Soul Searching: The Religious and Spiritual Lives of American Teenagers

The research aimed to measure the level of inclusiveness of religious education teachers in Indonesia in 2018. The research method was a survey, conducted thorough capital cities in 34 provinces. The respondents were religious education teachers from Moslem, Christian, Catholic, Hinduism, and Buddhism at the secondary school level. The total sample was 3675 from 7976 population in the whole province capitals. They were selected based on Proportional Random Sampling technique and used Yamane formula at the level of confidence at 95 percent. The instrument research was the questionnaire of religious understanding which was constructed from three dimensions of variables, namely religious understanding toward the relation of religion and state, the relation among different religions and the relationship within the same religion. The research data technique analysis used structural equation modeling. The result showed that the inclusiveness level of religious education teachers iwas at 76,55, which was higher than the cut off value which was at 75,0. It means that the religious understanding of religious education teachers was good or generally at an inclusivism level.

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Inclusivism of religious education teachers in indonesia

In dealing with adolescents-at-risk who are involved in misconduct, the religious factor can be an effective approach. The objective of this research is to study the religious factor as a mediator in dealing with misconduct of adolescents-at-risk. This research is a survey study by design. The method used is quantitative through questionnaire using Likert scale. A study was done on 556 respondents comprising of adolescents within the range of ages 13 to 24 years. Factor analysis finds two main domains in misconduct of adolescents-at-risk, that is, family dysfunction and lack of religiosity. Mediation analysis is used to determine whether the religious factor may become the mediator for adolescent misconduct. Results of regression analysis show that the factor of family dysfunction contributes higher to the misconduct of adolescent-at-risk in comparison with the factor of religiosity. However, the issue of dysfunctional family itself is related with the lack of religiosity within family. A family which is concerned about religious education and practice will reduce the opportunity for adolescents to be involved in misconduct. Hence, to further empower the role of the religious factor in dealing with adolescents-at-risk, the family plays an important role in applying religious aspects in order for adolescents to be able to control themselves from any misconduct. Thus, results of mediation analysis show that 0.275 states the religious factor is a mediator for misconduct of adolescents-at-risk. This research will also focus on the relationship between lack of religiosity among adolescents, how it is related to dysfunctional family and how religiosity can be a mediator to reduce misconduct of adolescent-at-risk.

Religiosity as Mediator in Reducing Misconduct of Adolescents-at-Risk.

Mathematics teachers in integrated Islamic schools in Maluku are having problems implementing the integration of Islam into mathematics learning. This study aims to develop a learning model based on Islamic Integrated Information Communication Technology (IICT) to help teachers increase creativity in mathematical problem solving and students' environmental awareness. The main output of this research is an ICT-based active learning model that integrates Islamic sciences into mathematics learning to support the development of creativity skills in solving mathematical problems and students' environmental awareness at an early age. The development of the learning model in this study is a combination of the Plomp (2013), Dick & Carey (2015), and Joyce et al. (2009). Plomp's model was used for the research and model development phase, Dick & Carey for instructional design, and Joyce et al. for the model's contents. The resulting model is an adaptation of the hierarchical and procedural combination of the three developments. The research subjects are mathematics teachers and students. The data analysis technique used is the analysis of the instrument's validity, the IICT model, the practicality, and the effectiveness of the IICT model. Based on expert validation and testing results, the resulting model meets the needs of mathematics teachers and students of SMP/MTs in an integrated Islamic school environment. The results showed that the IICT learning model was qualified to help teachers integrate Islam in mathematics learning, increase creativity in solving math problems, and students' environmental awareness.

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Islamic Integrated Information Communication Technology Mathematics Learning Model for Students' Creativity and Environmental Awareness

Background The Global School-based Health Survey showed that 20.6% of Indonesian students aged 13 to 17 years old were bullied. The proportion was lower than those reported from Southeast Asian countries (28.3% to 51.0%). School education was reported to contribute to the reduction of bullying, but no similar study has been done in Indonesia. This study aimed to explore the role of school-based education in preventing bullying in high schools in Indonesia. Methods In-depth interviews with principals and focus group discussions with teachers from five schools in Mataram City were conducted in 2018. Data were transcribed and analyzed using thematic analysis. Participant observations and document reviews were conducted to verify the data. Results Seven themes emerged: (i) Bullying as a problem, (ii) Causes of bullying, (iii) Effects of bullying, (iv) Curricular interventions, (v) Cultural interventions, (vi) Institutional interventions, and (vii) Challenges and recommendations regarding current interventions. Curricular interventions include Pancasila (state ideology or principles of the state's philosophy) and civic education, and religious education, while cultural interventions include cultural practices and extracurricular activities. The schools provide an enabling environment by maintaining a good physical environment and implementing policies to prevent bullying. These activities promote the prevention of school bullying. Conclusion This study demonstrated that moral education in curriculum and cultural activities are avenues for the prevention of school bullying. The implementation of both religious education and civic education encouraged to create values among students. In Indonesia, current interventions should be continued and must be modified to respond with societal changes.

School-based education to prevent bullying in high schools in Indonesia.

Mental disorders contribute substantial burden to the society due to their widespread occurrence and debilitating effects. A quarter of the world’s population are children and adolescents, a significant number of whom experience mental disorders as early as the age of 14. Some interventions have been found to effectively reduce the risk factors and reinforce protective or preventive factors. However, there is still a need to put emphasis on mental health promotion strategies such as religious education. This paper aims to discuss the importance of religious education in promoting mental health. Religious education can be instrumental to improving adolescent mental health. Specifically, it can: (1) help develop healthier reaction to stimuli through the internalization of religious morality; (2) reinforce religious coping mechanisms which reduce the impact of stresses, enhance coping skills, and promote a less risky lifestyle; (3) increase awareness regarding religious beliefs and practices and their influence on the individual, the family, and the community; and finally, (4) promote connectedness which can enhance self-esteem and well-being. However, negative health outcomes such as discrimination and social isolation can also develop, especially among religious or gender minority groups. It is important to reflect on the crucial role of religious education on adolescent mental health. School-based mental health education and promotion strategies can maximize the benefits of religious education by putting emphasis on effective implementation of religious education to positively influence adolescent mental health.

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Emmy Amalia

Papers

Religious education can contribute to adolescent mental health in school settings