Exploring Interactive Read Aloud Literacy Learning and Quality Books in the Merdeka Curriculum

Durriyah, T. L., Niasari, C., & Afriyanti , I. (2024). Exploring Interactive Read Aloud Literacy Learning and Quality Books in the Merdeka Curriculum. Pedagogia: Jurnal Pendidikan, 13(2), 306-319. https://doi.org/10.21070/pedagogia.v13i2.1718

 

Abstract

The Indonesian government issued a policy on teacher literacy teaching competency standards, which includes teachers' ability to help students access, use, interpret, and communicate information and ideas through various texts according to students' characteristics and needs (Ministry of Education, 2022a). This study aims to promote reading aloud and interactive book selection in literacy learning for public primary school teachers in Depok, West Java, Indonesia. This qualitative case study explored teachers' understandings and practices in selecting books and integrating reading-aloud activities with learning outcomes in the Merdeka Curriculum. Six teachers participated in the study, which involved data collection through surveys, focus group discussions (FGDs), interviews, observations, and oral reflections. Using manual thematic data analysis, this study focused on teachers' practices of selecting leveled books and integrating discussions in reading aloud with Learning Outcomes. The results showed that teachers began to express their understanding of book selection. Major themes that emerged included the importance of selecting quality books and the challenges of selecting quality books. In the context of literacy learning, several themes also emerged that became teachers' reflections in conducting interactive read-aloud activities in accordance with the learning outcomes, namely benefits, awareness for better classroom preparation, interactive discussion spaces, and continuous training.

by Bambang Sumintono

God in Awe and Intimacy: Jewish and Muslim Perspectives on Understanding and Pronouncing the Name(s) of God and its Relation to the Humanitarian Crisis

Yuliyanti, N. (2024). God in Awe and Intimacy: Jewish and Muslim Perspectives on Understanding and Pronouncing the Name(s) of God and its Relation to the Humanitarian Crisis. Teosofia: Indonesian Journal of Islamic Mysticism, 13(1), 1-18. doi:https://doi.org/10.21580/tos.v13i1.20534 

Abstract

The concept of God is essential for both Jews and Muslims. Instead of using the terms Judaism and Islam, this study considers the terms Jews/Jewish and Muslims as more proper to focus on human beings as the subject of religion who are open to dialogue and change. Loving God’s creations is a process of loving the Creator. Thus, this study tries to connect Jewish and Muslim understanding and belief in God’s Names and its implications for their actions concerning the humanitarian crisis, especially today’s Israel-Palestine relationship. This study applies the content and comparative analysis of the texts (documents, videos, and pictures) related to the issue, along with the teachings of Isaac Luria and Mulla Sadra. In addition, a phenomenological approach is also used as it leads to an effort to understand religious thought and behavior from the point of view of the religious person. This study revealed that how humans understand Divine Names is manifested in how they treat each other. As human beings are the best manifestation of God, how we see, treat, and interact with others reflects our understanding of God’s names and vice versa. God’s names are all beautiful. Therefore, those who believe in God will do good to themselves, others, and the universe.
Keywords: Jews; Muslim; Divine Names; humanitarian crisis

by Bambang Sumintono

Religion and Education: A Comparative Analysis of Indonesian and Tunisian Religious Moderation Policies

Husna, A., & Zuhdi, M. (2024). Religion and Education: A Comparative Analysis of Indonesian and Tunisian Religious Moderation Policies. Dialog, 47(1), 1–12. https://doi.org/10.47655/dialog.v47i1.902

 

 

 

 

Abstract

Indonesia and Tunisia offer distinct cultural, political, and educational environments related to religious moderation, despite having predominantly Muslim populations. The two nations' divergent approaches to religion show their attempts to take a moderate stance. Focusing on the dynamics of modern educational standards, the paper examines the nuanced policies employed by the two nations to encourage religious moderation in their educational systems. This study utilized a qualitative method by conducting interviews, literature analysis, and taking a few key points from formal events pertaining to this subject. By contrasting the experiences of Tunisia and Indonesia, this study seeks to clarify the different strategies for promoting religious moderation and fostering a friendly, inclusive learning environment. The main result of this research is that Indonesia inserted religious moderation into its' educational curriculum. Unlike the state policies in Tunisia, which don't make a specific curriculum about religious moderation in the educational aspect but make some conferences and forums related to this issue. The research findings contribute to the global conversation on harmonizing religion and education.

by Muhammad Sufyan

Promoting Pluralism Through Critical Thinking in Islamic Religious Education

Rahmah, Fadlilah Novia. "Promoting Pluralism Through Critical Thinking in Islamic Religious Education." Proceeding International Conference on Islam and Education (ICONIE), 3(1), 1650-1678.  https://proceeding.uingusdur.ac.id/index.php/iconie/article/view/1695

 

 

 

 

 

 

