Qur’anic education and non-confessional RE: an intercultural perspective

Abstract

This article focuses on the reported experiences of Muslim students that regularly shift between Muslim 'supplementary education' (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur'an) and mainstream school education (including its 'inclusive' form of religious education'). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositionalthe former as nonconfessional and 'modern', the latter as confessional and 'outmoded'both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.

Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

“…With this religious education paradigm, it tends to eliminate prejudice from ignorance and general stereotypes (McCowan 2017). Therefore, religious education subjects and figures in public schools are agents of Islamic values that are peaceful, democratic, and compatible with human rights (Leirvik 2004;Berglund and Gent 2019;García 2019;Halstead 2007;Abu-Nimer, et al 2016). In multicultural societies, religious education needs to exceed the indoctrination of specified values (Balakrishnan 2017).…”

“…The sustainability of a religious value is determined by the means used in transmitting it to the next generation. Berglund and Gent (2019) stated that religious education is one of the most important channels in maintaining the survival of certain traditions. Without the ability to transmit knowledge, values, and ways of life to the next generation, the teachings of religion become a non-living phenomenon.…”

“…Without the ability to transmit knowledge, values, and ways of life to the next generation, the teachings of religion become a non-living phenomenon. Berglund and Gent (2019) also stated that religious education learning is an important channel for transmitting its understanding, values, and core meaning from the older to the future generations. In Indonesia, the meanings and teachings of Islam are carried out through Islamic education in public schools.…”

“…The teaching of religion is the key used by the older generation to transmit knowledge, values, and the core teachings of Islam to the future generations. According to Berglund and Gent (2019), without actors and channels to transmit knowledge, values, and core teachings of Islamic religion, the tradition has the ability to lose its value. The inculcation of Islamic values in Indonesia is carried out by various channels, both in the form of education in the community, family, and formal schools.…”

Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0

“…Filosofi pendidikan Iqbal tidak hanya solusi untuk masalah yang ada pada masanya, tetapi juga memegang solusi untuk masalah umum masyarakat Muslim (Nauman, 2018). Pendidikan agama, dalam hal pengajaran, adalah cara kunci di mana generasi yang lebih tua dapat menularkan kepada anakanak mereka tentang makna inti, nilai-nilai, pemahaman, sikap hidup, dan praktik agama mereka, dengan memastikan bahwa elemenelemen vital tersebut dijalankan maju ke masa depan (Berglund & Gent, 2019 Hipotetis karena "lintasan pembelajaran aktual tidak dapat diketahui sebelumnya" Guru adalah agen yang membuat hipotesis lintasan pembelajaran untuk keperluan perencanaan tugas yang menghubungkan kegiatan berpikir siswa saat ini dengan kemungkinan kegiatan berpikir di masa depan. Ide lintasan pembelajaran telah mendapat perhatian sebagai cara untuk memfokuskan penelitian pada pembelajaran dalam layanan pengajaran dan penilaian.…”