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TOFEDU: The Future of Education Journal
Published by Yayasan Baitil Ashwatul Quran
ISSN : 29638135     EISSN : 29617553     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
TOFEDU Journal is a scientific journal related to research results, conceptual studies, critical/comprehensive studies in the field of education. The results of the work of the researchers are expected to make a positive contribution in the field of education in order to achieve equitable, inclusive and affordable dissemination of information for all people. The main focus of this journal is: Early Childhood Education Elementary School Teacher Education English Education Physical Education, Health and Recreation Mathematics Indonesian Language Education Science Education Social Studies Education Cultural Arts Education Citizenship Education (PKn) Religious Education General Education Character Education Education with Special Needs Curriculum and Educational Technology Educational Management and Leadership Guidance and Counseling Multicultural Education Educational Psychology Evaluation in Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 133 Documents
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Search results for , issue "Vol 3 No 5 (2024)" : 133 Documents clear
The Concept of Islamization of Science from the Perspectives of Al-Faruqi and Al-Attas Ridwan, Mohammad; Saputra, Edy; Hamdanil; Daulay, Irmasani; Effendi, Amri; Danil, Muhammad
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.447

Abstract

The science that is circulating today has been influenced by Western philosophy, namely secularism and skepticism. This has led to the separation of religion (God) from science, with doubt becoming the foundation in the search for truth. This is, of course, in contrast to Islamic values. Therefore, Ismail Raji Al-Faruqi and Syed Muhammad Naquib Al-Attas offer the concept of the Islamization of science as a solution to the problems faced. The aim of this research is to examine the concept of the Islamization of science according to Ismail Raji Al-Faruqi and Syed Muhammad Naquib Al-Attas and its implications for the development of Islamic education. In this research practice, the researcher uses a qualitative approach and a descriptive method of non-interactive study. Data collection was carried out through literature study techniques, with the researcher as the key instrument. The collected data was then analyzed through the stages of data reduction, data display, and conclusion drawing. The results of this study show that there are both similarities and differences regarding several concepts within the Islamization of science in the views of Al-Faruqi and Al-Attas. Among the similarities is the background that justifies the need for Islamization. The differences between them are found in the stages of the Islamization of science. Al-Attas provides a general explanation with two stages: alienation and absorption. In contrast, Al-Faruqi offers a detailed explanation of this process with 12 stages. Another finding from this research indicates that the concept of the Islamization of science has implications for the development of Islamic education, covering institutional, curriculum, and educator aspects.
Navigating Content and Language Integrated Learning (CLIL) in Indonesian Universities: Promise and Pitfalls Marhamah Marhamah; Marhamah, Marhamah
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.466

Abstract

This study explores the implementation of Content and Language Integrated Learning (CLIL) in Indonesian higher education, highlighting its benefits and challenges. CLIL is an instructional approach that integrates subject content with a foreign language, aiming to enhance both linguistic competence and academic achievement. While widely adopted in primary and secondary education, its application at the tertiary level presents distinct difficulties that require critical assessment. Using a synthesis research methodology, this study examines 15 empirical studies from reputable academic databases, including ERIC, Scopus, and ProQuest Education Journal. The findings reveal that CLIL improves students’ language skills, subject knowledge, and motivation. Additionally, it offers professional development opportunities for educators by refining their English proficiency and pedagogical strategies. However, several obstacles hinder CLIL’s effectiveness in Indonesian universities. Students’ limited English proficiency affects content comprehension, while a shortage of well-trained instructors poses instructional challenges. Further difficulties arise in integrating content with language instruction and developing appropriate assessment methods. This study emphasizes the necessity of institutional support, teacher training programs, and supplementary language courses to optimize CLIL’s benefits and mitigate its challenges. Future research should focus on targeted interventions to enhance its feasibility and sustainability in Indonesian higher education.
Strategy for Improving Teacher Quality: Integrating Competence, Professionalism, and Incentives to Enhance Teaching Performance Prananda, Gingga
The Future of Education Journal Vol 3 No 5 (2024): December
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.919

Abstract

This study aims to analyze the strategy for improving teacher quality through the integration of competence, professionalism, and incentives in order to enhance teaching performance. The method used is a literature review, which examines various theories, policies, and previous research related to the topic. The results of the literature review show that high teacher competence, developing professionalism, and appropriate incentives can mutually support each other to improve teacher performance. The integration of these three elements has been proven to create a more effective learning environment, where teachers are more motivated and committed to self-development and the quality of teaching. Policies such as Teacher Certification, although providing significant incentives, need to be balanced with ongoing training and non-financial recognition to motivate teachers more comprehensively. In conclusion, the integration of competence, professionalism, and incentives is an effective strategy for improving teacher quality, but the challenges in implementation on the ground, especially in areas with limited resources, still need to be addressed through more inclusive and equitable policies.

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