OPTIMIZING ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS THROUGH CONTEXTUAL APPROACH: A LITERATURE REVIEW OF CURRICULUM AND TEACHING METHODS
DOI:
https://doi.org/10.30868/ei.v13i03.6542Keywords:
Learning optimization, Islamic Religious Education (IRE), contextual approach, curriculum, teaching methodsAbstract
Background: This article is a literature review aimed at analyzing and explaining the contextual approach in enhancing the effectiveness of Islamic Religious Education (IRE) learning in Elementary Schools (ES). Purpose: The contextual approach is a teaching method that emphasizes the relevance of learning materials to students' daily lives and environments. In the context of IRE, this approach involves connecting Islamic religious lessons with life situations and Islamic values relevant to ES students. Method: Through a comprehensive literature review, this article explores previous studies and research involving the curriculum and teaching methods of IRE in ES using a contextual approach. This literature review covers various aspects, such as comparing the effectiveness between contextual and conventional approaches, their impact on understanding Islamic religion, students' learning interest, and participation in IRE learning. The article also discusses the challenges and opportunities in implementing the contextual approach in IRE learning in ES, including teachers' perspectives, required curriculum changes, and support from the school environment and families. Result: The results of this literature review indicate that the contextual approach can enhance the effectiveness of IRE learning in ES significantly. The relevance of learning materials to students' daily lives motivates them to be more engaged and to better appreciate Islamic values. In conclusion, the contextual approach has the potential to make a positive contribution to the development of IRE learning in ES. Conclusion: This article provide valuable insights for educators, researchers, and policymakers in the field of Islamic education, and encourage more empirical research to support and strengthen the findings of this literature review.
References
Adiyono, A., Fadhilatunnisa, A., Rahmat, N. A., & Munawarroh, N. (2023). Islamic Religious Education Learning Outcomes Evaluation: Implementation of Steps, Concepts and Solutions in Public Elementary School. AL-ISHLAH: Jurnal Pendidikan, 15(4), Article 4. https://doi.org/10.35445/alishlah.v15i4.4384
Amirudin, J., Ruswandi, U., Erihadiana, M., & Rohimah, E. (2022). Implementation of The CTL Learning Model Through Islamic Moderate Values in Improving the Attitude of Students Tolerance in School. Nazhruna: Jurnal Pendidikan Islam, 5(2), Article 2. https://doi.org/10.31538/nzh.v5i2.2201
An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development, 66(6), 1505–1527. https://doi.org/10.1007/s11423-018-9620-z
Bahri, R., Kholis, N., & Bakar, Y. A. (2023). Striding Towards Harmony: Research-Based Learning in Islamic Religious Education to Strengthen Washatiyah Islamic Values. Al-Insyiroh: Jurnal Studi Keislaman, 9(2), Article 2. https://doi.org/10.35309/alinsyiroh.v9i2.6930
Berestova, A., Burdina, G., Lobuteva, L., & Lobuteva, A. (2022). Academic Motivation of University Students and the Factors That Influence It in an E-Learning Environment. Electronic Journal of E-Learning, 20(2), 201–210.
Chamami, M. R., Nasikhin, N., & Saefudin, A. (2022). Development of Augmented Reality in Islamic Religious Education as an Anti-Corruption Learning Medium. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 20(2), Article 2. https://doi.org/10.21154/cendekia.v20i2.3817
Graves, K., & Garton, S. (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50(4), 441–482. https://doi.org/10.1017/S0261444817000155
Isik, U., Tahir, O. E., Meeter, M., Heymans, M. W., Jansma, E. P., Croiset, G., & Kusurkar, R. A. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. Sage Open, 8(2), 2158244018785412. https://doi.org/10.1177/2158244018785412
Islam, M. S. U., Kumar, A., & Hu, Y.-C. (2021). Context-aware scheduling in Fog computing: A survey, taxonomy, challenges and future directions. Journal of Network and Computer Applications, 180, 103008. https://doi.org/10.1016/j.jnca.2021.103008
Khlaif, Z. N., Salha, S., Affouneh, S., Rashed, H., & ElKimishy, L. A. (2021). The Covid-19 epidemic: Teachers’ responses to school closure in developing countries. Technology, Pedagogy and Education, 30(1), 95–109. https://doi.org/10.1080/1475939X.2020.1851752
Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences, 10(3), Article 3. https://doi.org/10.3390/educsci10030078
Meliani, F., Muhyiddin, D. S., Ruswandi, U., Arifin, B. S., & Suzana, S. (2022). Challenges of Using Technology In Islamic Religious Education Learning (Application of Flipped-Classroom in Class X PAI Subjects at SMA Plus Pagelaran Subang). Edukasi Islami: Jurnal Pendidikan Islam, 11(001), Article 001. https://doi.org/10.30868/ei.v11i4.3536
Mishra, N. R. (2023). Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory. Journal of Research and Development, 6(01), Article 01. https://doi.org/10.3126/jrdn.v6i01.55227
Muslimin, Putri, R. I. I., Zulkardi, & Aisyah, N. (2020). Learning Integers with Realistic Mathematics Education Approach Based on Islamic Values. Journal on Mathematics Education, 11(3), 363–384.
