Education system-linked differences in basic areas of value system

Advances in Applied Sociology

The present study is an attempt to evaluate the attitude towards values education of the students of Islamic University, Kushtia, Bangladesh. Data were collected from 53 students purposively through structure questionnaire following five points Likert Scale and analyzed with different statistical tools and techniques like coefficient of variation, correlation, regression, ANOVA test and Chi-Square test. The mean values of agreed level of the included variables found lower of 3.21 to higher 4.15 indicating no comment and agreed. The modes values of the maximum 7 variables are 4.00 expressed agreed; only the variable X1 shows the value 3 indicates no comment. The value of Cronbach's Alpha is 0.87 indicating good position in measurement of the degree of internal consistency and the included variables have a suitable reliability for analysis of the undertaken study. The coefficients of correlation of each of 8 variables have significant association with the modal perceptions of values education given by the respondents. The R-square, adjusted R-square and significant F (8, 44)-Ratio [ANOVA] are estimated as 89%, 86% and 42.26* respectively imply best fit of the regression model. The significant positive impact of the independent variables X2 (0.51*), X4 (0.19*) and X8 (0.13*) have been found on the dependent variable of modal perceived agreed level of the students. The rest of the independent variables have the positive insignificant influence on the same except X6 (−0.40).

In the present investigation the investigator has tried to study to what extent different pattern of educational system are parting human values among adolescents. Six types of human values have been studied. They are: Social , Aesthetic, Political, Economic, Theoretical, Religious. In this study 400 adolescents randomly selected in the age range of 14 – 16 yrs studying in different classes from each type of urban educational institutions (Public & Convent English Medium, state Government & Govt. aided schools, Hindu Religious School & Pvt. Recognized Schools) were selected from Kanpur, Lucknow & Haridwar . It included both male & female adolescents all the students taken in the sample at the three years of the stay in the institutions. In the present investigation the investigator has tried to study to what extent different pattern of educational system are parting human values among adolescents. Six types of human values have been studied. These are: Social, Aesthetic, Political, Economic, and Theoretical & Religious. Finding reveals that Adolescents belonging to schools run by Hindu religious schools, State Government & Govt. aided schools were found significantly high in comparison to public and convent English medium school and Private recognized schools. this shows the effects of school on the development of social value. Effects of school environment are visible on Aesthetic value also F-ratio 5.19 is significant at .001 level. Highest mean score on this value is obtained by public and convent English medium school and Private recognized schools and lowest by Hindu religious schools. although on political values public and convent English medium school has obtained highest mean score but it has not differed significantly with any group. On economical values No significant difference on mean score between different groups have been found except State Government & Govt. aided schools & Hindu religious schools. On theoretical values F-ratio 5.47 has been found significant at .001 levels. Significant difference between groups has been found between Hindu religious schools and public and convent English medium school, Hindu religious schools and Private recognized schools and the rest of the groups, no significant differences have found. On religious value Mean score of public and convent English medium school, State Government & Govt. aided schools, and Hindu religious schools are almost same but Private recognized schools have obtained highest mean score (37.92) and it is significantly differ with public and convent English medium school and Hindu religious schools at .05 level.

2010

Acknowledgements are also due to my colleagues Ms. Hamida Zafar, Ms. Farida Saeed and Ms Rabia Abdul Karim for their support in most crucial circumstances and being a source of inspiration and guidance and also for their countless love and wishes. Words are unable to render the same feelings of appreciation, which I have towards my family, siblings especially my brother Faheem Ul Haque Faizi, who supported me in this dissertation and made it possible to submit in a present form. I am also thankful to all of them for their constant love, enormous encouragement and confidence in me which always proved to be a morale booster. Last but not the least I am also obliged to my dear friend Anila Fatima Shakil for devoting her valuable and precious time to help me in completing this dissertation.

Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme

Learning that can be applied to shape the social character of students in madrasas needs an in-depth study. This is based on that learning has not been effective, some students in the class are more focused on developing cognitive abilities and minimal in forming attitudes (affective), habituation, and practice of religious teachings in life (psychomotor). This study uses qualitative methods, namely research that intends to understand phenomena about what is experienced by research subjects such as behavior, perceptions, motivations, actions, and others holistically, using data collection techniques, namely: Observation, Interview, and Documentation. The results of the implementation of learning in inculcating the values ​​of the social character of students at Madrasah Tsanawiyah Negeri Gunungsitoli City were carried out by exemplary learning methods, role-playing, giving examples, lectures, discussions, and observations. The learning method used is interesting for students to foll...

