Categorising interfaith learning objectives: a scoping review

Visser, Hannah J.; Liefbroer, Anke I.; Moyaert, Marianne; Bertram-Troost, G.D.

doi:10.1080/13617672.2021.2013637

Cited by 5 publications

(2 citation statements)

References 91 publications

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“…In this scoping review, the interfaith intervention program's impact was categorized into three domains: cognitive, attitude, and behavior/skills. This was in line with the interfaith learning objectives proposed by Visser et al (2021) that consist of knowledge, attitude, and skill domains at the level of self, other, interaction-personal, and interaction-societal. This scoping review confirms that learning, education, or interfaith/interreligious dialogue encourages intergroup contact with different religious identities.…”

Section: Impact Of Intervention Programssupporting

confidence: 86%

Intervention Program to Reduce Religious Prejudice in Education Settings: A Scoping Review

2022

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In a plural society, education has an important role in preparing students to be able to live together with differences, including religious differences. Based on the contact hypothesis theory, various intervention programs have been carried out to overcome religious prejudice. This study aims to explore the concept, form, and impact of the interfaith intervention program in reducing religious prejudice in the context of education. The method used was a scoping review following the PRISMA-ScR protocol. Articles were searched online from the SAGE, Science Direct, Scopus, and Web of Science databases. There were six journal articles in the period 2012–2021 that were included based on the inclusion and exclusion criteria set. The results of this scoping review synthesized concepts, forms, and impacts, as well as research methods related to interfaith intervention programs to reduce religious prejudice in the education settings. We discussed the implications and directions for further research in research for the design, implementation, and evaluation of intergroup contact-based learning in education settings, especially higher education.

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Section: Impact Of Intervention Programssupporting

confidence: 86%

Intervention Program to Reduce Religious Prejudice in Education Settings: A Scoping Review

2022

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“…The learning process of students at Elementary School, the learning process there is going well but there are still a number of problems where many of the students are still not paying attention and are not active during the learning process. In fact, if we look at it from their school background, all students should be able to master this Arabic language skill easily, because at Elementary School, the lessons are complete in terms of general and religious aspects, there is general and book learning applied, the book here is the book yellow or commonly called bald Arabic, so with things like this it should be easy for students to better understand Arabic, but with several factors one of which is the negligence of the students themselves when the learning process students do not follow the learning process properly, and need It is known that when we study religion there are more and more distractions, one of which is sleepiness during the learning process, and the factor of the educators themselves is the teacher's lack of attention to students, lack here when learning takes place some of these educators do not see or pay attention to the conditions of the classes they teach, so so students seem to be indifferent in carrying out the learning process, and other factors, namely the superiority of the Islamic Elementary School itself, namely in terms of qawaid not in terms of speaking Arabic (Visser et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

The Study of Arabic Conversation Skills was carried out at elementary school

Joana,

Yuri,

Crosbie

2023

Lingeduca: J. of Language and Education Studies

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This study aims to train students' Arabic conversation skills at the elementary school level. The conversation skills of students at the elementary school level are very low, so students at the elementary level are awkward to communicate using Arabic. With Arabic-based conversational learning aimed at encouraging, guiding, developing and fostering abilities and cultivating a positive attitude towards Arabic conversation skills, both receptively and productively, students at the elementary school level can learn Arabic conversation skills. So that these students can communicate using Arabic conversation through the study. The method used by the researcher in conducting this research was a survey method and in-depth interviews, in which at this stage the researcher conducted interviews with elementary level students by asking questions to these students, so that with these answers the researcher could collect data from students at the elementary level. the basis. The researcher hopes that with this research on Arabic conversation skills study, students can add knowledge and insight about the Arabic conversation skills. Therefore, in order to increase the insight and knowledge of elementary level students about the study of conversational Arabic skills, researchers can conduct research related to the study of conversational skills of Arabic students at the elementary school level.

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