Showing papers on "Religious education published in 2022"

The Influence Of Islamic Religious Education On The Student's Conduct

Abstract: SMPIT Kharisma Darussalam is an Islamic educational institution that is expected to be able to produce the seeds of a generation of Muslims who can carry out Islamic religious orders properly and correctly, from which a learning process must be built in the classroom and outside the classroom that can shape the morals of students and students with good morals. good. This study also aims to examine how much influence the role of Islamic religious education learned in schools has on the morals of students at SMPIT Kharisma Darussalam and to find out what efforts are made by schools in improving the morals of students at SMPIT Kharisma Darusslam. This research method uses a qualitative descriptive method by means of a case study. The results of this study are that there is a change in the morals of students at SMPIT Kharisma Darussalam.

Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School

Abstract: This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.

Implementing Learning Strategies for Moderate Islamic Religious Education in Islamic Higher Education

Abstract: Religious Moderation in education is important to implement because it can bring a deterrent effect to the students’ religious understanding and practice to avoid radicalism in higher education. The present study is aimed at investigating learning strategies to deliver Islamic Religious Education in higher education. A qualitative method with a case study approach was applied in this study. The data were collected by using interview, documentation, and observation. The results show that the university applied several learning strategies to strengthen students’ psychomotor and affective aspects in the form of experiential, habituation, emotional, functional, and rational strategies. Those strategies can be implemented by using various learning methods such as lectures, discussions, experiments, and assignments that promote moderate Islamic values and Rahmatan LiAlaminin.

Pendidikan islam multikultural dalam indikator moderasi beragama di indonesia

Abstract: The mainstreaming of religious moderation in Indonesia is not always warmly welcomed, because there are still those who consider it a liberalization or secularization of religion. This study seeks to identify the value of multicultural Islamic education in the indicators of religious moderation formulated by the Ministry of Religion of the Republic of Indonesia. This literature research uses a normative-philosophical approach. The analytical theory used is the values of multicultural Islamic education formulated by Azyumardi Azra. The results of the study conclude that there are dimensions of the value of multicultural Islamic education in the four indicators of religious moderation in Indonesia. First, the value of tasamuh education on indicators of tolerance in the formation of Islamic religious social understanding and attitudes that respect the reality of the plurality of life among religious communities. Second, the value of peace education on indicators of national commitment in the formation of Islamic religious understanding and social attitudes that emphasize peace and unity in state life. Third, the value of humanism education on anti-radicalism indicators in the formation of Islamic religious social understanding and attitudes that uphold human values. Fourth, the value of wasatiyah education on accommodative indicators of local culture in the formation of moderate Islamic religious understanding and social attitudes to address the plurality of local traditions as long as they do not conflict with Islamic teachings. The theoretical implication of this research is that there is relevance of universal values in indicators of religious moderation in Indonesia with various values of multicultural Islamic education.

Religious Moderation, Inclusive, and Global Citizenship as New Directions for Islamic Religious Education in Madrasah

Abstract: This article examines the direction of the development of Islamic religious education in Madrasah. The main subject of the research is the Decree of the Minister of Religion (KMA) number 183 of 2019 concerning the Islamic religious education curriculum and Arabic language in Madrasah. This research is very important in order to be able to explore the direction of the development of Islamic Religious Education in Madrasah and how to determine the basis for that direction. This clarity can ensure the truth or untruth of various issues milling about this, one of which is the issue of the abolition of Islamic religious education lessons. Researchers studied with a descriptive qualitative approach using content analysis techniques. So far, no researcher has studied this subject. The results show that the direction of Islamic religious education was born through in-depth study. Development is based on philosophical, sociological, psycho-pedagogical, and theoretical foundations as well as a rationalization so that it can be said to be a systemic and measurable reinforcement. Moderate and inclusive behavior is one of the goals that is strengthened as the direction of Islamic religious education in Madrasah so students are ready dan play positif as global citizenship.

Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran

Abstract: This article aims to identify and compare the characteristics of human agency in liberal and Islamic religious education, comparing Iran as a religious context influenced by Islamic state ideology ...

