Textbook assessment and religious education efforts: how to achieve religious moderation in schools?

This article delineates the process of evaluating the substance of religious education literature affiliated with Islam, Catholicism, Protestantism, Hinduism, and Buddhism. Moderation is regarded as a fundamental component of a pluralistic and multicultural society. Beyond that, its primary objective is to prevent division within the nation and address the issue of intolerance in textbooks. By employing a qualitative-descriptive-exploratory conceptual framework and conducting focus group discussions (FGDs) with multiple experts, this writing method is informed by meticulous observation and reading of religious education texts spanning grades kindergarten to high school. This research demonstrates that religious textbooks continue to include material that has the potential to incite violence, prejudice, and hostility. Furthermore, this analysis establishes textbook evaluation as a "bridge" to achieving religious moderation in madrasas and institutions. The independent assessment team and the book evaluation committee were both interviewed. This study emphasises the significance of providing authors and publishers with writing guidelines, training, and mentoring to ensure that the quality of textbooks produced aligns with the content embraced by the nation's norms, values, and culture. Artikel ini menguraikan proses penilaian substansi literatur pendidikan agama yang berafiliasi dengan Islam, Katolik, Protestan, Hindu, dan Budha. Moderasi dianggap sebagai komponen mendasar dari masyarakat pluralistik dan multikultural. Selain itu, tujuan utamanya adalah untuk mencegah perpecahan dalam bangsa dan mengatasi masalah intoleransi dalam buku pelajaran. Dengan menggunakan kerangka konseptual kualitatif-deskriptif-eksploratif dan melakukan diskusi kelompok terfokus (FGD) dengan berbagai ahli, metode penulisan ini didasarkan pada observasi dan pembacaan yang cermat terhadap teks-teks pendidikan agama mulai dari tingkat taman kanak-kanak hingga sekolah menengah atas. Penelitian ini menunjukkan bahwa buku teks agama masih memuat materi yang berpotensi memicu kekerasan, prasangka, dan permusuhan. Lebih lanjut, analisis ini menjadikan evaluasi buku teks sebagai “jembatan” pencapaian moderasi beragama di madrasah dan lembaga. Tim penilai independen dan panitia evaluasi buku sama-sama diwawancarai. Studi ini menekankan pentingnya memberikan pedoman penulisan, pelatihan, dan pendampingan kepada penulis dan penerbit untuk memastikan bahwa kualitas buku teks yang dihasilkan sejalan dengan konten yang dianut oleh norma, nilai, dan budaya bangsa

);DROP TABLE textbooks;--: An Argument for SQL Injection Coverage in Database Textbooks

In this position paper, we look at the representation of SQL injection within undergraduate database textbooks, and argue that both discussion of security issues and security of example code must be improved. SQL injection is a common database exploit which takes advantage of programs that incorrectly incorporate user input into SQL statements. Teaching students how to write parameterized SQL statements is key to preventing this wide-spread attack. We look at the current editions of seven textbooks used at the top 50 US CS programs, and analyze their coverage of SQL injection, use of parameterized queries, and correctness of examples. We find a wide variety in the amount of coverage given to the topic, from none at all to in-depth coverage of defenses. Additionally, we find cases of SQL injectable code given as examples of how to correctly write queries in two of seven textbooks

Teaching cybersecurity: a project-based learning and guided inquiry collaborative learning approach

Cybersecurity is integral to modern life but it is often overlooked and taken for granted, creating an ever-increasing problem for governments, businesses, and consumers alike and costing billions of dollars in investments losses, disaster recovery expenses, and regulatory fines. Compounding this problem is the alarming shortage of cybersecurity professionals worldwide that has continued to worsen. In 2015, industry experts estimated a shortfall of 1.5 million cybersecurity professionals by 2019. The revised estimate in 2019 was 3 million and growing. For these reasons, educating and training cybersecurity professionals has become a top priority for governments and companies around the world. This research study investigates the performance of established student-centered active learning models. It combines Project-Based Learning (PBL) and Guided Inquiry Collaborative Learning (GICL) learning models to teach cybersecurity. Following Bloom’s Taxonomy pedagogical practices, a PBL-GICL framework and activities were developed for teaching a Cybersecurity Biometrics class. Scaffolding activities included items like lab assignments, guided inquiry questions, and a semester long project where students, through experimentation, designed and developed an optical fingerprint reader using a Raspberry Pi, a camera, a prism, and a 3D printed case. Embedded assessments consisting of a survey, peer reviews, exam questions, and research data from a published study that uses Process Oriented Guided Inquiry Learning (POGIL) to teach cybersecurity modules, are used to evaluate the following research questions: 1. How does PBL-GICL approach compare to POGIL as a learning model for teaching cybersecurity? 2. How effective is the PBL-GICL approach for teaching cybersecurity concepts? 3. What are the challenges and opportunities in implementing PBL-GICL to teach cybersecurity? Quantitative analysis of the survey data suggests that PBL-GICL performance is comparable to POGIL and exceeds it in categories like teamwork experience, motivation, and engagement. The data also suggests that the PBL-GICL approach is an effective student-centered learning model for teaching cybersecurity concepts. Lastly, several challenges concerning online teaching and opportunities for process improvements to implement PBL-GICL are discussed. These findings are important to mitigate the shortfall of qualified cybersecurity professionals by identifying effective student-centered active learning models that motivate and engage students