yaitu lembaga pendidikan tradisional dan lembaga pendidikan modern. Hasil analisis diperoleh data bahwa perkembangan organisasi lembaga pendidikan di negara-negara Asia Tenggara dengan pendidikan setingkat dengan Indonesia. Lembaga pendidikan Islam Indonesia yang menonjol adalah pewarisan nilai-nilai agama Islam. Hal ini sangat wajar mengingat aspek kurikulum yang ada saat ini semuanya mencakup mata pelajaran agama Islam secara komprehensif dan terpadu (walaupun di sekolah umum mata pelajaran agama Islam juga dipelajari tetapi tidak secara komprehensif dan mendalam) sedangkan di lembaga pendidikan Islam kurikulum pendidikannya. Islam menjadi fokus dan titik tekan. Perkembangan lembaga pendidikan Islam di Malaysia telah membawa peradaban baru yang diakui oleh dunia Islam. Hingga saat ini, Muslim Malaysia dikenal sebagai Muslim yang taat beribadah, kuat dalam menegakkan syariat Islam dan juga kehidupan beragamanya yang damai dan mencerminkan keislaman agamanya baik di desa maupun di pemerintahan.

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“…Where the surau used to be used as a place to stay for single children after Islam came and changed its function as a place of prayer, teaching, and development of Islam such as learning to read the Koran, the first to Islamize the surau was Shaykh Burhanuddin (1641-1691) after studying with Abd.Rauf Singkel in Kutaraja Aceh. Then he returned to his hometown and established a surau to educate a cadre of ulama who would continue the development of Islam in Minangkabau (Eka 2017).…”

Section: Islamic Education Institutions In Indonesiamentioning

confidence: 99%

“…Muslim / Revitalization of Education in Indonesia to Educational Institutional Organizations in Southeast Asian Countries All Islamic knowledge given at Islamic educational institutions in the archipelago is written in Arabic, Malay, and Pegon. Students generally can read and write (Eka 2017). The teaching method in Islamic educational institutions in Indonesia is sorogan and bandungan.…”

Section: Islamic Education Institutions In Indonesiamentioning

confidence: 99%

Revitalization of Education in Indonesia to Educational Institutional Organizations in Southeast Asian Countries

Muslim

2022

edukasia

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The Southeast Asian region consists of countries with diverse religious adherents. To examine the Organization of Educational Institutions throughout Southeast Asia, samples were taken from countries with a majority Muslim population and countries with a minority Muslim religion. Countries with Muslim majority adherents are Indonesia, Malaysia, and Brunei Darussalam, while countries with minority Muslims are Thailand, Singapore, and the Philippines. The development of Islamic educational institutions in Indonesia, among others, is marked by the gradual emergence of various educational institutions, ranging from simple ones to stages that are considered modern. Islamic educational institutions have played their functions and roles to the demands of society and their times. The development of these educational institutions has attracted the attention of experts both from within and outside the country to conduct comprehensive scientific studies. Now many research works of experts inform about the growth and development of these Islamic educational institutions. The aim is not only to enrich the treasures of knowledge with Islamic nuances as well as referecomparemparison material for managers of Islamic education in the following periods.

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Revisiting Character Education from Islamic Perspective

Cited by 8 publications

References 6 publications

School‐based education to prevent bullying in high schools in Indonesia

School‐based education to prevent bullying in high schools in Indonesia

Perkembangan Pendidikan Islam di Indonesia Berkaca pada Revitalisasi Pendidikan di Negara-Negara Asia Tenggara

Revitalization of Education in Indonesia to Educational Institutional Organizations in Southeast Asian Countries

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