The aim of this study was to analyze the effect of the Model Group Investigation model and the Number Head Together model on learning outcomes. Quasi-experimental method used in this research, the instrument used is multiple choice questions that produce research data. Research data were analyzed using t-test. The results showed that the Group Investigation model and the Number Head Together model could improve learning outcomes. In the result, the class that used the Group Investigation model had a higher score than the class that used the Number Head Together model. For further research, it is necessary to apply a model integrated with interactive multimedia, so that, it will be more interesting and can motivate students in learning.

/pdf/perbandingan-model-group-investigation-dan-number-head-qf9bq4ss7n.pdf

Perbandingan Model Group Investigation dan Number Head Together: Analisis terhadap Hasil Belajar

The involvement of women in acts of intolerance and radicalism disturbs religious harmony in Indonesia. The phenomenon of the Surabaya bombing involving women as the main perpetrators of acts of terrorism proves that acts of terrorism, which initially had a patriarchal masculine face, later made use of women with their feminine approaches. In such anxiety arises the Srikandi Lintas Iman Community in Yogyakarta, Indonesia. This community is an alternative for women in sowing the values of diversity, tolerance, and peace among the people. For this reason, it is important to research this community. This study aims to determine the construction and implementation of inclusive religious education built by the interfaith heroine community and the role of women in the development of inclusive religious education. This type of research is qualitative research. The research approach used is the educational sociology approach. The results of the study show that the construction of inclusive religious education in the Srikandi Lintas Iman Community in Yogyakarta stands on the principles and implementation of humanism and democratic values , which include pluralism, justice, equality, doing good to others, and honesty which is manifested in community activities. The implementation of inclusive religious education is classified into several activity groups; religious studies, interfaith dialogue, and interfaith cooperation while the role of women in the development of inclusive religious education in the Srikandi Lintas Iman Community includes the domestic role of the family and the transition role of social and religious communities.

/pdf/the-women-and-the-development-of-inclusive-religious-3mlr84tjtw.pdf

The Women and the Development of Inclusive Religious Education in the Srikandi Lintas Iman Community of Yogyakarta

Orthodox are a minority group within the minority in Indonesia. Some of theseOrthodox believers have identity as Christian or Catholic, which is also minorityreligions in Indonesia. The adjustments or adaptations made by Orthodox, especially those currently in school, are very interesting and important to learn. For Orthodox students in Malang, the absence of special religious lessons and their status as Christians make them face challenges, especially when studying at Catholic schools. The approach used in this research is qualitative. In particular, the researchers also used a phenomenological perspective in understanding adaptation in this school of Orthodox students. The informant in this study were students who believe in Orthodox and live in Malang. In general, there are no major problems that cause students to clash with other students or schools. Even so, there are problems in the matters of religious ordinances, the sign of the cross, and explaining their status as Orthodoxs. In general, the adaptation happened smoothly because these students were able to suppress their identity as Orthodox followers in the school environment. In addition, the absence of religious instruction in schools can be overcome by religious lessons in the Orthodox church.

Challenges and Social Adaptation Faced by Orthodox Students in Roman Catholic School

For many years, the Indonesian people have lived in a harmonious diversity of religions and beliefs. In the last decade, the harmony of living together has been torn apart by various issues of horizontal conflict, which are often triggered by religious sentiments. In the context of a multi-religious Indonesia, this qualitative research using Bhinneka Tunggal Ika (unity in diversity) method and the interpretative phenomenological analysis focusing on exploring Pancasila as the foundation for constructing religious education. The purpose of this research is to emphasize that Pancasila is an articulation of religious values that unites various groups of people in the midst of problems and threats of disharmony in a multireligious Indonesia. There are three important ideas generated from this research. First, religious education in schools, families, and communities applies the values of Pancasila as moral imperatives that bind each person with a different religious background to work in developing a harmonious and brotherly social life. Second, religious experience and belief are the main content of religious learning in schools that unites individuals from different religious backgrounds. Third, religious learning in schools in the context of multicultural-religious Indonesia is oriented towards developing solidarity and compassion with others in a harmonious living together.

Pancasila as a Philosophical Basis of Religious Education in the Context of Indonesian Religious Diversity

/pdf/the-challenge-of-religious-education-in-indonesia-2qg3vy2zxl.pdf

Elihami Elihami

Papers

The Challenge of Religious Education in Indonesia Multiculturalism