Transformation Model of History Learning in Increasing Student Competency

Abstract

Since Islamic boarding school-based madrasas maintain books as a source of history learning, teachers face serious challenges, form students' critical and chronological thinking skills through book study. This encourages a transformation of history learning, which has been taking place traditionally. This study aims to explore and describe book-based history teaching and learning to improve student competence. This research is qualitative, using a case study type. Data collection techniques use interviews, observation and documentation. Data is analyzed using relevant theories or previous research findings. Data validity is carried out by extending observations. This study found that book-based history learning was transformed by formulating personal-social goals without ignoring transformative goals, emphasizing a chronological approach in education, and developing CRI (Constructed Response Items) model evaluation questions. Book-based learning activities are different from using modern textbooks. Teachers' creative and innovative efforts are needed to realise learning objectives in madrasas through book learning. Apart from mastering the content, the national curriculum is also directed at developing critical, creative, communicative, collaborative and literacy skills.

Downloads

Download data is not yet available.

References

[1] Afifah, U., & Sulaeman, A. (2022). Implementasi Pembelajaran Sejarah Kebudayaan Islam Menggunakan Question Card. Alhamra Jurnal Studi Islam, 3(2), 139–155. https://doi.org/10.30595/ajsi.v3i2.14946
[2] Ahmad, S., Al-Mu’afi, R. H., Budiman, A., & Zaid, A. hafid. (2014). Ushul Tarbiyah.pdf. Pondok Modern Gontor Ponorogo.
[3] Aidulsyah, F. (2023). The rise of urban Salafism in Indonesia: The social-media and pop culture of new Indonesian Islamic youth. Asian Journal of Social Science. https://doi.org/10.1016/j.ajss.2023.07.003
[4] Al Fattah, H., Djono, D., & Pelu, M. (2022). Sirah Nabawiyyah Reactualized: Global Mindset in Khulasah Nurul Yaqin Textbook. Al-Hayat: Journal of Islamic Education, 6(1), 116. https://doi.org/10.35723/ajie.v6i1.234
[5] Arshad, I. S. M. R. @, Rozali, E. A., & Kamaruzzaman, A. F. (2012). The Importance of Learning Islamic History and Civilization of Malaysia in the Building of Human Capital and Identity of the Muslim Society in Malaysia. Procedia - Social and Behavioral Sciences, 59, 550–557. https://doi.org/10.1016/j.sbspro.2012.09.313
[6] Ashari, R., Ishomuddin, I., Tobroni, T., & Khozin, K. (2023). From Theory to Practice: Ralph W. Tyler’s Perspective on the Curriculum Transformation. Al-Hayat: Journal of Islamic Education, 7(2), 440–453. https://doi.org/10.35723/ajie.v7i2.410
[7] Azizan, Z., Zein, A., & Budianti, Y. (2022). The Value of Spiritual and Social Education in Surah Al-Maun and Its Relevance to Learning the History of Islamic Culture. Yupa: Historical Studies Journal, 7(1), 1–16. https://doi.org/10.30872/yupa.v7i1.1333
[8] Belo, Y., Ramos, P., & Costa, J. M. (2019). Constructed Response or Multiple-Choice Questions For Asessing Declarative Programming Knowledge ? That Is The Question ! Journal of Information Technology Education: Innovations in Practice, 18, 153–170. https://doi.org/10.28945/4479
[9] Denzin, N., & Lincoln, Y. (2018). The SAGE Handbook of Qualitative Research. Sage.
[10] Dzhuad, I. (2023). Historical, Intra-scientific and Social Factors of the Scientific Leadership in Islamic Psychology. Minbar. Islamic Studies, 15(4), 966–998. https://doi.org/10.31162/2618-9569-2022-15-4-966-998
[11] Fauziah, N. (2013). Faktor Penyebab Kejenuhan Belajar Sejarah Kebudayaan Islam (Ski) Pada Siswa Kelas Xi Jurusan Keagamaan Di MAN Tempel Sleman. Pendidikan Agama Islam, X(1), 99–108.
[12] Hasmar, A. H. (2020). Problematika Pembelajaran Sejarah Kebudayaan Islam Di Madrasah. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam, 10(1), 15. https://doi.org/10.22373/jm.v10i1.6789
[13] Ihsan, I., Pabbajah, M., Abdullah, I., & Hidayati, H. (2021). The contestation of national and religious curricula in indonesia ’ s madrasas since the passage of the uuspn. Educational Studies, 1–14. https://doi.org/10.1080/03055698.2021.1958757
[14] Ikhwan, A., Marzuki, K., Liswandi, L., & Sabila, A. M. (2023). Trimurti Leadership as Central Figure in Pondok Modern Darussalam Gontor. Al-Hayat: Journal of Islamic Education, 7(1), 1–12. https://doi.org/10.35723/ajie.v6i1.312
[15] Istiqomah, N., Rusyd, I., & Grogot, T. (2023). Reinterpretasi Metode Pembelajaran Sejarah Kebudayaan Islam : Optimalisasi Implementasi dalam Kurikulum 2013 di Madrasah Aliyah Pendahuluan. IQRA Journal of Islamic Education, 6(1), 85–106. https://doi.org/10.24256/iqro.v6i1.4084
