PENDIDIKAN AGAMA ISLAM (PAI) MULTIKULTURAL PERSPEKTIF PEMBELAJARAN INTEGRATIF

Tulisan ini mengkaji tentang PAI multikultural sebagai model pembelajaran integratif yang memadukan antara ilmu pengetahuan dan agama. Dari aspek konten, multikulturalisme mengkaji keragaman bangsa, suku, warna kulit, bahasa, agama dan keragaman lain yang terbentang dalam realitas sosial kehidupan manusia sebagai ayat-ayat Allah yang bersifat kauniyah. Sedangkan PAI mempelajari normativitas ajaran Islam dan dimensi historis yang banyak termuat dalam al-Qur’an sebagai ayat-ayat Allah yang bersifat qauliyah. Pembelajaran kedua bidang keilmuan tersebut sama-sama sebagai proses pencarian kebenaran yang merujuk kepada Allah sebagai episentrum kebenaran Hakiki dan sumber ilmu pengetahuan. Dari konsep pembelajaran integratif yang dikemukakan pemikir Islam dan Barat, PAI multikultural berada pada pola relasi antardispliner, yaitu integrasi antara ilmu umum dan ilmu agama. PAI multikultural sebagai pembelajaran integratif tergambar pada aspek: tujuan, materi, metode, media dan sumber belajar dan penilaian yang saling terintegrasi dalam membentuk kompetensi beragama peserta didik secara integral, yaitu: keterpaduan antara unsur duniawi dan ukhrawi, antara dimensi spritual dan intelektual, antara ranah personal dan sosial dalam konteks membangun harmoni kehidupan warga sekolah, masyarakat dan bangsa Indonesia yang pluralistik dari segala aspeknya.

Role of Distance Learning in Promoting Tertiary Women Education in Southern Punjab

The current study was to identify the role of distance learning in promoting tertiary women education in southern Punjab. Main objective were: to explore the promotion of women education in southern Punjab, explain the contributions of distance learning in promoting women education in Southern Punjab, identify the problems involved in promoting women education in Southern Punjab and suggest remedial means to alleviate the problems involved in distance learning in promoting women education in Southern Punjab. This descriptive study was delimited to Allama Iqbal Open University as distance learning institution only for M.A/M.Sc level. Session spring and autumn semester 2015 regional Offices of Bahawalpur, Rahim Yar Khan, Multan and Dera Ghazi Khan districts. The sample of the study consisted of female students, tutors and RDs/DRDs. Total sample of 675 students, 85 tutors and 8 RDs/DRDs was taken. Three questionnaires as tools were used for the exploration of role of distance learning in promoting tertiary women education in southern Punjab. The data analyzed the factor analysis with Varimax Rotation Yielded 6,6 and 4 factors respectively for students, tutors and RDs/DRDs data sets. Frequency, percentage of responses on each item of the factor and then factor on the whole, mean score of each factor were calculated. The study established that there existed a difference in the attention given to those in the urban centers, who were closer to reach and those who were far to reach in terms of distribution of study materials and feedback on students assignments and examinations. The centers are used as information centers and are meant for individual and group tutoring. The current media services used in Open and distance learning in Pakistan include print (postal and other delivery modes). Electronic (radio, telephone, audio tapes, CDs, TV, computers, internet) media which are important in the delivery of these program have not been fully embraced. It is recommended that extra-curricular activities are not managed by the RDs/DRDs therefore it is requested that RDs/DRDs must manage the extracurricular activities in their region. In the standard way of action the tutorial meetings record is maintained by RDs/DRDs in their regions. But the findings of the current studies show that RDs/DRDs are not maintaining the record of the tutorial meetings of their regions. RDs/DRDs are recommended to maintain the above stated record.