Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1960879

Nur Chanifah, Yusuf Hanafi, Choirul Mahfud, A. Samsudin

引用次数: 9

Abstract

ABSTRACT This paper reports on a qualitative study into developing a spirituality-based Islamic education framework for university students. In Indonesia, developing a spirituality-based Islamic education framework in the schooling sector has been extensively carried out. However, such a notion seems sparse in the Indonesian higher education levels. This has prompted the university to start focusing on developing students’ spirituality and their roles. This framework’s development was derived from interviews with Islamic education lecturers about learning patterns at the universities. It also includes observations of core and supporting learning activities. Data were garnered through a qualitative approach to enable substantial descriptive data collection to the foundation for the framework’s design. The findings are reported based on the designed framework. Recommendations for holistic religious education for the young generation at the Indonesian university level are discussed.

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为年轻一代穆斯林设计一个以灵性为基础的伊斯兰教育框架:来自两所印度尼西亚大学的案例研究

摘要:本文报告了一项关于为大学生开发以灵性为基础的伊斯兰教育框架的定性研究。在印度尼西亚，在学校部门广泛开展了以灵性为基础的伊斯兰教育框架。然而，这样的观念在印尼的高等教育中似乎很少见。这促使该大学开始注重培养学生的精神和角色。该框架的发展源于对伊斯兰教育讲师关于大学学习模式的采访。它还包括对核心和辅助学习活动的观察。数据是通过一种定性的方法来收集的，以使大量的描述性数据收集成为框架设计的基础。研究结果是根据设计的框架报告的。讨论了在印度尼西亚大学一级对年轻一代进行全面宗教教育的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.