Innovative Learning Strategies for Islamic Religious Education Based on Merdeka Belajar Curriculum in Vocational High Schools
Abstract
Innovative learning strategies for Islamic Religious Education are needed to improve cognitive abilities, including analysis, application, creation, presentation, and implementation; affective abilities, including appreciation and organization or characterization; and psychomotor abilities, with the perception of the Qur'an and Hadith, which can enrich the vocational needs of students. This qualitative case study research aims to describe and analyze innovative learning strategies for Islamic Religious Education at Mambaul Ulum Vocational High School based on the Merdeka Belajar curriculum. Data collection through interviews, observations, and documentation. Testing the validity of the collected data through triangulation, expert discussions, and member checking. Data analysis using the Miles, Huberman, and Saldana methods with data condensation, data presentation, and conclusion. The study showed that the Islamic Religious Education teachers implemented three innovative learning strategies. First, problem-based learning integrates religious concepts with real issues to develop cognitive, affective, and psychomotor abilities. Second, inquiry-based learning through independent investigation and applying religious concepts in everyday life to deepen understanding. Third, flipped classroom combines independent learning at home with classroom discussion activities. Applying three innovative learning strategies has an impact on increasing learning motivation, knowledge of worship, and critical thinking skills. The value of this research lies in the application of learning strategies that connect religious concepts with actual practices to improve the quality of learning in vocational environments. The research findings strengthen constructivism through problem-based, inquiry-based, and flipped classroom theory by showing that active, collaborative, and interactive learning improves understanding and application of learning materials.
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References
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[10] Aswan, D. M., Lufri, L., & Sumarmin, R. (2018). Influence of Problem Based Learning on Critical Thinking Skills and Competence Class VIII SMPN 1 Gunuang Omeh, 2016/2017. IOP Conference Series: Materials Science and Engineering, 335, 012128. https://doi.org/10.1088/1757-899X/335/1/012128
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[12] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
[13] Duran, M., & Dökme, İ. (2016). The Effect Of The Inquiry-Based Learning Approach On Student’s Critical Thinking Skills. EURASIA Journal of Mathematics, Science and Technology Education, 12(12), 99-108. https://doi.org/10.12973/eurasia.2016.02311a
[14] Fikriyati, M., Katoningsih, S., & Hasan, S. (2023). Use of Loose Part Media With Cardboard and Sand Materials in Islamic Children’s Schools. Nazhruna: Jurnal Pendidikan Islam, 6(1), 60–71. https://doi.org/10.31538/nzh.v6i1.2858
[15] Gajić, M. M., Miljanović, T. B., Babić-Kekez, S. S., Županec, V. D., & Jovanović, T. T. (2021). Correlations Between Teaching Strategies in Biology, Learning Styles, and Student School Achievement: Implications for Inquiry Based Teaching. Journal of Baltic Science Education, 20(2), 184–203. https://doi.org/10.33225/jbse/21.20.184
[16] Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture. American Journal of Pharmaceutical Education, 82(5), 6898. https://doi.org/10.5688/ajpe6898
[17] Góes, N. M., & Alliprandini, P. M. Z. (2019). Análise das práticas pedagógicas de tutores para o incentivo do uso de estratégias de aprendizagem. Praxis Educativa, 14(3), 955–973. https://doi.org/10.5212/PraxEduc.v.14n3.008
[18] Harlanu, M., Suryanto, A., & Achmadi, T. A. (2024). The Impact of Merdeka Belajar Kampus Merdeka (Emancipated Learning) and Motivation on Students’ Learning Outcomes in Higher Education in Indonesia. Journal of Curriculum and Teaching, 13(2), 299. https://doi.org/10.5430/jct.v13n2p299
[19] Ikhram, I., Zulfikar, T., Muhammad, M., Al-Fairusy, M., & Ikhwan, M. (2023). Taghyir Within Character Building of The Islamic Traditional School Students in Aceh Besar. Jurnal Ilmiah Islam Futura, 23(2), 327. https://doi.org/10.22373/jiif.v23i2.17167
[20] Irwandi, I., Santoso, S., Sakroni, S., Lukitasari, M., & Hasan, R. (2022). School-community Collaboration in Inquiry-based Learning to Strengthen Religious Character and Improve Learning Outcome of Students. International Journal of Instruction, 15(3), 913–930. https://doi.org/10.29333/iji.2022.15349a
[21] Jaiprakash, H., Singh, A., Biswas, A., Mohanraj, J., & Ghosh, S. (2019). E-PBL: An Innovation to Promote Active Learning and Decrease Cognitive Overload among Medical Students. Indian Journal of Public Health Research & Development, 10(4), 1469. https://doi.org/10.5958/0976-5506.2019.00922.7