Islamic Religious Education Strategy in Instilling Character Moral Values in Adolescents

Abstract: Introduction: Islamic religious education (PAI), in its implementation, requires appropriate strategies and methods to deliver educational activities towards the desired goals, including inculcating moral values in the form of speech, attitude and behavior. Inaccuracy in the practical application of the method will hamper the teaching and learning process, wasting time and energy. This study aims to determine the strategy of Islamic Religious Education in instilling the character of moral values. Method: The type of research used is phenomenology with a qualitative approach. There are two types of data used, namely primary data and secondary data. The analytical method used is qualitative analysis. Result: The results of research through appropriate learning strategies can improve the quality of learning well so that it can adapt to the differences of students, the ability to achieve tendencies, as well as the interests and intelligence of students well. Teachers can develop learning theme material and convey it through demonstration methods, inviting methods, modeling, and ignoring students if they do things that deviate beyond moral values in the learning process, also presented by demonstrating or demonstrating learning material. Apart from that, giving students the opportunity to develop character in Islamic religious education subjects will automatically affect the pattern of PAI learning strategies in schools/madrasas. Conclusion: By providing opportunities to develop the character of Islamic religious education students, it will automatically affect the pattern of PAI learning strategies in schools/madrasas. So that the management of learning in PAI subject matter must get a comprehensive study both in terms of material content, to the learning model used, including strengthening strategies so that they can be harmonious in responding to the character development of students.

Interculturalizing Religious Education—Mission Completed?

Abstract: In 1996 the German Länder started the ‘mission’ to interculturalize all subjects, including religious education (RE). Interculturalizing also applies for RE taught in conformity with the oldest model for RE. In so-called ‘confessional RE’ at state schools, it is the Catholic teacher who teaches children of several classes of the same year in one denominational RE group. The Protestant teacher teaches children whose parents ticked off “Protestant RE”. How this model came into existence is displayed in a historical introduction of this chapter. However, a newer model called ‘cooperative RE’ is gaining popularity. In various schools there is ecumenical education by both Catholic and Protestant staff or multireligious education by Jewish, Christian, or Muslim teachers. New publications on this latter model have a focus on organizational matters, but also shed a light on interreligious learning. However, in this chapter the focus is on how intercultural issues are dealt with in the classroom within the first model. After all, confessional RE is still the standard and most common model in Germany. Therefore, this article will focus on Protestant confessional RE that is not organized in cooperation with Islamic, Jewish, or Catholic colleagues.

Religious education for free and equal citizens

Abstract: The aim of this article is to interact critically with Matthew Clayton and David Stevens’s recent critique of non-confessional religious education, constituted as a separate, compulsory subject in ...

Epistemic Injustice and Religious Education

Abstract: Lately I have noticed philosopher and ethicist Miranda Fricker’s concept of “epistemic injustice” (Fricker 2007) employed across a wide variety of fields, from medicine and mental health to studies of race, gender, religion, and decoloniality, and even education—but not, to my knowledge, in religious education per se. This lacunae seems odd, given that the issues contained within both terms—“epistemic,” concerning knowledge production and practices, and “injustice,” concerning morality and uses/abuses of power—occupy prime real estate in the work of many religious educators. Epistemic injustice, as Fricker develops the idea, refers to “a wrong done to someone specifically in their capacity as a knower” (Fricker 2007, 1). It is about harm perpetrated by both personal and structural constraints on one’s ability to participate in a given knowledge economy. How might epistemic injustice relate to religious education? In what Fricker refers to as its testimonial form, epistemic injustice concerns a knower’s credibility: whose voice holds authority and legitimacy, and whose is ignored or silenced? Testimonial epistemic injustice occurs when bias against a person or group prevents their witness from being heard or treated as legitimate. Disregard for children’s spiritual insights, even if inadvertent, is a commonly occurring example in faith communities and schools in which children find themselves treated as incapable of significant religious knowledge because of their age. Against such disenfranchisement, religious educators such as David Ng, James W. Fowler, Elizabeth Caldwell, Karen-Marie Yust, David Csinos, and many others long have worked hard to underscore the legitimacy of children as people who can and do “know religiously,” not only as receivers of knowledge but also as those who construct theological meaning. They contribute to religious knowledge from their particular vantage point as children, whether they do so positioned within a faith tradition or through observation of others and in classroom learning about religion. Is it a stretch to assert that children experience real harm from testimonial forms of epistemic injustice in which their capacities as knowers are disregarded or belittled? Although the wounds accrued from epistemic injustice certainly differ from other forms of harm, those of us who view knowledge-and meaning-making practices as critical aspects of being human will recognize the potential for injury in such acts. To have one’s knowledge and insight delegitimated because of bias against youth (or old age, or race, or sexuality, or gender, or citizenship status, to name just a few examples) is to deny one’s full humanity. Epistemic injustice likely is tightly interwoven with other sites for enacting inequalities. Furthermore, epistemic injustice, while perhaps the derivative consequence of forms of bias that are its source, represents a specific double form of harm: the erasure of one’s knowledge from the collective wisdom (a communal-structural detriment), and the gradual diminishment of self-as-knower (an individual-personal injury). Religious educators sometimes may find themselves on the “receiving end” of testimonial epistemic injustice. Those who teach religious education in schools, for example, sometimes speak of bias against religious education as a “less academic” subject, and therefore, less important than the so-called core curricular areas like language arts or mathematics. People skeptical about the value of studying religion in schools may see both subject matter and its

