Strengthening Character Education Based on Golden Habits at SMP Muhammadiyah 1 Depok Yogyakarta

Firman, Arham Junaidi; Hidayat, Nur

doi:10.21154/cendekia.v18i2.1886

Cited by 4 publications

(4 citation statements)

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“…The results showed that the management of religious education learning in conflict-prone zone schools includes three aspects, namely planning, implementation and evaluation. These results support the findings of previous research which states that the implementation of learning in schools includes planning, implementation and evaluation (Firman & Hidayat, 2020). Schools are required to perform a planning process guided by the Minister of National Education No.…”

Section: Religious Education Learning Managementsupporting

confidence: 89%

Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Remiswal¹,

Kustati²,

Zulmuqim³

et al. 2022

jiecr

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The multicultural approach plays a vital role in learning religious education in order to recognize the diversity that exists, especially in conflict-prone zone schools. This study aims to describe a multicultural approach in learning religious education in conflict-prone zones. Through exercising Garfinkel’s ethnomethodology analysis, this qualitative research was conducted at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo senior high schools within conflict-prone zones of West Pasaman, West Sumatra. The dynamics of school philosophy towards inclusive multicultural approaches in religious education for schools in conflict-prone zones indicated that academic culture within said schools must be capable of creating a more harmonious atmosphere among ethnic diversities, mainly that of Javanese, Minangkabaunese, and Bataknese. The application of multicultural approaches in religious education for such schools in conflict-prone zones showed that the planning, implementation, and evaluation of religious education must be carried out while simultaneously considering the diversity of these ethnicities. The employment of an inclusive multicultural approach in association with schools in conflict-prone zones showed that the school’s physical environment is strategic for the interaction of various ethnicities, such as with Javanese, Minang, and Batak ethnicities at SMAN 2 Pasaman and SMAN 1 Luhak Nan Duo. This research is useful as input in making and improving policies by schools and the government regarding the implementation of religious education with a multicultural approach in conflict-prone zone schools.

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Section: Religious Education Learning Managementsupporting

confidence: 89%

Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Remiswal¹,

Kustati²,

Zulmuqim³

et al. 2022

jiecr

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“…Hasan Langgulung in Firman (2017) states that the word fitrah in Arabic has the meaning of being a creation or made by God, in the sense that man has been given good potential by Allah. Therefore, even if not educated, man will naturally conform to the teachings of religion, because it has been created according to it, unless the person is educated otherwise, that is, educated to deny religion (Firman & Hidayat, 2020). This explains that human nature tends to goodness, truth, beauty, glory and holiness.…”

Section: Discussionmentioning

confidence: 99%

Teacher Creativity Counteracts Radicalism in The World of Education Based on Local Cultural Values

Remiswal¹,

Ahmad²,

Firman³

et al. 2023

INT J INSTRUCTION

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Religious studies have lately been considered a source of the spread of radicalism that is growing massively and targeting all ages, especially students. This study aims to identify and investigate religious teachers' creativity in countering radicalism based on local cultural values. This study hypothesizes that there is a relationship between the creativity of religious teachers and efforts to counteract radicalism based on local cultural values. This study uses a mixed method convergent design in Lombok and Makassar which were determined intentionally through purposive sampling technique. The research was carried out from August to October 2021. The population in this study were all religious teachers (23 people) with a saturated sample at the research locus. The measurement variables in this study include aspects of the perspectives, policies, and practices of religious teachers in counteracting radicalism based on local cultural values. Qualitative and quantitative data analysis is carried out descriptively. The results show that the creativity of religious teachers has a relationship and occupies a central position to counteract radicalism based on local cultural values. Meanwhile, overall, there is a close relationship between the creativity of religious teachers in aspects of perspective, policy, and practice with efforts to counteract radicalism based on local cultural values.

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“…In order to create educational goals, the curriculum must be able to improve its quality. The curriculum must be able to adapt to the situation of each good school, paying attention to the needs and stages of development of students as well as the needs of national development while keeping in mind that national education is based on national culture and national education based on Pancasila and the Constitution 1945 [7,8]. To continue to improve the quality of education in Indonesia, the curriculum applied is developing, adjusting to the education unit, regional potential, and it is necessary to evaluate the extent to which the effectiveness of curriculum implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

Readiness of Elementary School Teachers in Facing the Implementation of Independent Learning Curriculum

Khairi,

Badeni,

Kurniasih

et al. 2023

Advances in Social Science, Education and Humanities Research

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This article describes the readiness of elementary school teachers in implementing the Independent Curriculum, which is the current curriculum in the education system in Indonesia. The author's aim is to present a factual picture of the correlation between the readiness of teachers who have attended training in the implementation of the Independent Curriculum with the options offered, namely Independent Learning, Independent Change, and Independent Sharing. This research was conducted using the quantitative method with the Spearman Rank correlation test. The results of this study explain the readiness of elementary school teachers in facing the independent learning curriculum seen from teachers who have attended training with teachers who have not attended training.

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Strengthening Character Education Based on Golden Habits at SMP Muhammadiyah 1 Depok Yogyakarta

Cited by 4 publications

References 1 publication

Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach

Teacher Creativity Counteracts Radicalism in The World of Education Based on Local Cultural Values

Readiness of Elementary School Teachers in Facing the Implementation of Independent Learning Curriculum

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