Enhancement of Culture in Education: Research on Indonesian High School

Abstract

The research focused on the development models of Islamic religious studies at senior high schools. In addition, this research was employed the qualitative approach, applying multi case design. The research findings show the development of Islamic religious subject is not sufficient only with the development of Islamic religious teaching in the class-room i.e. in the form of giving extra time for teaching. Furthermore, the development strategy should occupy the cultural approach by applying religious material teaching as schools' culture; this is particularly, throughout the development of educational leadership, the awareness both from society and school community to shape religious culture at the school. The actualization of religious culture is the manifestation of the development of Islamic religious subject. This strategy effects on the students' attitude in terms of their spirituality, brotherhood, tolerant, discipline and motivation in learning activities. There are two patterns (i.e. performing and modeling) is the continual relationship. It means the more mature of the object of putting cultural values; the more modeling pattern will be used into practice, while using the performing pattern will be decreased. Finally, the result of the research shows in order to implement the strategy effectively, the commitment and support of the school community is needed.

Religious Culture Development in Community School: A Case Study of Boyolali Middle School, Central Java, Indonesia

“…Developing the Islamic religion is not enough just to develop the teaching of Islam in the classroom, namely in the form of giving additional time to teach. Furthermore, the development strategy must use a cultural approach by applying religious material as a school culture; this in particular, throughout the development of educational leadership, the awareness of both the community and the school community to shape religious culture in schools (Sahlan, 2014).…”

Multicultural Education through Constructivist Learning Strategies

“…Even though, the commitment of school institutions plays a vital role in promoting inclusive religious teachings and strives to change the attitudes of students to avoid a biased, prejudiced viewpoint, and overshadowed by suspicion of other groups. (Saeed, 1999;Sahlan, 2014). Moreover, the pluralistic culture of Indonesian society requires teachers to make pedagogical innovations through various designs of cooperative learning models (Zulaeha, 2013).…”

“…What some scholars believe is only casuistic and cannot be generalized, because most of the madrasa in Indonesia still teach a multicultural paradigm and an inclusive perspective for students. Not a few scholars also specifically discuss multiculturalism in the educational domain (DomNwachukwu, 2010;Grant & L.Lei, 2001;Sahlan, 2014). The success of schools in solving diversity problems depends on the pedagogical competence of teachers in anchoring teaching and learning to students in the classroom.…”

Integration of Schools and Madrassa into Pesantren in Indonesia

“…The idea of scientific integration in Islam is now is being pursued by Islamic educational thinkers. Early emergence of the idea of integration of science backed by the existence of dualism or scientific dichotomy between general science on the side and the science of religion on the other one, whereas in Islam the source of knowledge is only one that is revelation [2]. Existence of the dichotomy of science also gave birth to the dichotomic education system.…”