A COMPARATIVE STUDY OF ISLAMIC RELIGION EDUCATION CONCEPT AT SONGSERM ISLAM SEKSA SCHOOL PATTANI SOUTHERN THAILAND AND MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA INDONESIA

TRIAS SETYO PUTRO, NIM. 12410074 (2016) A COMPARATIVE STUDY OF ISLAMIC RELIGION EDUCATION CONCEPT AT SONGSERM ISLAM SEKSA SCHOOL PATTANI SOUTHERN THAILAND AND MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA INDONESIA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Trias Setyo Putro. A Comparative Study of Islamic Religion Education Concept at Songserm Islam Seksa School Pattani Southern Thailand and Muhammadiyah Boarding School Yogyakarta Indonesia. Graduating Paper. Yogyakarta: Islamic Religion Education Department, 2016. The background of this research is about the position of Islamic Religion Education as one of the main subjects in the curriculum both in Indonesia and Southern Thailand. Generally, Thailand is Buddhist majority except three provinces in the Southern Thailand, which border to Malaysia. The researcher canvassed the differences of Islamic Religion Education learning concepts between Southern Thailand and Indonesia. The purpose of this research is to describe the learning situation both of Songserm Islam Seska School and Muhammadiyah Boarding School as the model of Islamic Religion Education learning concept in Southern Thailand with Muslim minority and Indonesia with Muslim majority. The method used in this research is descriptive analytical, a method that describes the data by explanation rather than numerical counting. The approach used in this research is qualitative method research. Data collection technique used observation, interview, and documentation. The source data of this research are teachers, director of each school, and students. There are five main points that the research focused on: learning concept, curriculum, learning method, evaluation, as well as donation and funding. The result of this research shows that there are five differences, such as: 1) the starting time of learning, 2) the effective days, 3) the habits of learning, 4) the evaluation of learning, 5) payment of education. In addition, there are also three equalities, such as: 1) the curriculum model, 2) the standard score minimum, 3) the learning method.

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