MADRASAH, 2012

The goal of this paper was to study critically why madrasah as an institutional development agen of Islamic education in Indonesia, whith the innovation is that of curriculum oriented in hospitality in approaching the students based on tauhid (the unity of science and religion). The study is carried out in the prespective of Islamic education concept and that of inclusive education. Through comparative analysis, the study finds five same characteristics of Islamic education and inclusive education: (1) education as a right or duty; (2) education for all; (3) the principle of non-segregation; (4) the holistic view of the pupil; (5) handicap seen in relation to external factors, especially school environment. Madrasah can be viewed as an application of both the principle of non-segregation and the holistic view of the pupil. The principle of non-segregation is applicated in the process of education with the hospitality to all students: everyone is admitted in accordance with his faculty and potentiality, and receives educational services without discrimination. Moreover, the holistic view of the pupil is applicated in the intended design to meet the faculty of reasoning with that of intuition in the process of learning by the integration the revealed signs from the Qur"an and Sunnah with the cosmic signs (matters of natural and social sciences). The innovation, then, has made the revealed signs the first data as well as the source of values-both are marginalized in the contemporary practice of education. Other principles are being challenges the madrasah should anticipate in the future. One of them is the developing education human resource, and the way of student recruitment, because they have deferent background.

Proceedings of the International Conference on Islamic Education (ICIE 2018), 2018

Religious organizations of the Union of Muslims (PUI) in Indonesia have an important influence in coloring education, especially in West Java. Proven schools and madrasah PUI spread especially from early childhood, basic, secondary and higher education. As the ultimate value of the PUI organization is the intisab (relationship binding statement) which shows believed main values relating to "God as the ultimate goal, sincere (unconditional) as a way of doing charity, always do ishlah (truth and wisdom), and love. This study focuses on the main problem about the influence of value of PUI intisab on the implementation and educational programs at the Madrasah Ibtidaiyah PUI (PUI Islamic primary education) in Ciamis. Using the survey method, the researcher examines the vision, mission, and educational goals, as well as the implementation of learning and habituation that exist in 5 MI PUI in Ciamis as a sample. The results of this study indicate that the values that exist in the intisab and ishlah ats-tsamaniyah coloring the educational values of madrasah PUI inclusively, driven by its conformity with the values of Islam universally. Based on these findings, then to apply the typical values of madrasahs need to pay attention to their conformity with the more Islamic universal values.

Pak Institute For Peace Studies (PIPS), 2018

The study aims to systematically map and analyze the activities of madrassah students, including co-curricular engagements, that occur beyond their formal study hours. The investigation seeks to determine whether these activities contribute to radicalization in any manner. Furthermore, the study explores the general cognitive patterns of madrassah students to propose specific remedial measures based on the findings.

2019

This study was Employing the concept of a qualitative study which was projected to Obtain information about the form of religiosity Followed by the reasons derived from the students of the MBI (International Standardized Islamic School) AmanatulNurulUmmah in the Islamic Ummah Boarding School Pacet, Mojokerto. The Data derived in this study was in a visceral form of information through interviews, observation, documentation, and precedent references. From the study, the significant finding Showed that the form of religiosity among students both substantially and tangibly was Tirrenus through religion, social, science, motivation values the which are composed into seven keys to success and students' commitment that is obligatory to comprehend and implement to achieve the purpose of education for students MBI that is projected for the Goals of Graduates. Based on the field research, it can be concluded into two layers. First, that the form of religiosity among students substantiall...

International journal of home science, 2015

The purpose of the present study was to assess the personal values of the higher secondary students and to identify the importance of classroom learning environment and the different curricular programmes in this regard. The sample comprised of the class XII students of the West Bengal Board of Higher Secondary Education. Cluster sampling technique was used to select 12 schools and the size of sample was 763. An Information schedule was used to identify the curricular programmes carried out in schools, and standardized questionnaires were used to assess classroom learning environment and personal values. In this Correlational research, Descriptive Statistics, Correlation, Regression Analysis and One-way ANOVA were computed in SPSS-17. The findings revealed that the majority of the students had high preference for Democratic, Economic, Hedonistic and Family prestige Values. The correlation and regression analysis indicated that significant correlation of learning environment exists only with two personal values-Knowledge and Hedonistic. The relative contribution of the learning environment in predicting these criterion variables is significant, though it is very low. ANOVA results suggest that the different curricular programmes for teaching personal values have significant impact only on religious and social values. So the study implies that more concerted efforts in conducting the curricular programmes for value education are necessary. For this purpose the steps suggested by Burrett and Rusnak (1993) [3] have been discussed.

2011

The 'Quality of Education in Madrasah' (QEM) study aimed to provide high quality research into various dimensions of quality of education in Indonesian Madrasahs. The study focused on final year students in Islamic Junior Secondary Schools (Madrasah Tsanawiyah, MT). One hundred and fifty MTs were sampled from across Indonesia, with equal numbers selected from Java and the East and West of the country. Systematically selected intact classes were sampled within schools, involving a total of 6,233 students. Eight instruments were developed for use in the study. Four were achievement tests designed to assess performance in Mathematics, Science, Indonesian and English. Australian Council for Educational Research's (ACER's) School Life Questionnaire (SLQ) was used as an affective measure of school quality. ACER developed an instrument to assess student background characteristics, and a Principal Interview Schedule and a School Inventory were also developed by ACER to colle...