Al-Qur'an educational garden at Al-Amin Mosque padukuhan nangsri kidul, candirejo sub-district
DOI:
https://doi.org/10.59247/jppmi.v2i11.153Keywords:
Religious education, Al-Amin Mosque, hijaiyah lettersAbstract
TPA activities at the Al-Amin mosque had been inactive for a while, therefore the KKN team wanted to revive TPA activities in the Nangsri Kidul hamlet. Parents in Nangsri Kidul welcomed our intention, so our group immediately discussed the continuation of TPA activities with the RT and Karang Taruna members who were in charge of TPA activities. Until finally the TPA schedule is determined. TPA activities are held twice a week. The TPA activities were attended by children from the early childhood, elementary, to junior high school levels. The activities carried out were in the form of guidance on reading Iqro'. In addition, other interlude activities are often held so that children are more interested in participating in TPA, such as exchanging gifts, drawing, coloring and writing hijaiyah letters.
References
F. Ulfat, “Rethinking Islamic Religious Education in Europe Based on Empirical Research,” Religions, vol. 14, no. 5, p. 590, Apr. 2023.
L. P. Barnes, “The theology of education and religious education in schools,” Theology, vol. 125, no. 6, pp. 429–436, Nov. 2022.
D. Kennedy and S. Cullen, “‘So, Is It True?’ Time to Embrace the Hermeneutical Turn in Catholic Religious Education in the Republic of Ireland,” Religions, vol. 12, no. 12, p. 1059, Nov. 2021.
C. O’Farrell, “Religious Education in the Early Years: An Irish Perspective,” Religions, vol. 14, no. 4, p. 459, Mar. 2023.
P. T. Utami, “Raising religious inherency: the role of interreligious competence in achieving religious education equality in multireligious public schools in Indonesia,” Humanit. Soc. Sci. Commun., vol. 9, no. 1, p. 271, Aug. 2022.
R. Boschki, “The Contribution of Religious Education to the Prevention of Antisemitism: An International Empirical Study,” in Confronting Antisemitism from Perspectives of Philosophy and Social Sciences, De Gruyter, 2021, pp. 75–90.
G. Byrne and B. Sweetman, “Opening up adult religious education and faith development in Ireland: the AREFD project,” Br. J. Relig. Educ., vol. 45, no. 2, pp. 138–147, Apr. 2023.
A. Rybicki, P. Mąkosa, and R. Mazur, “Religious education and the concept of universal fraternity in the light of the encyclical Fratelli tutti of Pope Francis,” Teach. Theol. Relig., vol. 25, no. 4, pp. 85–98, Dec. 2022.
B. Sweetman, “Reimagining Adult Religious Education and Faith Development in a Detraditionalised Ireland,” Religions, vol. 12, no. 11, p. 963, Nov. 2021.
J. Kolb, “Muslim diversity, religious formation and Islamic religious education. Everyday practical insights into Muslim parents’ concepts of religious education in Austria,” Br. J. Relig. Educ., vol. 45, no. 2, pp. 172–185, Apr. 2023.
M. Fricke, “Rezeption von Exegese im Religionsunterricht,” Kerygma und Dogma, vol. 68, no. 4, pp. 344–361, Dec. 2022.
J. N. Mack, “Inside and Out: The Sisters of St. Joseph, Chief Pasqual, and the Education of Native Children in Yuma,” Cathol. Hist. Rev., vol. 109, no. 1, pp. 77–106, Jan. 2023.
F. Widyawati, “Being a Muslim In a Catholic Family and Vice Versa: Religious Education in Mixed-Faith Families in Flores, Eastern Indonesia,” Ulumuna, vol. 26, no. 2, pp. 337–362, Dec. 2022.
Z. Ozgen and S. I. El Shishtawy Hassan, “Meaning of a textbook: Religious education, National Islam, and the politics of reform in the United Arab Emirates,” Nations Natl., vol. 27, no. 4, pp. 1181–1197, Oct. 2021.
D. Kraner, “The Internet, the Problem of Socialising Young People, and the Role of Religious Education,” Religions, vol. 14, no. 4, p. 523, Apr. 2023.
N. Saada, “Balancing the Communitarian, Civic, and Liberal Aims of Religious Education: Islamic Reflections,” Religions, vol. 13, no. 12, p. 1198, Dec. 2022.
T. A. Lipina and Y. V. Shapoval, “Religious education in Kazakhstan: Тhe challenges of the COVID-19 pandemic,” Vestn. Saint Petersbg. Univ. Philos. Confl. Stud., vol. 37, no. 2, pp. 352–368, 2021.
D. Sijamhodžić-Nadarević, “Contribution of Islamic Religious Education to Intercultural Values in Pluralistic European Cultures: Insights from Bosnia and Herzegovina,” Religions, vol. 14, no. 4, p. 453, Mar. 2023.
S. Lorenzen and U. Witten, “Religionsunterricht angesichts des Paradigmenwechsels,” Evang. Theol., vol. 82, no. 6, pp. 450–461, Dec. 2022.
E. C. F. de Souza and M. M. de Castro, “Duas décadas de ensino religioso confessional no estado do Rio de Janeiro: Qual a ‘crença’ em disputa na política para a rede pública estadual?,” Educ. Policy Anal. Arch., vol. 29, no. August-December, p. 173, Dec. 2021.
A. Poncini, “Standards Setting in Religious Education: Addressing the Quality of Teaching and Assessment Practices,” Religions, vol. 14, no. 3, p. 315, Feb. 2023.
A. Begum, J. Liu, H. Qayum, and A. Mamdouh, “Environmental and Moral Education for Effective Environmentalism: An Ideological and Philosophical Approach,” Int. J. Environ. Res. Public Health, vol. 19, no. 23, p. 15549, Nov. 2022.
L. Guilfoyle, J. Hillier, and N. Fancourt, “Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios,” Res. Sci. Technol. Educ., vol. 41, no. 2, pp. 759–776, Apr. 2023.
B. Roebben and K. von Stosch, “Religious Education and Comparative Theology: Creating Common Ground for Intercultural Encounters,” Religions, vol. 13, no. 11, p. 1014, Oct. 2022.
A. Statham and R. S. Webster, “Engaging with Dewey’s Valuation in Religious Education to Enhance Children’s Spirituality for Democratic Life,” Religions, vol. 12, no. 8, p. 629, Aug. 2021.
J. Doney, “Interrogating policy processes in education through Statement Archaeology: changes in English religious education,” Paedagog. Hist., vol. 59, no. 3, pp. 446–465, May 2023.
H. Zulkifli et al., “Designing the content of religious education learning in creating sustainability among children with learning disabilities: A fuzzy delphi analysis,” Front. Psychol., vol. 13, Nov. 2022.
G. Silhol, “Un choix, une mesure,” Arch. Sci. Soc. Relig., no. 195, pp. 163–183, Dec. 2021.
N. M. Fletcher, M. R. Gregory, P. Shea, and A. Sykes, “the story circle as a practice of democratic, critical inquiry,” Child. Philos., vol. 17, pp. 01–42, Dec. 2021.
H. Zbudilová, “Comenius’s Educatio in the Perspective of Leisure Time Pedagogy,” Caritas Verit., vol. 11, no. 2, pp. 109–120, Mar. 2022.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Iswanto Suwarno, Robbi Rahim, Mohammad Aljanabi , Omar Tanane , Erwin L. Rimban , Manvender Kaur Sarjit Singh
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
