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Askar Askar

Islamic Education Department, Postgraduate, Institut Agama Islam Negeri Palu

Author-ID : 5807512

Religion Education Social Sciences Other

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Development of Islamic Religious Education Learning Model based on Multicultural Values Amiruddin Amiruddin; Askar Askar; Yusra Yusra
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 1 No 1 (2019)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

The focus of this study is to examine the design development of multicultural value-based Islamic education learning models at the high school level. This research is qualitative research. Data collection is done by observation, interview, and documentation. While the data analysis technique used is data reduction, data presentation, data verification, and drawing conclusions. The results of the study showed that, the design of the development of the learning model that determined multicultural values, which were integrated in the Islamic Religious Education subject, b) syllabus, c) lesson plan, d) used the Islamic education learning model based on multicultural values, and c) conducted an assessment towards the process of learning activities, which is a follow-up to learning, the approach to developing learning models, namely the approach to justice and equality without discrimination, called cultural pluralism, which provides opportunities and freedom for all elements to show and develop their respective identities, both from language, ethnicity, religion and so on. While developing models of Islamic education learning based on multicultural values because; a) multicultural education is not a special subject, b) promotes equality between students of different backgrounds, c) the diversity of students that causes misunderstandings that can lead to disputes between fellow students.

Teachers’ Strategy in Improving Students’ Learning Achievement of Al-Qur’an and Hadits at Madrasah Tsanawiyah Mardiah Mardiah; Askar Askar; Rustina Rustina
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 2 No 1 (2020)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

This study aims to determine the strategies of teachers of the Qur'an and hadith subjects in improving the learning achievement of students in Madrasah Tsanawiyah (MTs) Al-Khairaat Biromaru. The method is qualitative research, with data collection techniques namely; observation, interview and documentation. By using analytical techniques; data collection, data reduction, data presentation and data verification. Data verification uses three methods namely deductive, inductive and comparative. Research results show that by using expository learning strategies with lecture, training or group work methods in teaching it can make it easier for teachers to control students to learn in accordance with the objectives to be achieved in the Al-Khairaat Biromaru Madrasah (MTs) Al-Khairaat Biromaru namely to increase learning achievement. In addition, the selection of media in teaching is also highly considered by Madrasas, especially Madrasah Tsanawiyah (MTs) Al-Khairaat Biromaru because it is one of the determinants to motivate students so that their learning achievement increases, for example in the form of cardboard paper written by the teacher containing verses of Al-qur'an or hadith, or by showing videos that match the material.

Implementation of Pluralist Education at Al-Azhar Mandiri Palu Junior High School Suryani Lamsu; Askar Askar; Hamlan Hamlan
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 3 No 1 (2021)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

This thesis examines the Implementation of Pluralist Education at SMP Al-Azhar Mandiri Palu. The school opens for learning opportunities for every student across religions, ethnicities, races and cultures. This school aims to educate all children of the nation, both Muslim and non-Muslim. The research used qualitative method with phenomenological approach. The data were collected through various instruments: observation, interviews and documentation. The sample are a non-Muslim Educator, seven Muslim educators, two Muslim students and six non-Muslim students. Based on the category, all samples played an active role in the application of pluralist education at Al-Azhar Mandiri Junior High School. This study found that pluralist education had been carried out since 1992, with a reference to the school motto of Smart and Moral. It motivates students to be smart but not being arrogant. Non-Muslim students remain in class when Islamic studies take place, and the teacher does not object. The application of Pluralist Education to the students is carried out in the form of growing tasamuh attitude (tolerance), building cooperation in group study and constructing a non-discriminative action based on SARA as well as mutual respect between fellow students.

The Roles of Islamic Education Teachers Strategy in Embedding Multicultural Values Arif Anas; Askar Askar; Hamlan Hamlan
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 3 No 2 (2021)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

The objective of the paper is to find out the strategy of Isalamic education teachers in embedding multicultural values at a senior high school in Palu. The study used a qualitative case study method. Data were gathered through direct observation, un-depth interviews with the school’s teachers, and written material analyses. This study found that the teachers of the school embedded multicultural values through humanistic approach in taching and daily school’s interaction. Students were given tolerance understanding to respect religion and ethnicity differences. The curriculum of the school was also redusugned by integrating multicultural values. Intolerance attitudes were strongy prohibited and stric rules to respect each other were imposed. Islamic education teachers were imposed to teached moderate Islamic teachings which respect multicultural values. Radical Islamic views were prohibited to teach in the school. Muslim and non-Muslim students were treated equally regarding their views and beliefs.

Co-Authors Amiruddin Amiruddin Arif Anas Hamlan Hamlan Mardiah Mardiah Rustina Rustina Suryani Lamsu Yusra Yusra

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