Abstract: Every individual has a different interpretation in understanding religion because of internal factors (differences in background, education, religious experience, environment that shapes character, and socio-economic status). The pattern of individuals understanding on religion is believed to be inseparable from the basic doctrine they acquired. Although, not infrequently the religion concepts originating from the doctrine is interfered by imagination and reality based on spiritual experiences. This research aims to determine the understanding and thinking development of the early childhood age 3-6 years old about religion interpretation. This research was a qualitative descriptive research. The research subjects were early childhood at Rumah Ibu Kindergarten, Sleman, and Yogyakarta. Data collection techniques were observations, in-depth interviews, and documentation. Data analysis were data reduction, data display and drawing conclusion and verification. The results of the research indicate that; 1) Religion is described by early childhood with symbols and worship rituals. Regarding the divine concept, children still describe God as egocentric and anthropomorphic, followed by God’s characteristics. 2) The interpretation of early childhood about religion is predominantly influenced by experiences, parents, teachers, and the surrounding environment. The findings of this research suggest that the cultivation of godliness must be able to develop children’s fantasies about the infinite nature of God, and also the children’s love and obedience to God associated to the problems that are close to the children’s live. Therefore, in addition to develop the fantasy power, factual learning is needed.
Yearly Archives: 2019
Determination of Problems in the Basic Language Skills of University Students learning Turkish in Kazakhstan
Abstract: This study investigated the relationship between student characteristics (gender, major), and the problems they face when learning Turkish language skills at university level in Kazakhstan. Participants included 120 Kazakh students from three faculties (Law, Philology, and Engineering). They completed a 28 item Likert-type questionnaire which also included two open ended items. MANOVA results indicated that gender and the problems students face were not significantly related while there was a significant relation between major and the problems they face. The only statistically significant relation was found for writing skill. The Chi-square analysis results indicated no relation between both gender and major, and the most difficulty skill to learn. The possible reasons behind the results and suggestions for further research are discussed.