Spiritual education as a subspecies of relational education

Abstract: Though the promotion of spiritual ‘development’ is statutory in state-maintained schools in England and Wales, it is neither clear what spirituality is nor how schools might educate in this area I

Should high-school biology teachers relate to students’ religious faith when teaching evolution? The perspective of Jewish teachers

Abstract: ABSTRACT Evolution is one of the most controversial scientific issues worldwide, mainly because of the presumed conflict with religion, which also arises in school biology classes. Here, we surveyed biology teachers from different Jewish sectors in Israel about their experiences teaching evolution and their perspective on relating to students’ religious faith. Information was collected using an online questionnaire that was answered by 97 teachers, and three focus groups of 9 teachers. Half of the teachers reported encountering student religious-based opposition, in traditional/religious schools more than in secular ones. The teachers indicated that students’ religious faith may hinder their understanding of evolution, while teachers’ own perception of the conflict influenced their attitude. Most of the teachers indicated their willingness to relate to their students’ religious faith in class, mainly because of the importance of relating to students’ inner world. Our research adds to the global interest in evolution education by shedding light on this topic in a Jewish population, which has been little studied. In addition, the study emphasises the importance of relating to teachers’ experiences and perspective in the discussion on whether to relate to students’ religious faith during science class, because teachers are the mediators of science to future citizens.

The Influence of Christian Religious Education in Family and Parenting Styles on Adolescent Character Formation

Abstract: This study aimed to test and prove through data collection that the formation of the character of Christ in adolescents is influenced by the implementation of Christian religious education in the family and parenting patterns. The research method used in this research was the survey method - correlational. Based on the data analysis, the results showed that: 1) Christian religious education in the family had a significant effect on the formation of the character of Christ in adolescents; 2) Parenting patterns have a significant effect on the formation of Christ's character in adolescents; 3) Christian religious education in the family and parenting patterns together have a significant effect on the formation of the character of Christ. Thus, efforts to form the character of Christ in adolescents can be done by increasing the intensity of the implementation of Christian religious education in the family and increasing the right parenting pattern.

Exploring the Relationship between Science, Religion & Attitudes toward Evolution Education

Abstract: Abstract While some have argued that abandoning religious belief is the only way to help religious individuals accept evolution, we strongly contend that highlighting faith-evolution compatibility is much more effective. This article describes a professional development event for science teachers and religious educators highlighting ways to teach human evolution using a science inquiry approach coupled with methods for helping students reconcile science and religion. Since many science teachers in our population face a highly religious student body, are religious themselves, and have religious education integrated into the school system, we asked them to invite the religious educators (i.e., seminary teachers) at their schools to join them at the event. In addition, a group of religious educator faculty members from the local university joined the event. We collected data both before and after intervention. Results showed that the event strengthened understanding of the intersection between evolution and religion for this particular faith group, decreased feelings of conflict in participants themselves, and increased their confidence and comfort level in offering reconciliation to students and designing lesson plans that include human examples of evolution. Differential impacts on each group of participants are discussed in terms of what we can apply to efforts like this going forward.

Analysis of the Relationship of Religious Character, Perseverance and Learning Motivation of Junior High School Students

Abstract: The urgency of doing this research is so that educators and students have a reference on how the relationship between religion, perseverance and learning motivation in learning Islamic Religious Education. In addition, this study also aims to determine the relationship between religious attitudes and student learning persistence at SMPN 2 Bengkulu City and SMPN 2 Jambi City in the subject of Islamic Religious Education. The research design used is a quantitative research method with a correlational research design. The number of samples studied amounted to 140 students. The results showed that in the T test there was a significant comparison between variables and in the correlation test there was a significant relationship between religious attitudes, persistence and learning motivation of students at SMPN 2 Bengkulu City and SMPN 2 Jambi City on Islamic Religious Education Subjects.The implications of this research are expected to be a reference for educators and students in improving and understanding the religious character, perseverance and learning motivation of students, so that it has a good impact on the learning process, especially in Islamic religious education subjects.

