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THE IMPORTANCE OF NON-FORMAL ACTIVITIES IN THE RELIGIOUS EDUCATION OF YOUTH
2022The non-formal education is a constantly evolving concept in all areas of education. Religious education makes no exception, and, therefore, the principles of non-formal education are to be applied also in the activities organized by the Church with the children and young people.
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2021
Throughout history of humans, religion has been the most powerful authority that functions as legitimate in the eyes of society. This brought about the abuse of religion by some people in order to gain various benefits. In case of having poor religious education knowledge, the likelihood of the religion being abused increases. In this study, it will be
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Throughout history of humans, religion has been the most powerful authority that functions as legitimate in the eyes of society. This brought about the abuse of religion by some people in order to gain various benefits. In case of having poor religious education knowledge, the likelihood of the religion being abused increases. In this study, it will be
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AR-RASYID : Jurnal Pendidikan Agama Islam, 2023
This article discusses the role of formal and non-formal Islamic religious education in improving akhlakul karimah. There are still students or students whose morals are not good, especially the manners towards teachers researchers want to improve good morals towards teachers in order to get useful knowledge and blessings.
Sumarna, Abdi +2 more
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This article discusses the role of formal and non-formal Islamic religious education in improving akhlakul karimah. There are still students or students whose morals are not good, especially the manners towards teachers researchers want to improve good morals towards teachers in order to get useful knowledge and blessings.
Sumarna, Abdi +2 more
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Proceedings of the 1st International Conference on Life, Innovation, Change and Knowledge (ICLICK 2018), 2019 Afiful Ikhwan
exaly +2 more sources
2023
Ahi has been interpreted as an ideal human type in history. The Arabs called the ideal human type "feta", the Iranians called it "civan-martyr" and the Turks called it "akı". It is rumored that the word "akı" turned into the word "ahi" after the Turks converted to Islam.
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Ahi has been interpreted as an ideal human type in history. The Arabs called the ideal human type "feta", the Iranians called it "civan-martyr" and the Turks called it "akı". It is rumored that the word "akı" turned into the word "ahi" after the Turks converted to Islam.
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The Imamate as an Important Profession in the Field of Non-Formal Religious Education and Its Status
2022Ülkemizde yaygın din eğitimi alanında hizmet veren kurumların başında Diyanet İşleri Başkanlığı (DİB) gelmektedir. Toplumu din konusunda aydınlatmakla sorumlu olan DİB, din hizmetleri bağlamında oldukça geniş bir alanda faaliyette bulunmaktadır. Başkanlığın yürüttüğü din hizmetleri günümüzde sadece cami ile sınırlı olmayıp cami dışında da birçok dinî ...
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2021
It is a reality experienced by almost everyone that digitalization completely encompasses life with its positive and negative aspects. This makes it necessary to examine digitalization in the field of religion, especially in religious education and religious services.
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It is a reality experienced by almost everyone that digitalization completely encompasses life with its positive and negative aspects. This makes it necessary to examine digitalization in the field of religion, especially in religious education and religious services.
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An Evaluation on Some Books Used in Non-Formal Religious Education in the Republican Period
2020Yaygın din eğitimi örgün din eğitiminden çok daha eski bir tarihe sahiptir. 3 Mart 1924 tarih ve 429 sayılı “Şer’iyye ve Evkâf ve Erkânı Harbiye Vekâletlerinin İlgasına Dair” kanunla beraber din eğitiminde düzenlemeye gidilmiştir. Dini kurumların idaresinin kendisine verildiği Diyanet İşleri Başkanlığı 22.06.1965 tarih ve 633 sayılı kanunla birlikte ...
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2023
Çalışmanın amacı Hutbenin Yaygın Din Eğitimi Amaçlarına Erişim Düzeyi Ölçeği’nin (HDEA-EDÖ) geçerlik ve güvenilirlik analizini yapmaktır. Araştırma, gönüllülük esasına dayalı olarak 655 katılımcıya uygulanmıştır. Ölçeğin KMO değeri.96, Bartlett Küresellik Testi χ2 değeri 12347,274 (p=.000) olarak hesaplanmıştır.
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Çalışmanın amacı Hutbenin Yaygın Din Eğitimi Amaçlarına Erişim Düzeyi Ölçeği’nin (HDEA-EDÖ) geçerlik ve güvenilirlik analizini yapmaktır. Araştırma, gönüllülük esasına dayalı olarak 655 katılımcıya uygulanmıştır. Ölçeğin KMO değeri.96, Bartlett Küresellik Testi χ2 değeri 12347,274 (p=.000) olarak hesaplanmıştır.
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Researching non-formal religious education in Europe
Journal of Beliefs & Values, 2020openaire +1 more source