@phdthesis{digilib20186,
           month = {March},
           title = {A COMPARATIVE STUDY OF ISLAMIC RELIGION EDUCATION
CONCEPT AT SONGSERM ISLAM SEKSA SCHOOL PATTANI
SOUTHERN THAILAND AND
MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA INDONESIA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM. 12410074 TRIAS SETYO PUTRO},
            year = {2016},
        keywords = {Comparative Study, Islamic Religion Education Concept},
             url = {https://digilib.uin-suka.ac.id/id/eprint/20186/},
        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.}
}