Abstract

In Indonesia's educational landscape, marked by historical struggles with low academic performance, the introduction of the Merdeka Curriculum presents a pivotal opportunity to integrate critical thinking skills into Islamic Religious education, empowering students to engage thoughtfully with religious teachings and promote pluralism and social cohesion. Critical thinking, as defined by scholars like Paul & Elder and Ennis, involves analyzing, evaluating, and synthesizing information systematically, and effective pedagogy is crucial for its cultivation. Given Indonesia's diverse socio-cultural fabric, fostering critical thinking becomes paramount for encouraging mutual respect and understanding. However, a notable gap exists in research addressing the integration of critical thinking and pluralism within Islamic Religious Education in Indonesia. This study aims to investigate the development and implementation of critical thinking pedagogy within Islamic Religious Education, exploring the challenges of promoting pluralism within this context, particularly focusing on fourth-grade students in a private elementary school in Gresik, East Java. This qualitative study employs a descriptive case study design. The research examines factors influencing critical thinking pedagogy and highlights the teacher's interactive methods, including storytelling and multicultural education. Challenges such as inadequate textbooks, varied prior knowledge among students, and limited teacher mindset are identified. Recommendations for future research include improving textbook comprehensiveness and assessing the impact of direct interactions on students' perspectives.

by Muhammad Sufyan

Unity in Diversity: Examining Religious Moderation across Religions in Indonesia

Unity in Diversity: Examining Religious Moderation across Religions in Indonesia

  • Muhamad Maulana, Universitas Islam International Indonesia https://orcid.org/0009-0004-0542-3923
  • Nabila Nindya Alifia Putri, Universitas Islam Internasional Indonesia
  • Zihan Fahira, Universitas Gadjah Mada

Keywords:

religious, moderation, unity in diversity, Indonesia

Abstract

Indonesia's rich religious diversity, epitomized by the concept of "Unity in Diversity," presents both opportunities and challenges. This study delved into religious moderation across Indonesia's six recognized religions, Islam, Christianity (Catholic and Protestant), Hinduism, Buddhism, and, Confucianism, defining it as a commitment to tolerance, inclusivity, and critical thought within religious contexts. In addition to these six religions, Indonesia is unique in recognizing the existence of diverse indigenous beliefs according to different tribes and cultures. Through a literature review, the study revealed that religious moderation varies across different faith communities, yet remains crucial for fostering peace and harmonious coexistence. Interfaith initiatives, religious institutions, and education were identified as key factors in promoting religious moderation. The study concludes that embracing the diverse expressions of religious moderation is essential for building a more inclusive and harmonious Indonesia, where “Bhinneka Tunggal Ika” transcends rhetoric to become a vibrant reality.

Maulana, M., Alifia Putri, N. N., & Fahira, Z. (2024). Unity in Diversity: Examining Religious Moderation across Religions in Indonesia. Dialog, 47(1), 61–76. https://jurnaldialog.kemenag.go.id/index.php/dialog/article/view/910

by Bambang Sumintono

Implementation of English as Foreign Language Teaching during Pre- and Post-COVID-19 Pandemic: A Narrative Review

Mahmood Rahimi. (2024). Implementation of English as Foreign Language Teaching during Pre- and Post-COVID-19 Pandemic: A Narrative Review. Development in Language Studies, 4(1), 19-31. https://publisher.uthm.edu.my/periodicals/index.php/dils/article/view/16138

 

 

 

 

Abstract

This study explores the implementation of English as a Foreign Language (EFL) teaching practices pre-covid and post-Covid pandemic. This paper employs a narrative review of selected articles that shed light on instructional challenges and opportunities in the transition from traditional classroom teaching to online and hands-on learning. The methodology employed in this study used the Google Scholar database to select pertinent studies with keywords within the title field, spanning the years 2019-2022. This study acknowledges the impact of the pandemic on English language teaching, highlighting the need for creative teaching methods and a hybrid of online and face-to-face learning for effectiveness. This paper also stresses the significance of ongoing support to address technical challenges and ensure a smooth learning experience for students. The findings highlight the shift from traditional EFL teaching to remote teaching post-COVID, stress challenges such as digital literacy, and limited resources. This necessitates ongoing support for educators to navigate online and blended learning, integrate technology, and adapt to developing teaching methodologies.

by Muhammad Sufyan

Women’s Access to Education in a Patriarchal Society

by Bambang Sumintono

Rasch Calibration and Differential Item Functioning (DIF) Analysis of the School Well-Being Scale for Students

 Eka Hermansyah, Charyna Ayu Rizkyanti, Lukman Nul Hakim. Vol 10, No 1 (2024) Rasch Calibration and Differential Item Functioning (DIF) Analysis of the School Well-Being Scale for Students. DOI: https://doi.org/10.33394/jk.v10i1.10759

 

 

 

 

Abstract

This study aims to examine the quality of the school well-being scale for high school students..This study used a quantitative approach with Rasch model analysis. The validity, reliability, and differential item functioning (DIF) assessment are all part of the psychometric examination. The 165 high school students in Mataram, West Nusa Tenggara province who took part in this research were 40 males and 125 girls, ages 11 to 18 (mean age = 15.87, SD = 1.39). The findings of the Rasch analysis show the instrument passes the validity test but has weak reliability. The statistical analysis of the Cronbach alpha reliability coefficient of the instrument is 0.43. More detailed results are shown by the Rasch model analysis reliability of person on 0.47 and item reliability of 0.98. This result explains the good quality of the instrument, while the reliability of the instrument needs to be strengthened by controlling the demographic factors. The scale can be used by school management to understand well-being of the students, and further for the improvement of school quality

by Bambang Sumintono

My ABC

by foe.admin

Color is Fun!

by foe.admin