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INDONESIA
Journal of Contemporary Gender and Child Studies
Published by Yayasan Zia Salsabila
ISSN : 29876370     EISSN : 29639948     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other
journal of contemporary gender and child studies is the study of gender and children, especially on gender and mainstreaming and childrens rights both in the study.
Arjuna Subject : Ilmu Sosial - Stugi Gender
Articles 5 Documents
 1 
Search results for , issue "Vol 3 No 1 (2024): April" : 5 Documents clear
Teachers' Practical Approach in Embedding Islamic Values in Students' Daily Activities Juliani; Selpi Trianda Sari; Prilintan Gita Aulia; Yuni Siti Azwari; Rendy Prayoga
Journal of Contemporary Gender and Child Studies Vol 3 No 1 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v3i1.275

Abstract

The instillation of Islamic values in students' daily activities plays a vital role in shaping their character and morality. Teachers, as primary educators, hold a highly strategic role in integrating Islamic values into the students' daily lives. This study aims to explore the practical approaches employed by teachers in instilling Islamic values within the school environment. This research adopts a qualitative descriptive approach using the library research method. The approach focuses on collecting data from various written sources to gain a deep theoretical understanding. Consequently, this study does not involve experiments or direct field data collection but emphasizes the analysis of relevant literature. The findings indicate that the approaches employed by teachers include setting examples through good morals, direct teaching of Islamic values across various subjects, and utilizing extracurricular activities and habituation in students' daily activities. Teachers also use everyday situations to connect events with moral lessons and Islamic teachings. Through these approaches, students can understand and internalize Islamic values in their lives, fostering the development of good character in line with Islamic teachings. The instillation of these values is not limited to cognitive aspects but also encompasses the affective and psychomotor dimensions of students' daily behavior.
Islamic Religious Education Curriculum and Strengthening Religious Moderation in Indonesia Diwani Elfarisyah; Juliani; Dewi Agustin; Imelda Ariska; Sintia
Journal of Contemporary Gender and Child Studies Vol 3 No 1 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v3i1.276

Abstract

This study seeks to examine the role of the Islamic Religious Education curriculum in enhancing religious moderation in Indonesia. Religious moderation is a crucial factor in fostering harmony within community life amid the variety of ethnicities, religions, and cultures. The PAI curriculum possesses significant potential in promoting the values of religious moderation that emphasize tolerance, anti-radicalism, and appreciation for differences. This study employs a qualitative approach using a literature study method. Data were collected from various sources including education policy documents, journal articles, and relevant books. The analysis focused on identifying the concept of diverse moderation in the PAI curriculum and its application in the context of formal education in Indonesia. The findings indicate that the PAI curriculum has incorporated the values of religious moderation through moral education, inclusive religious perspectives, and the cultivation of a tolerant attitude. However, implementation on the ground continues to encounter challenges, such as inconsistent understanding among educators and the absence of specialized training on diverse moderation. Additionally, open materials that integrate the values of diverse moderation require enhancement to be more pertinent to the challenges posed by globalization and digitalization. In summary, the PAI curriculum plays a pivotal role in reinforcing religious moderation in Indonesia. Nonetheless, its effectiveness is largely contingent upon the alignment of policies, real-world implementation, and the enhancement of educators' competencies. Consequently, collaborative efforts are essential among the government, educational institutions, and the community to ensure that the values of religious moderation are effectively ingrained through the Islamic Religious Education curriculum.
Indonesian Islamic Religious Education Curriculum: A Review of Compliance with Global Education Standards Bella Nabilla; Juliani; Dea Puspita Sari; Dwi Khairunisapril; Septia Pandini
Journal of Contemporary Gender and Child Studies Vol 3 No 1 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v3i1.277

Abstract

This research aims to examine the suitability of the Islamic Religious Education (PAI) curriculum in Indonesia with global education standards. In the context of an increasingly integrated world, the PAI curriculum is expected to be able to reflect universal values, such as tolerance, inclusiveness, and desire, without ignoring local identity and religious values. This research uses a descriptive-analytic approach with a literature study method. The research results show that although the PAI curriculum includes several elements of global education, such as character education and strengthening moral values, there are still challenges in integrating technology, global literacy, and diversity-based education. In addition, resistance to change and limited resources are significant obstacles in implementing a curriculum that is in line with global standards. Therefore, it is necessary to develop a curriculum based on a global-local approach (glocalization), increase the capacity of educators, as well as collaborative support from the government, educational institutions, and the community. With this step, it is hoped that the PAI curriculum will be more responsive to global changes and contribute to forming a generation that is religious, tolerant, and competitive at the international level.
Building Students' Character and Life Skills through the Islamic Religious Education Curriculum Nada Nabilah; Juliani; Nida Khafia Lubis; Kristiana; Wahyu Rizqi Ardana
Journal of Contemporary Gender and Child Studies Vol 3 No 1 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v3i1.278

Abstract

The emergence of increasingly sophisticated technology requires humans to optimize intellectually and morally. Education plays a role in producing a generation of intellectuals and noble characters. Islamic religious education is the basis for becoming a reference for the source of the actual value of power that can lead to the aspired activity, namely character education as the needs of the Indonesian nation. This study aims to examine character education through Islamic religious education in the era of the digital revolution. This study uses a qualitative method with the type of library research or library research. Researchers analyzed written literature as the primary source in books, research journals, and seminar proceedings. Based on this literature review, character education through Islamic religious education is based on religious values, Pancasila, culture, and national education goals. Implementing morality (character) in Islamic religious education through teaching, habituation, coercion, punishment, fosters student character.
Minister of Education and Culture Regulation Number 65 of 2013 concerning Elementary and Secondary Education Process Standards Emha Dzia’ul Haq
Journal of Contemporary Gender and Child Studies Vol 3 No 1 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v3i1.279

Abstract

Process standards are criteria regarding the implementation of learning in elementary and secondary education units to achieve graduate competencies. The legal basis governing educational process standards is contained in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 65 of 2013. In the implementation of process standards, it can be said that it has been carried out well, by professional teachers. Its implementation can run effectively, efficiently in accordance with the planning that has been set for achieving graduate competency standards that meet the graduation standard requirements. The obstacles or constraints include: a learning system that is less efficient and effective, inadequate facilities and infrastructure and the role of teachers in teaching who are less competent. The most frequent impact that appears and occurs in process standards is a very low learning system. With very incompetent teacher quality.

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