Analisis model kurikulum pendidikan agama islam di abad 21

Abstract: The Islamic religious education curriculum model in the 21st century underwent significant changes, especially in the massive 21st century by collaborating between the education curriculum and technology. This fact is based on the many researches that have been published with an emphasis on the Islamic religious education curriculum model. In line with the above situation, the researcher will conduct an in-depth analysis of several research results. The focus of this research problem is how to model the Islamic religious education curriculum in the 21st century. The research uses a qualitative method with a systematic literature review approach. Sources of research data using search results on Google Scholar, Publish and Perlish and Garuda Ristekbrin with a vulnerability of the last 5-7 years with the keywords "Islamic religious education curriculum design", "education curriculum development and design" and "Islamic religious education curriculum in the 21st century" specifically the study criteria selected by the researcher, including; curriculum design, Islamic religious education curriculum design, education curriculum in the 21st century. The results show that some research results of Islamic education curriculum want to give a new color without losing the initial foundation, by designing Islamic religious education curriculum which aims to increase faith and piety to Allah, and make students have a culture of noble character which is collaborated with the development of information technology in the 21st century. Thus, the core design curriculum presented by Murray Print can be a foundation through direct understanding and practice, so that students can absorb lessons optimally. So that the creation of two paths of education, namely vertical (relationship with God) and horizontal path (relationship with humans).

Strengthening Religious Moderation as A Hidden Curriculum in Islamic Religious Universities in Indonesia

Abstract: This article aims to offer an ingredient so that radical thinking in universities, especially in Islamic universities, is not contagious and systemically infected. The growth of radicalism in college based on surveys in recent years has increased. Through literature review and qualitative analysis, it was found that: a) in Apple's lens, the growth of radicalism in colleges stems from ideologies working in the built-in education system; b) religious moderation needs to be used as a shield or counters to the growth of the seeds of radicalism; c) the operationalization of religious moderation (tolerant and inclusive attitude) as a hidden curriculum can be done in three positions at once, namely hidden curriculum as an instrument, religious moderation as a hidden value and religious moderation as hidden curriculum planned in secret by lowering CPL to a more operational and measurable CPMK.

Opting out of Religious Education and the Religiosity of Youth in Poland: A Qualitative Analysis

Abstract: For several years now, a large number of secondary school students in Poland have given up Religious Education. The basic hypothesis is that the religiosity of young people is the main correlate with the abandoning of religion classes. In order to analyze this phenomenon, qualitative research was carried out in the form of in-depth interviews with secondary school students who had opted out of religion classes. The interviews were conducted in January and February 2022, with 29 students of randomly selected general secondary schools from various cities of Poland who had opted out of Religious Education. The technique called computer-assisted web interview (CAWI) was used. Young people were first asked about their reasons for giving up Religious Education, and then about their religiosity. The 16 questions in the interviews were divided into the following groups: attitude to Religious Education at school; and attitude to faith and religious practices, with reference to the Church and Catholic morality. These studies have shown that an increasing percentage of young people do not identify with the Catholic Church and do not want to participate in confessional Catholic Religious Education. The main conclusion of the study is to rethink the current concept of Religious Education in Poland so that it will be more open to students with different religious beliefs and worldviews.

Pedagogic competence of teachers in religious moderation-based islamic education for disabled students

Abstract: This study explored: 1) the understanding and skills of teachers in managing PAI learning based on religious moderation for people with disabilities; 2) the form of religious moderation in the teaching of PAI based on religious moderation for people with disabilities; and 3) factors that influence the teaching of religious moderation in religious moderation-based PAI teaching for people with disabilities. Descriptive qualitative field research method was used in this study. The results of the study revealed that: 1) The ability of teachers in carrying out learning was quite good; 2) The forms of religious moderation that are accustomed to the extraordinary schools of Bengkulu city, including attitudes of tolerance, tolerance, egalitarian (equality), caring (empathy), compassion and mutual help or mutual assistance, and responsibility; and 3) Factors that influence the implementation of Islamic religious education learning activities based on religious moderation for the disabled at special schools in Bengkulu city, including supporting factors (stakeholder commitment, facilities and infrastructure, rules and curriculum) and inhibiting factors (knowledge, parental commitment), and teacher commitment).

