|
|
|
 |
|
|
|
|
|
|
Peran Lembaga Keagamaan Buddha Kabupaten Tangerang Dan Kota Tangerang Selatan Dalam Pelayanan Pendidikan Agama Buddha |
|
|
|
| 著者 |
Sulani, Puji (著)
;
Sukarno, Sabar (著)
;
Muawanah (著)
;
Susandy, Vonda Karuna Eka (著)
|
|---|
| 掲載誌 |
Pelita Dharma
|
|---|
| 巻号 | v.4 n.1 |
|---|
| 出版年月日 | 2018.06 |
|---|
| ページ | 69 - 84 |
|---|
| 出版者 | STABN Sriwijaya Tangerang Banten |
|---|
| 出版サイト |
https://stabn-sriwijaya.ac.id/
|
|---|
| 出版地 | Tangerang, Indonesia |
|---|
| 資料の種類 | 期刊論文=Journal Article |
|---|
| 言語 | 印尼文=Indonesian |
|---|
| キーワード | role; religious institutions; educational services |
|---|
| 抄録 | Buddhist students in formal school are not all subjected to Buddhist education, reguiring the role of Buddhist religious institutions such as monasteries or cetiya. The aim of this study is to describe the role of Buddhist religious institutions in Buddhist education in Tangerang District dan South Tangerang City. The research method used qualitative descriptive with case study approach. Research subject consist of administrators, teachers, students or parents. Methods of data collection use observation, interviews, and documentation. Data validity techniques use credibility, transferability, dependability, and confirmabilty. Data analysis techniques use interactive analysis developed by Miles and Huberman, including reduction, data presentasion, and conclusions. The result of this study indicate the role of Buddhist religious institutions nameliy monastery and ceiya in providing Buddhist Education services. The role of the board is carried out by providing religious education services, teachers, facilities and financing. Teachers have education backgrounds: bachelor of religious education, bachelor of economics, bachelor of Early Childhood Education, students, as well as junior and senior high school students. Teachers perfom their roles by: providing subject matter, making questions, giving examination, correcting, assigning tasks, emphasizing discipline, providing homeworks or assignments, and assigning values for the benefit of religious education in formal schools. Learning is done by making groups of students from several levels of class into one group; provides subject matter from a formal Buddhist Religious Education curriculum and a_ self-made religious curriculum; the subject matter of a particular class for each class in turn or one particular classroom subject matter for the whole class in the group; or subject matter of several classes in the group are combined and selected on the basis of urgency. Some monastery or cetiya provide services for free and some draw contributions to learners to support the provision of learning facilities and transportation costs of teachers. Constraints faced by religious institutions in providing services include the problem of learners, facilities, infrastructure, teachers, services, and schools. |
|---|
| 目次 | ABSTRACT 69
PENDAHULUAN 70
TINJAUAN PUSTAKA 72
METODE 74
HASIL DAN PEMBAHASAN 74
SIMPULAN 82
SARAN 83
DAFTAR PUSTAKA 84 |
|---|
| ISSN | 24426482 (P) |
|---|
| ヒット数 | 128 |
|---|
| 作成日 | 2022.11.08 |
|---|
| 更新日期 | 2022.11.08 |
|---|
 |
Chrome, Firefox, Safari(Mac)での検索をお勧めします。ＩＥではこの検索システムを表示できません。
|
|
|
