English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

This research was conducted to reveal the material taught in universities in northern Sumatra in the subject of Islamic education. This research will also reveal the competence of lecturers who taught courses on Islamic Education in universities both in public and private universities. This study uses a survey approach and content analysis approach. Colleges are used as a sample is northern Sumatra University, University of terrain country, University of Asahan and University of Simalungun. This study is also using the techniques of interview, observation and documentation as a means of collecting data. Results of the study revealed that the material taught Islamic education at universities both in public and in private is good. Islamic education material taught at the higher education had raised issues that developed in the community such as the religion of Islam as a religion of mercy for all the worlds, science and technology, Islam and the government, also raised the issue of moral and character. Competency of lecturers have also been very good. They are generally graduated from the master program. Keywods. Islamic Religious Education, Higher Education, lecturers competency I. BACKGROUND Religious Education in the Higher Education began in 1960 with the MPRS No.II / MPRS / 1960 and the implementation of religious education in the Universities are defined in the Constitution No. 22 of 1961 on Higher Education. In Chapter III Article 9, paragraph 2 sub b also contained the following provisions, "the State Universities awarded Religious Education as a subject with the understanding that the student has the right not to participate if demur". (UUD 1945: Amendments) After the events of G.30.S. PKI in 1965, then held a public hearing MPRS in 1966 began when the status of religious education in schools to change and grow stronger. With the MPRS XXVII / MPRS / 1966 Chapter I Article 1 reads: "Set of religious education into subjects in schools ranging from elementary school to the universities of the State." This commitment requires all Public Higher Education public and private, including the shelter under Islamic or Christian organization shall include the subjects of Islamic education into the curriculum. Vision of religious education course was included in order to become a source of values and guidelines for the organization of courses in the lead learners to develop his personality. In addition, the mission of religious education is to help students to be able to realize the basic values of religion in applying science, technology and art that is mastered by the sense of responsibility of humanity. (PP: No. 60 of 1999). Religious education course in college is expected to form a prospective undergraduate faith and fear of God Almighty and noble. This is in line with the functions mandated religious education in Government Regulation No. 55 Year 2007 on Religious Education and Religious Education Article 2 that "religious education serves human form Indonesia that faith and fear of God Almighty and noble and able to keep the peace and harmony of inter and inter-religious." The problems that often occur in the campus of the Public Higher Education. First their Christianization movement within the campus through friendship, friendship and even marriage. Second, a fight between the student and the massive demonstrations and anarchists are often performed by students of Public Higher Education, campus facilities which cause damage even pathetic victim. Third, the term "Ayam Kampus", which have long sounded. Chicken This campus is the designation of the female students who want to serve the opposite sex for a fee (not to say prostitutes) and is still following lecture. Fourth, many students of Muslim women who wear clothing that is not in accordance with the teachings of Islam in terms of substance and in terms of its size. Fifth, childcare student was found a sort of (illegitimate) by a lecturer of Islamic religious education in Surabaya. Often students who already committed adultery and having children of such relationships come to seek lecturers. Sixth, in addition to the problems seen in the campus can no longer be considered the problems that occur in the community. So many crimes occur among intellectuals and the upper classes. Islamic Religious Education In Public Higher Education In North Sumatra DOI: 10.9790/0837-2204014452 www.iosrjournals.org 45 | Page This research was conducted using qualitative research methods descriptive. Selection of this method is the consideration that the purpose of this research is done to describe the problems of research on social background (natural setting). Qualitative research can be grouped into two categories, namely the interactive nature of qualitative research and quantitative research that are non-interactive. Sally James H. McMillan and Schumacher (2001: 396). Based on the division made by McMillan and Schumacher, known for qualitative research that is both empirically and concepts. One form of qualitative