[16] Kepmenag No.183. (2019). Keputusan Menteri Agama Nomor 183 Tahun 2019 Tentang Kurikulum PAI dan Bahasa Arab pada Madrasah.
[17] Kumala, A., & Rohman, F. (2023). Improving The Quality Of Islamic Cultural History Learning. Journal of Islamic Education and Pesantren, 3(1), 1–14. https://doi.org/10.33752/jiep.v3i1.4145
[18] Laila, S. N. F. (2018). Teaching and Learning Paradigm in History; A Case Study at State Islamic Institute of Tulungagung. In A. Akhyak (Ed.), International Proceeding of International Conference on Interdisciplinary Islamic Studies, social Science and Humanities (ICIIS-SSH) (pp. 77–80). Graduate School of State Islamic Institute of Tulungagung.
[19] Laila, S. N. F., Ishomuddin, I., Tobroni, T., & In’am, A. (2020). Konstruksi Kurikulum Menakar integrasi Kurikulum Pendidikan Pesantren. Bildung.
[20] Lévesque, S., & Clark, P. (2018). Historical Thinking: Definitions and Educational Applications. In S. A. Metzger & L. M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning (pp. 119–148). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119100812.ch5
[21] Liam, L., Hui, H., & Carsten, L. (2023). Utilization of ICT in Learning the History of Islamic Culture. Scientechno: Journal of Science and Technology, 2(1), 64–79. https://doi.org/10.55849/scientechno.v2i1.49
[22] Majid, D. A., & Suteja, I. (2017). Pengaruh Penerapan Metode Bermain Peran terhadap Prestasi Belajar pada Mata Pelajaran Sejarah Kebudayaan Islam Siswa Madrasah Tsanawiyah (MTs) Arruhama Kuningan. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam, 2(1), 67–79. https://doi.org/10.24235/tarbawi.v2i1.2028
[23] Mufron, A., Ikhwan, A., Syuhada, M., & Ridlowi, A. (2021). Optimizing the Organizational Structure in Transforming Human Resources Who Can Manage Work Stress With a Religious Culture. European Journal of Molecular & Clinical Medicine, 8(3), 1110–1126.
[24] Nurpriatna, A., Rustandi, N., & Ridwan, W. (2021). Penerapan Berpikir Kritis Siswa Melalui Pendekatan Kontruktivisme Dalam Pemebelajaran Sejarah Kebudayaan Islam ( Penelitian di Madrasah Aliyah Muslimin Jaya Cimenteng Sukabumi ). Rayah Al-Islam, 5(1), 450–466. https://doi.org/10.37274/rais.v5i01.712
[25] Ramadhan, H. R., Mulyawan, M., Hidayani, I., & Mahdi, I. (2019). Metode Discovery Learning Dalam Pembelajaran Sejarah Khulafaurrasyidin. Edukasi Islami: Jurnal Pendidikan Islam, 8(1), 143. https://doi.org/10.30868/ei.v8i01.357
[26] Rohman, M., Lessy, Z., & Faizah, N. (2019). Problematika Pembelajaran Sejarah Kebudayaan Islam Kurikulum KMA 183 Tahun 2019 Madrasah Ibtidaiyah. Terampil Jurnal Pendidikan Dan Pembelajaran Dasar, 9(2), 191–204. https://doi.org/10.24042/terampil.v9i2.14016
[27] Savenije, G. M., Wansink, B. G. J., & Logtenberg, A. (2022). Dutch history teachers’ perceptions of teaching the topic of Islam while balancing distance and proximity. Teaching and Teacher Education, 112, 103654. https://doi.org/10.1016/j.tate.2022.103654
[28] Shemilt, D. (2018). Assesment of Learning in History Education. In S. A. Metzger & L. M. Harris (Eds.), The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc. https://doi.org/10.1037/0022
[29] Sukamto. (2023). The Use of Documentary Films to Improve Learning Outcomes of Islamic Cultural History in Students. Journal of Education Research and Evaluation, 7(2), 234–241. https://doi.org/10.23887/jere.v7i2.61593
[30] Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
[31] van Boxtel, C., & van Drie, J. (2018). Historical Reasoning: Conceptualizations and Educational Applications. The Wiley International Handbook of History Teaching and Learning, 149–176. https://doi.org/10.1002/9781119100812.ch6
[32] van Drie, J., & van Boxtel, C. (2007). Historical Reasoning : Towards a Framework for Analyzing Students ’ Reasoning about the Past. Educational Psychology Review, 20(2), 87–110. https://link.springer.com/article/10.1007/s10648-007-9056-1
[33] Waring, S. M., & Robinson, K. S. (2015). Developing Critical and Historical Thinking Skills in Middle Grades Social Studies. Middle School Journal, 42(1), 22–28. https://doi.org/10.1080/00940771.2010.11461747
[34] Yin, R. K. (2013). Studi Kasus desain dan metode. Raja Grafindo Persada.
[35] Zarkasy, I. (2014). Al-Tarbiyah al-’Amaliyah. Pondok Modern Gontor Ponorogo.
Published
2024-01-23
How to Cite
LAILA, ST. Noer Farida; ANWAR, Heru Syaiful. Transformation Model of History Learning in Increasing Student Competency. Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 209-220, jan. 2024. ISSN 2599-3046. Available at: <https://alhayat.or.id/index.php/alhayat/article/view/500>. Date accessed: 04 mar. 2024. doi: https://doi.org/10.35723/ajie.v8i1.500.