Natsir, T., Rasyid, A. R., & Bassey, S. A. (2023). The SAVI Learning Model and the 21st Century Skills: Developing Critical Thinking, Collaboration, and Creativity in Students Vocational High School. International Journal of Environment, Engineering and Education, 5(1), Article 1. https://doi.org/10.55151/ijeedu.v5i1.96
Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for Improving the Professionalism of Islamic Education Teachers at University. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), Article 1. https://doi.org/10.31538/tijie.v5i1.774
Passey, D. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972–986. https://doi.org/10.1111/bjet.12783
Raza, K., & Chua, C. (2022). Global-Contextual TESOL Leadership in Diverse and Multi-Dimensional Contexts: A Paradigmatic Shift. International Journal for Leadership in Learning, 22(1), Article 1. https://doi.org/10.29173/ijll12
Riza, S., Mardhatillah, Rizki, D., & Ihsan, M. A. N. (2024). The Effect of The Use of Contextual Teaching and Learning (CTL) Learning Model on The Cognitive Value of Students of Elementary School. Jurnal Penelitian Pendidikan IPA, 10(5), Article 5. https://doi.org/10.29303/jppipa.v10i5.6988
Rosyad, A. M. (2019). The Implementation of Inductive Teaching and Learning Methods in Islamic Education Learning. Risalah, Jurnal Pendidikan Dan Studi Islam, 5(2, Sept), Article 2, Sept. https://doi.org/10.31943/jurnal_risalah.v6i1.107
Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19–43. https://doi.org/10.1002/tea.21409
Serrano, D. R., Dea-Ayuela, M. A., Gonzalez-Burgos, E., Serrano-Gil, A., & Lalatsa, A. (2019). Technology-enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Setianingrum, D. A., Ula, E. M., Pratiwi, S., & Jumadi, J. (2022). Development of LKPD with a Contextual Approach Based on Flipbook to Increase Science Learning Motivation. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 10(4), Article 4. https://doi.org/10.24815/jpsi.v10i4.26098
Shofiyyah, N. A., Komarudin, T. S., & Hasan, M. S. (2023). Innovations in Islamic Education Management within the University Context: Addressing Challenges and Exploring Future Prospects. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 8(2), Article 2. https://doi.org/10.31538/ndh.v8i2.3625
Smith, M., Worker, S., Meehan, C., Schmitt-McQuitty, L., Ambrose, A., Brian, K., & Schoenfelder, E. (2017). Defining and Developing Curricula in the Context of Cooperative Extension. The Journal of Extension, 55(2). https://doi.org/10.34068/joe.55.02.22
Thibodeaux, T., Harapnuik, D., & Cummings, C. (2019). Student Perceptions of the Influence of Choice, Ownership, and Voice in Learning and the Learning Environment. International Journal of Teaching and Learning in Higher Education, 31(1), 50–62.
Ulum, B., & Syafi’i, I. (2022). Implementing Contextual Teaching and Learning Models in Islamic Religious Education Learning. Academicus: Journal of Teaching and Learning, 1(1), Article 1. https://doi.org/10.59373/academicus.v1i1.6
Vaishali, & Misra, P. K. (2020). Implications of Constructivist Approaches in the Classrooms: The Role of the Teachers. Asian Journal of Education and Social Studies, 7(4), Article 4. https://doi.org/10.9734/ajess/2020/v7i430205
Wiyono, B. B., Degeng, I. N. S., Wedi, A., & Wu, H. H. (2020). The Effectiveness of the Implementation of School-Based Curricula and National Curriculum-Based Learning Processes in Primary Schools in Indonesia. 608–616. https://doi.org/10.2991/assehr.k.201214.306
Wong, J. T., & Hughes, B. S. (2023). Leveraging learning experience design: Digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 35(3), 595–632. https://doi.org/10.1007/s12528-022-09342-1
Young, S., & Nichols, H. E. (2017). A reflexive evaluation of technology-enhanced learning. Research in Learning Technology. https://eprints.leedsbeckett.ac.uk/id/eprint/4348/
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Sitti Nadirah, Retoliah Retoliah, Aniati Aniati, Idris Idris, Hisbullah Hisbullah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
