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All Journal At-Ta'lim : Media Informasi Pendidikan Islam Indonesian Journal for Islamic Studies
Devi Purnama Sari HS
Institut Agama Islam Negeri (IAIN) Curup
Religion Education Other

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Analisis Perbandingan Pendidikan Multikultural (Indonesia, Amerika, Kanada, Inggris) Eka Yanuarti; Devi Purnama Sari HS
At-Ta'lim : Media Informasi Pendidikan Islam Vol 19, No 1 (2020): JUNI
Publisher : Institut Agama Islam Negeri Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v19i1.2202

Abstract

Abstract: Comparative Analysis of Multicultural Education (Indonesia, USA, Canada, UK) Multicultural education in developed countries (Indonesia, United States, United Kingdom and Canada) asks for education that upholds human dignity and dignity by supporting and understanding the differences needed by each individual. Comparison of multicultural education (Indonesia, United States, United Kingdom, and Canada) The first of each developed country (Indonesia, United States, United Kingdom and Canada) has a contribution in multicultural education that is to want to impart decision on Multicultural actions in Indonesia giving a role to the Principal in supporting diversity owned by each student, in the United States teaches multicultural education by providing education to students about diversity, in the UK promoting multicultural education by means of a system using Language, English is not the only language. In Canada, multicultural education is implemented by applying an educational model that reconstructs cultural diversityAbstrak : Analisis Perbandingan Pendidikan Multikultural (Indonesia, Amerika, Kanada, Inggris)Pendidikan multikultural di negara maju (Indonesia, Amerika Serikat, Inggris dan Kanada) menginginkan pendidikan yang menjunjung tinggi harkat dan martabat manusia dengan cara menghargai dan memahami perbedaan-perbedaan yang dimiliki masing-masing individu. Perbandingan pendidikan multikultural (Indonesia, Amerika Serikat, Inggris dan Kanada) Pertama dari masing-masing negara maju (Indonesia, Amerika Serikat, Inggris dan Kanada) ini memiliki persamaan dalam pendidikan multikultural yaitu ingin membratas adanya tindakan-tindakan diskriminasi dan ingin menegakkan hak-hak asasi manusia secara adil, Kedua Perbedaan pendidikan multikultural di Indonesia memberikan peran kepada Kepala Sekolah dalam memantau keberagaman yang dimiliki masing-masing siswa, di Amerika Serikat menerapkan pendidikan multikultural dengan cara memberikan edukasi kepada siswa mengenai keberagaman, di Inggris menerapkan pendidikan multikultural dengan cara sistem penerapan Bahasa, Bahasa inggris bukan menjadi Bahasa satu-satunya. Di Kanada menerapkan pendidikan multikultural dengan cara menerapkan model pendidikan yang merekonstruksi dari keanekaanragaraman budaya.
Strategy for Improving the Competence of Islamic Religious Education Teachers in Implementing the Islamic Religious Education Curriculum at SD N 10 Lebong Eka Yanuarti; Devi Purnama Sari HS
Indonesian Journal for Islamic Studies Vol. 3 No. 2 (2025): Indonesian Journal for Islamic Studies
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijfis.v3i2.481

Abstract

Background of study: The Islamic Religious Education Curriculum implemented in elementary schools must be able to adapt to the times and the needs of students. This requires teachers to not only master the subject matter but also possess adequate pedagogical skills to deliver the material in an engaging and effective manner.Aims and scope of the paper: The purpose of this study is to examine the challenges and strategies for improving the competence of Islamic religious education teachers in implementing the curriculum at SDN 10 Lebong.Methods: The principal and Islamic religious education teachers at SD N 10 Lebong were the subjects of this study, which used a descriptive qualitative approach involving observation, data collection, interviews, and documentation.Results: According to the survey, teachers faced a number of difficulties, including repetitive instructional strategies, little use of digital media, a lack of pertinent training, and sporadic supervision. Additionally, the curriculum's content was frequently out of step with the real-world situations that students encountered. A number of tactics were used to solve these problems, such as frequent training on cutting-edge techniques, senior teacher mentorship, ongoing assessment, integrating technology into the classroom, and creating teacher learning communities.Conclusion: These techniques successfully raised student interest in learning, teacher proficiency, and pedagogical confidence. According to the study's findings, the effective implementation of the Islamic Religious Education curriculum in elementary schools depends on collaborative and sustainable professional development that is backed by the education office and schools. The results also emphasize how crucial it is for educators to take an active role in professional development initiatives in order to maintain competence.      
Co-Authors Eka Yanuarti Eka Yanuarti