[22] Jasiah, J., Mazrur, M., Hartati, Z., Rahman, A., Kibtiyah, M., Liadi, F., & Fahmi, F. (2024). Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review. International Journal of Learning, Teaching and Educational Research, 23(4), 394–408. https://doi.org/10.26803/ijlter.23.4.21
[23] Jayanegara, A., Mukhtarom, A., & Marzuki, I. (2024). Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis. International Journal of Evaluation and Research in Education (IJERE), 13(2), 1148. https://doi.org/10.11591/ijere.v13i2.26364
[24] Kemp, C., van Herwerden, L., Molloy, E., Kleve, S., Brimblecombe, J., Reidlinger, D., & Palermo, C. (2021). How do students offer value to organisations through work integrated learning? A qualitative study using Social Exchange Theory. Advances in Health Sciences Education, 26(3), 1075–1093. https://doi.org/10.1007/s10459-021-10038-x
[25] Khotimah, S. H., Krisnawati, N. M., Abusiri, A., Mubin, F., & Wardi, M. (2024). Development of Virtual Field Trip-Based Learning Model as A Strengthening of Madrasah Student Digital Literacy. Nazhruna: Jurnal Pendidikan Islam, 7(1), 103–121. https://doi.org/10.31538/nzh.v7i1.4532
[26] Light, P. (2014). Learning to Think. Routledge. https://doi.org/10.4324/9781315824758
[27] Machado, A., & Staddon, J. (2023). Learning from a behaviorist perspective. In International Encyclopedia of Education(Fourth Edition) (pp. 12–21). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14002-3
[28] Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201. https://doi.org/10.5944/ried.21.2.20055
[29] Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Third Edition. SAGE Publications.
[30] Nawi, A., Abdul Nasir Zakaria, G., & Hashim, N. (2020). Effective Communication Through Problem-Based Learning in Islamic Education Course at the Higher Institute of Education. Jurnal Komunikasi: Malaysian Journal of Communication, 36(1), 20–40. https://doi.org/10.17576/JKMJC-2020-3601-02
[31] Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33. https://doi.org/10.1186/s41239-016-0032-z
[32] O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
[33] Pande, M., & Bharathi, S. V. (2020). Theoretical foundations of design thinking – A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36(2), 100637. https://doi.org/10.1016/j.tsc.2020.100637
[34] Pratiwi, S. N., Cari, C., Aminah, N. S., & Affandy, H. (2019). Problem-Based Learning with Argumentation Skills to Improve Students’ Concept Understanding. Journal of Physics: Conference Series, 1155, 012065. https://doi.org/10.1088/1742-6596/1155/1/012065
[35] Previts, J., & Bauer, D. (2016). Ourselves and others: learning, teaching, and discovery. Middle School Journal, 47(2), 2–2. https://doi.org/10.1080/00940771.2016.1105025
[36] Putri, F., & Suwono, H. (2023). Implementation of PBL (problem-based learning) to improve interdisciplinary thinking skills and biology learning outcomes. AIP Conference Proceedings, 020012. https://doi.org/10.1063/5.0112276
[37] Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147(30), 103778. https://doi.org/10.1016/j.compedu.2019.103778
[38] Rockinson-Szapkiw, A. J., Spaulding, L. S., & Spaulding, M. T. (2016). Identifying significant integration and institutional factors that predict online doctoral persistence. The Internet and Higher Education, 31(25), 101–112. https://doi.org/10.1016/j.iheduc.2016.07.003
[39] Saad, S. A. (2022). The Courtyard in Cairene Traditional Houses; A Territorial Dispute, Game of Spaces Geometry and Light. Journal of Islamic Architecture, 7(2), 198–209. https://doi.org/10.18860/jia.v7i2.15427
[40] Sadovnik, A. R., Semel, S. F., Coughlan, R. W., Kanze, B., & Tyner-Mullings, A. R. (2017). Progressive Education in The 21st Century: The Enduring Influence of John Dewey. The Journal of the Gilded Age and Progressive Era, 16(4), 515–530. https://doi.org/10.1017/S1537781417000378
[41] Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002
[42] Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia - Social and Behavioral Sciences, 2(2), 1190–1194. https://doi.org/10.1016/j.sbspro.2010.03.170
[43] Stapleton, L., & Stefaniak, J. (2019). Cognitive Constructivism: Revisiting Jerome Bruner’s Influence on Instructional Design Practices. TechTrends, 63(1), 4–5. https://doi.org/10.1007/s11528-018-0356-8
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Published
2024-09-10
How to Cite
HOSAINI, Hosaini et al.
Innovative Learning Strategies for Islamic Religious Education Based on Merdeka Belajar Curriculum in Vocational High Schools.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 3, p. 966-981, sep. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/587>. Date accessed: 06 oct. 2024.
doi: https://doi.org/10.35723/ajie.v8i3.587.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