“Minority within minority” or a “minority of two majorities”: religious education and the making of Christian identity in Israel

Abstract: ABSTRACT This qualitative article examines the making of a distinct Christian identity through confessional teaching of Christianity. As there had been very little empirical research on teachers of religious education and none on teaching Christianity in Israel, this pioneering paper investigates the teachers’ views on their goals and challenges, while analysing how Christian identity is constructed, reworked and negotiated in their practice. In doing so, the article reflects on the meaning and implications of two moods of being a Christian in Israel: being a member of a Christian minority within the Arab minority in Israel (minority within minority), and being a member of a Christian minority of the Muslim and the Jewish majorities in Israel (minority of two majorities). The article examines how teachers educate for both moods and ponders over the sociopolitical interests served by the teachers in religious education.

Islamic Religious Education Learning For Early Childhood in the Covid-19 Period

Abstract: Islamic religious education is given from the time the child is in the womb to birth. The pandemic period is the biggest challenge for families, where more children have to stay at home, limit going out of the house, and study at non-formal institutions. The purpose of this study was to determine the learning of Islamic religious education for early childhood during the pandemic in Riau Province. This research is expected to be an evaluation for parents and teachers in developing, providing examples and being role models for early childhood at home in everyday life during the pandemic. The number of subjects in this study amounted to 10 parents who came from several 4 districts in Riau Province. The results showed that Islamic religious education for early childhood has been implemented well, where parents and people around them always provide examples of good religious practices so that children are easier to imitate and implement every day. Parents' biggest hope is that this pandemic will end soon so that children can go back to school so that children's social development will develop better as a provision for their future

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

Abstract: This multiple case study examines the attitudes of 14 Islamic education teachers from Israel towards the meaning, causes and consequences of religious extremism among students in their Arab and Muslim-majority middle and high schools. These teachers define religious extremism as belief in absolute religious truth, inflexibility in religious interpretation, or strict adherence to Islamic teachings. In addition, the teachers distinguish the personal (adolescence, family problems and psychosocial needs), religious (unquestioned following of extremist imams or religion scholars; adopting of selective, literal and decontextualised readings of the religious text; influence of partisan teachers) and socio-political factors (students' feelings of fear and anger towards Israel and its unjust and oppressive role in the Palestinian–Israeli conflict) that push students towards religious extremism. Religious extremism, the teachers conclude, may lead to hatred or violence against followers of other religions, antagonism between Muslims and Jews in Israel, increased Islamophobia in Western societies, the rejection of Islam, the oppression of female students and reduced student achievement and diminished future prospects.

Perceptions of pre-service and graduate early childhood and primary teachers regarding their confidence in teaching Religious Education in Catholic primary schools

Abstract: ABSTRACT This research reports an exploratory study of 22 pre-service teachers involved in the Religious Education courses offered by The University of Notre Dame Australia, as part of the university’s accreditation to teach religious education. The study examined the influence of key factors on how confident these pre-service teachers perceived themselves to be to engage with the necessary knowledge to effectively teach religious education in a Catholic school. The pre-service teachers were surveyed pre and post their final-year internship, and subsequently, six of these were interviewed at the end of their first term of employment. Results indicated that out of the five compulsory courses, the two teaching method courses were found to be most influential in developing confidence to teach. Family, religious background, schooling, and mentoring were found to be influential in confidence development. In addition, confidence improved across the timeframe.

Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC

Abstract: According to the legal framework, religion forms a certain part of Norwegian early childhood education in publicly owned kindergartens. As the only Scandinavian country where this is the case, the object clause (statement of purpose) for Norwegian kindergartens defines basic values in the Christian and humanist heritage and tradition as the value foundation for the institution. In this article we explore the impact of the processes of secularization and pluralization on the pedagogical content of early childhood education, and how some pedagogical leaders understand the religious elements. Empirically, the article is partly based on qualitative interviews targeting seven public kindergartens in the counties of Oslo and Agder, and partly on interpretations of their planning documents, of which many are publicly available. The pedagogical staff express loyalty to the legal framework regulating early childhood education but seem to be more concerned with religious diversity and religious minorities than with majority religion and religion as an expression of Christian heritage and traditions.

