Tolerance in UAE Islamic Education Textbooks

Alhashmi, Mariam; Bakali, Naved; Baroud, Rama

doi:10.3390/rel11080377

Cited by 14 publications

(13 citation statements)

References 33 publications

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“…The UAE's Ministry of Community Development has continuously reinforced community service and engaged citizenry by launching multiple volunteer programs. In 2017, the Ministry of Community Development created various initiatives such as the National Volunteering Strategy 2021 for the Year of Giving to organize and license teams and individuals for volunteer work (Ministry of Community Development, Alhashmi, Bakali, and Baroud, 2020). Then, in 2019 for the Year of Tolerance, the UAE's Ministry of Education implemented the concept of tolerance in the curricula to contribute to teaching culture openness and civilized dialogue (Alhashmi et al, 2020).…”

Section: Service-learning In the Uaementioning

confidence: 99%

“…In 2017, the Ministry of Community Development created various initiatives such as the National Volunteering Strategy 2021 for the Year of Giving to organize and license teams and individuals for volunteer work (Ministry of Community Development, Alhashmi, Bakali, and Baroud, 2020). Then, in 2019 for the Year of Tolerance, the UAE's Ministry of Education implemented the concept of tolerance in the curricula to contribute to teaching culture openness and civilized dialogue (Alhashmi et al, 2020). In other words, education Students' social responsibility competence serves as a strategy to instill values of citizenship in the UAE.…”

Section: Service-learning In the Uaementioning

confidence: 99%

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Improving Emirati students’ social responsibility competence through global citizenship education

Wren

2021

LTHE

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Purpose The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students. Design/methodology/approach The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews. Findings Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity. Research limitations/implications For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year. Practical implications The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues. Originality/value Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.

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Section: Service-learning In the Uaementioning

confidence: 99%

Section: Service-learning In the Uaementioning

confidence: 99%

Improving Emirati students’ social responsibility competence through global citizenship education

Wren

2021

LTHE

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“…Dalam kurikulum pendidikan Indonesia terdapat berbagai panduan pelaksanaan kegiatan belajar dan pembelajaran. Salah satunya dimulai dengan SKL (Standar Kompetensi Lulusan), sebagai acuan utama pengembangan berbagai standar pendidikan seperti standar isi ( (Alhashmi et al, 2020). Tujuan dari kajian ini adalah memahami bagaimana sikap sosial dikonseptualisasikan melalui buku teks pendidikan agama Islam dan Budi Pekerti yang digunakan di sekolah menengah atas di Indonesia.…”

Section: A Pendahuluanunclassified

Analisis Isi Sikap Sosial Dalam Buku Ajar Pendidikan Agama Islam Dan Budi Pekerti

Nurochim

Ngaisah²

2021

AHJE

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The purpose of this study is to find the embodiment of social attitudes that will be achieved through textbooks. The study in this article uses content analysis of textbooks used in PAI and Budi Pekerti learning. People's lives today are surrounded by various challenges. The challenge is in the form of high social and economic disparities. In addition, in the Indonesian context, society consists of various ethnic, racial, and religious backgrounds. At this time, society in the framework of globalization is facing acculturation of western culture that is different from local conditions. Therefore, it is important that social attitudes are formed through the learning process at school. One of the efforts is the learning of Islamic religion and manners, where Islamic teachings not only teach human relations with God, but also relationships with fellow humans. The results of the study show that social attitudes are reflected in graduate competency standards, content standards, core competencies and basic competencies, and textbooks. The concept of social attitudes in the form of honesty, courtesy, empathy, and responsibility. These attitudes are manifested in all religious activities and daily activities.Tujuan kajian ini adalah untuk menemukan perwujudan sikap sosial yang akan dicapai melalui buku ajar. Kajian dalam artikel ini menggunakan analisis isi buku teks yang digunakan dalam pembelajaran PAI dan Budi Pekerti. Kehidupan masyarakat pada saat ini dilingkupi oleh berbagai tantangan. Tantangan tersebut berupa masih tingginya kesenjangan sosial dan ekonomi. Selain itu dalam konteks Indonesia masyrakat terdiri dari berbagai latar belakang suku, ras, dan agama. Pada saat ini juga masyarakat dalam kerangka globalisasi menghadapi akulturasi budaya barat yang berbeda dengan kondisi lokal. Oleh sebab itu penting sikap sosial dibentuk melalui proses pembelajaran di sekolah. Salah satu upayanya adalah pembelajaran agama islam dan budi pekerti, di mana ajaran Islam tidak hanya mengajarkan relasi manusia dengan Allah, namun juga relasi dengan sesama manusia. Hasil kajian menunjukkan bahwa sikap sosial tergambar mulai standar kompetensi lulusan, standar isi, kompetensi inti dan kompetensi dasar, dan buku ajar. Konsep sikap sosial berupa jujur, santun, empati, dan bertanggung jawab. Sikap-sikap tersebut diwujudkan dalam segala aktivitas peribadahan dan aktivitas keseharian.