research is empirical is a case study. Researchers also aims to provide a complete and in-depth view of the subject under study. The case study is limited with regard to time and space. Therefore, when the researchers have selected the cases to be investigated, he should be able to identify and pour the boundaries of space and time into the paper cases. The cases were investigated possible educational programs, educational activities, patterns of education are restricted at certain times. Based on the uniqueness of PAI learning implementation in Public Higher Education, the researchers chose a qualitative research as a kind of case study research methods were implemented. II. THE NATURE OF EDUCATION AND ISLAMIC EDUCATION Learning is a process of interaction between teachers and students in the classroom. In Arabic learning and education is expressed in some terms, namely: tarbiyah, study groups, and ta'dib. These three words each have different meanings but all three can represent the implementation of education and learning, but there are leaders who prefer one term and others prefer other terms. As Naquib al-Attas who dislike the term ta'dib more than two terms because he thought it more appropriate term representing Islam that enhance human goal by instilling adab. Wan Mohd Nor Wan Daud (1998: 174-175). The learning objectives can be made by learners, teachers, or based on a syllabus provided. But more important is the learning objectives should have been determined before the learning undertaken. Wan Mohd Nor Wan Daud (1998: 174-175)Dick and Carey expressed differences of traditional and contemporary learning lies in the division of tasks in learning between teachers and learners. III. ISLAMIC EDUCATION MATERIAL IN PUBLIC HIGHER EDUCATION Before looking at Islamic education material delivered by a lecturer of Islamic Education in Higher Education in detail it should be seen first learning goals formulated by the lecturer of Islamic Education. Guided by the national curriculum set by the government, lecturers at the College of Public groups and individuals to draft the lesson there is termed Instructional Design, Design Teaching and Learning Activities (RKBM), Force Events Learning (SAP) and the Lesson Plan Semester (RPS ) suitable academic development. There are lecturers who quickly follow the changes, but there are lecturers who are still using the old terms, but it is actually not too important because of changes while not too significant.In contrast to the education at primary and secondary level, the college does not have a standard course in the form of Competency Standards (SK) and the Basic Competency (KD) for each subject. In college SK and KD, and indicators of achievement and objectives of each course materials made by lecturers. The lecturers develop SK, KD, and indicators of achievement and objectives of the course with the analysis of the lecture material. The professors wrote in the Events Unit Class (SAP), RKBM, or termed Teaching. Based on the results of this study are not all lecturers formulate PAI subjects of interest in writing, although the goal he had in mind, but most professors wrote in the lecture plan. Most lecturers SAP write very briefly and only contains things that are very important. The terminology goal lectures conducted by professors who studied also not uniform. Most professors wrote to the term Competency Standards, Competency and Learning Objectives. In the field of public university, lecturers write the term Basic Competencies and Competency Standards. At the University of North Sumatra, the lecturers use the term Instructional Objectives, Objectives Instructional, Topics and Sub-Topics. In UGM, the lecturers use the term General Learning Objectives, Topics, Sub-Topics, and the Learning Experience. At the University of North Sumatra, the lecturers use the term basic competency. At University of Adahan (UNA), the lecturers use the term Competency Standards. Objectives, Content and Graduate Competency at University of North Sumatra (USU) a. Learning Objectives Relevance to the Material In the planned learning activities (RKBM) compiled by lecturers PAI of USU 2015 mentioned a brief description of this course discusses the concept of God in Islam, the faith and the essence of man, according to Islam, law, human rights, democracy and corruption, ethics, morals and morals, Science and Technology in Islam, inter-religious harmony, civil society, Islamic economy and the welfare of the people, the history of Islamic culture and Islamic political exclusion system. General Instructional Objectives (Competence Course): Islamic Education in public college aims to help nurtured students that have faith and fear of God Almighty, virtuous noble character, philosophically Islamic Religious Education In Public Higher Education In North Sumatra DOI: 10.9790/0837-2204014452 www.iosrjournals.org 46 | Page thinking, to be rational and dyna

Islamic Religious Education In Public Higher Education In North Sumatra: Study on Materials and Lecturers of Islamic Religious Education Course