Strategi pendidikan agama kristen dalam membentuk karakter remaja usia 12-15 tahun di era 4.0

Abstract: The purpose of writing this article is to see how effective the Christian religious education strategy is in shaping character in the 4.0 era. Based on the study in this article, the authors found several main problems, namely that there are still teenagers who are addicted to online games while watching pornographic videos. By looking at the subject matter, the paper is here to provide education through the teaching of Christian religious education. But there needs to be a relevant strategy in shaping the character of the teenager. The method used in writing this article is a descriptive research method with the study of Christian religious education strategies in shaping the character of adolescents aged 12-15 years in the 4.0 era. The results obtained in this study are parents, teachers, church and society have the main task in educating young people about a moral life based on Christian values. Thus, the role of teaching Christian religious education in each of these institutions is highly expected to be implemented based on the development of science and technology.

Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education

Abstract: We study whether compulsory religious education in schools affects students’ religiosity as adults. We exploit the staggered termination of compulsory religious education across German states in models with state and cohort fixed effects. Using three different datasets, we find that abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood. It also reduced the religious actions of personal prayer, church-going, and church membership. Beyond religious attitudes, the reform led to more equalized gender roles, fewer marriages and children, and higher labor-market participation and earnings. The reform did not affect ethical and political values or non-religious school outcomes.

Investigating the place of religion within the professional identity construction of two Muslim English language teachers in Saudi Arabia

Abstract: Whereas the topic of “Religion” has garnered considerable scholarly attention in the general education literature, its place within TESOL circles has long been contentious. It is only recently that the religious dimension of the TESOL profession and professionals has seen the light of day. Yet, even when the literature in ELT does engage with these issues, it mostly investigates links between evangelical Christianity and ELT. The relationship between other religions [e.g., Islam] and English language education remains remarkably underexplored . This qualitative multiple case study is an endeavor to address this scholarly gap as it investigates the place of religion within the professional identity construction of two male Saudi Muslim English language teachers in Saudi Arabia. By drawing on in-depth interviews as the primary source of data, and following the principles of an abductive content analysis approach, the study illuminates that Islam was central to the participants’ professional identities in three significant ways, namely: (1) supporting their wellbeing, (2) shaping their relationships with students, and (3) providing them with a sense of duty to safeguard students’ religious values. The study concludes with both theoretical and pedagogical implications as well as future research directions.

The Shift in the Authority of Islamic Religious Education: A Qualitative Content Analysis on Online Religious Teaching

Abstract: The COVID-19 pandemic has changed people’s social behavior in various fields, especially education and religion. Religious learning activities through social media have increased along with the shift from offline to online learning. Restrictions on physical activity encourage increased online activity. Religious education and teaching began to shift from traditional face-to-face to online teaching. Educational institutions no longer monopolize Islamic religious education. This study examines the shift in religious education authority due to the COVID-19 pandemic. This study has analyzed videos of popular religious studies broadcast on social media, YouTube, and Facebook using a qualitative content analysis method. This study finds that the shift in the authority of religious education can be seen in three aspects: popularity, themes, and learning models. The findings of this study indicate the weakness of traditional educational paradigms and authorities and the opening of new spaces for religious learning. This study complements previous work on Islamic religious education authorities.

Modernization of Education: a New Approach ‎and Method in Learning Islamic Religious ‎Education

Abstract: The purpose of this study is to describe Islamic religious education as the main subject taught at various levels of educational units that are facing serious problems, namely the threat of modernization that changes all human life in various fields, including education, in the era of modernization education is required to be responsive in overcoming various problems. faced by humans, education is faced with the demands of modern humans who want education graduates to master various fields and expertise. This research is qualitative research using exploratory research. The data analysis technique used phenomenological analysis and data collection methods in this study using observation, in-depth interviews, and documentation studies. The results of this study need to reformulate the education system based on the needs of modern society, one of the strategic steps is to change the approach and learning method of Islamic religious education in schools from the old model to the new model and this effort has already been carried out by superior schools in Indonesia, especially by schools. Islamic Senior High School Al-Azhar 1 Jakarta in the field of PAI studies which has benchmarks of success and five approaches in learning Islamic Religious Education including the following approaches: first, experience; second, habituation; third, Emotional; fourth, Rational; and Fifth, Functional. As well as creating special methods for each material in the Islamic Religious Education curriculum. The methods of the material are: first, the method of teaching faith; second, worship; third, morality; fourth, the history of Islamic culture; Fifth, the Qur'an.