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“…The latest findings reveal that teaching lecturers are also a major factor in the dissemination of knowledge about tolerance education (Sirozi & Yenrizal, 2020). Teaching materials that are in accordance with the context of tolerance education are able to contribute to religious tolerance education (Ifechukwude & Gibson, 2021;Alhashmi et al, 2020). This is to support efforts to transform awareness towards an attitude of tolerance intensively and massively in the era of globalization.…”

Section: Studying Teaching Materials In Higher Education Against Reli...mentioning

confidence: 99%

“…Lecturers are also the most important factor in spreading knowledge about tolerance education (Sirozi & Yenrizal, 2020). Lecturers make teaching materials that are in accordance with the context of tolerance education and are able to contribute to religious tolerance education (Ifechukwude & Gibson, 2021;Alhashmi et al, 2020). Islam itself recognizes the term tasamuh to avoid religious intolerance in society (Yanti & Witro, 2019).…”

Section: A Introductionmentioning

confidence: 99%

Examining Teaching Materials in Higher Education Against Religious Intolerance and Pluralism in the Global Era: Islamic Perspective

Jamilah¹

2021

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This study aims to investigate the role of the study of teaching materials in universities on religious intolerance and pluralism. The study also explores the Islamic perspective on these two dimensions. The location of the research was carried out at the IAIN Parepare of South Sulawesi Province, Indonesia. The source of research data is secondary data obtained from document review of teaching materials in the Aqidah Akhlak (moral theology) course as well as literature relevant to the research topic. The literature study research methodology guided by content analysis focuses on three topics, namely teaching materials, religious intolerance, and pluralism in the view of Islam. The study revealed two findings. First, the results of a study of the components or the appropriateness of the contents of the items of teaching materials in accordance with the values of tolerance as contained in Pancasila and Bhineka Tunggal Ika. Thus, these teaching materials contribute to preventing religious intolerance and provide a new perspective on pluralism. Second, in the view of Islam, it is known that religious intolerance can be avoided by tasamuh, namely by instilling a commendable moral attitude. While pluralism there are two opposing schools between those who accept and reject. In the Qur'an, there is an explanation of pluralism as a necessity, human diversity in togetherness. The conclusion is that the study of teaching materials contributes to supporting tasamuh behavior and avoiding negative views about pluralism. Pluralism is not recommended, namely religious pluralism which is feared to have a negative impact on aqidah. With the study of teaching materials, negative possibilities can be minimized as long as they are in accordance with practice. Because after all, the values of pluralism are also able to foster mutual respect and appreciation between fellow human beings so that they can support the development of student morality. The expected implication is that universities must supervise and provide input on teaching materials that have the potential for the concepts of tolerance and pluralism. The government needs to support the socialization of the true importance of tolerance and pluralism in the campus environment.

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Tolerance in UAE Islamic Education Textbooks

Cited by 14 publications

References 33 publications

Improving Emirati students’ social responsibility competence through global citizenship education

Improving Emirati students’ social responsibility competence through global citizenship education

Analisis Isi Sikap Sosial Dalam Buku Ajar Pendidikan Agama Islam Dan Budi Pekerti

Examining Teaching Materials in Higher Education Against Religious Intolerance and Pluralism in the Global Era: Islamic Perspective

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