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All Journal Tamilis Synex: Multidimensional Collaboration Relevancia: Jurnal Pendidikan dan Pembelajaran Muaddib: Jurnal Pendidikan Agama Islam
Ingrid Solheim
Faculty of Psychology University of Bergen Christiesgt. 13, N-5020 Bergen, Norway
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing a Competency-Based Islamic Religious Education Curriculum in the Era of Independent Learning Syarif Hidayat; Ingrid Solheim
Muaddib: Jurnal Pendidikan Agama Islam Vol. 3 No. 02 (2025): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

This study aims to analyze and formulate a concept for developing a competency-based Islamic Religious Education (PAI) curriculum relevant to the Merdeka Belajar paradigm. The study employed a literature review method, examining various scientific sources, both national and international journals, and current education policy documents. The results indicate that the PAI curriculum in Indonesia is still dominated by a normative-doctrinaire approach that is oriented toward cognitive aspects and teacher-centered, thus less supportive of the realization of freedom of thought and independent learning, as embodied in the spirit of Merdeka Belajar. Based on theoretical analysis, the development of a competency-based PAI curriculum needs to be directed toward integrating spiritual, social, and personal values ​​with 21st-century skills, such as critical thinking, communication, collaboration, and creativity, rooted in Islamic values. This study concludes that transforming the PAI curriculum toward a competency-based model is a strategic step towards building contextual, adaptive Islamic education that is oriented toward character development and holistic competency of students in the Merdeka Belajar era.
Public Relations Strategy in Improving the Branding Image of Educational Institutions Siti Norfaizah; Abdul Haq; Khoirul Ulum; Ingrid Solheim
Relevancia: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 01 (2026): Relevancia: Jurnal Pendidikan dan Pembelajaran
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/rjp.v3i01.1116

Abstract

In the era of digitalization and globalization, educational institutions face significant challenges in building and maintaining a positive branding image in the public eye. The branding image of educational institutions particularly Islamic institutions plays a crucial role in shaping public perception, which in turn influences public acceptance, the improvement of educational quality, and the active participation of various stakeholders. This study aims to explore the role of public relations (PR) strategies in enhancing the branding image of Islamic educational institutions. The method used in this research is library research, by reviewing various relevant literature sources related to public relations, branding image, and their application within the context of Islamic education. The findings indicate that integrated and consistent communication strategies are essential in establishing a credible and positive institutional image. Additionally, the use of social media, the management of social and religious activities, and alumni engagement also contribute significantly to strengthening the branding image of Islamic educational institutions. This study offers a new perspective in understanding the role of public relations in managing the branding image of Islamic educational institutions, with the hope of providing valuable insights for the development of Islamic educational management and institutional communication in the future.
Climate Change Education and Environmental Sustainability in Norway Ingrid Solheim
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 01 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v4i01.1553

Abstract

Climate change education and environmental sustainability have become central pillars of Norway's educational reform agenda, reflecting the nation's commitment to addressing ecological crises through transformative pedagogy and systemic curriculum change. This study examines the implementation, evolution, and outcomes of climate change education across Norway's education system, drawing upon the 2020 Knowledge Promotion Reform, institutional case studies, and empirical evidence from school-level practices. Norway's approach is distinguished by the integration of sustainable development as one of three interdisciplinary themes—alongside democracy and citizenship, and public health and life skills—within a renewed core curriculum that emphasises in-depth learning, critical thinking, and student agency. The research identifies four critical dimensions: the interdisciplinary theme framework, the whole-school approach to sustainability, the university-school partnerships for ESD capacity building, and the tension between policy ambition and teacher readiness. Findings indicate that while Norway has achieved significant progress in embedding sustainability into national curriculum frameworks, implementation remains uneven, with some teachers reluctant to work interdisciplinary and students questioning the relevance of integrated approaches. Persistent challenges include time and resource constraints, the need for enhanced teacher professional development, and the difficulty of aligning assessment practices with ESD pedagogies. The study concludes that Norway's model offers valuable insights for nations seeking to integrate climate change education through interdisciplinary curriculum design, while highlighting the necessity of sustained investment in teacher capacity, leadership commitment, and systemic alignment between curriculum, assessment, and institutional practices.
Co-Authors Abdul Haq Khoirul Ulum Siti Norfaizah Syarif Hidayat