Over the last several decades have witnessed nothing short of a transformation in the study of religion. The human race lives in a time of deep concern for the future of the biosphere. Globalization can bring a paradox to the practice of Islamic education. Islamic education has a significant role in shaping the ethics and morals in the life of the people and of the nation to create religious and devoted people. The objective of this study was to describe the Islamic education learning approaches discourse strategy, the basic concept, classification, strategies, and its steps of developingto develop. This is a qualitative study using the main data source from literature, so it needs data elaboration from various literature. The data collection procedure by analyzing the literature using an analytical descriptive method. The results show that it’s time for Islamic education learning to develop an active learning method through good strategic planning so it can shape the students’ emotional intelligence. The implication of this result is scientific contribution and the concept of strategic approaches to Islamic education and as one of the efforts in developing the students’ emotional intelligence.
Penelitian ini menjelaskan bahwa persoalan kesejahteraan dan kualitas guru merupakan dimensi yang pertama dan utama dalam mewujudkan pendidikan nasional yang paripurna. Pendidikan di Indonesia saat ini sedang menghadapi masalah yang begitu kompleks, salah satunya adalah rendahnya kualitas tenaga kependidikan atau guru sebagai masalah pokoknya. Selain itu, masih kurangnya kesejahteraan bagi guru juga menjadi masalah pendidikan pada saat ini. Guru merupakan ujung tombak dari pendidikan, dan pendidikan adalah kunci dari pembangunan nasional suatu negara. Karena peran guru yang sangat krusial ini maka penting untuk memberi penghargaan kepada guru atau pendidik. Fakta yang terjadi di Indonesia adalah cerminan kesejahteraan guru masih dianggap kurang, khususnya guru yang berpredikat sebagai honorer. Oleh karena itu, kesejahteraan bagi semua guru perlu menjadi titik perhatian pemerintah dalam rangka mewujudkan pendidikan sejahtera untuk semua guru.
This article explains the importance of religious education in providing values and preventing social violence in madrasas, especially PAI teachers. The purpose of religious education in madrasas is the same as the purpose of life that is owned by every human being, including Muslims. Education also aims to humanize humans, meaning that a student must be treated well and be able to respect their opinions even if they are wrong. However, as an educator, they must be able to guide them by using their intelligence to achieve the desired goals in the future. Therefore, the success or failure of the PAI learning process is determined or influenced by environmental conditions, one of which is the madrasa environment. The role of PAI teachers in overcoming bullying behavior in Madrasas is divided into several stages. First, bullying behavior that involves physical means is an act of violence committed by the perpetrator of the bullying against. The victim by controlling the victim with the power possessed by the perpetrator. Second, bullying behavior that is verbal or nonphysical means an act of violence committed by the perpetrator against the victim by using satire, threatening, slandering each other, bullying, insulting, and so on. This research is a type of research that uses a qualitative approach. Therefore, the presence of Islamic Religious Education Teachers is expected to change attitudes and behavior. Through learning provided by competent educators and must be sensitive to the situation because the teacher's role like as a facilitator and mediator for his students.
This research studies about the policy of Islamic teacher education (PAI) about the extent of teacher certification towards the professional attitude they have towards the development of students, especially in the context of the digital age. Teacher certification especially PAI teacher can give professionalism attitude towards students in various learning activities. Meanwhile, the welfare of PAI teachers in Indonesia has increased with the emergence of the certification policy. Furthermore, it has implications for PAI teachers to be able to improve their professionalism in conducting learning obligations. Thus, the process that occurring in the interaction between educators and students can run well. In the end, the goal of Islamic education is to form a muttaqien person realized to the maximum. This research was a library library research that is research sourced from library materials using a qualitative approach. Therefore, it was an exploration of a number of data both primary and secondary data with concrete steps as follows: reading and examining in depth primary data such as books which are the results of research, theses or dissertations related to this topic. Therefore, Teacher education policies in the industrial revolution era 4.0 related to teacher certification especially PAI teachers need to be adjusted to the current context. Thus, teachers in Indonesia are not trapped between policy and reality on the ground faced by students. Our expectation is that there will be no more teachers in Indonesia complaining about their income, no more teachers being victimized by schools or foundations for those who have already been certified. Therefore, the teacher certification policy can make PAI teachers further increase their professionalism and welfare.
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