Faith, Identity Processes and Science-Based Project Learning Methods for Madrasah Teachers

Authors

  • Syahraini Tambak Department of Islamic Religion Education, Faculty of Islamic Religion, Universitas Islam Riau, Indonesia., Indonesia
  • M. Yusuf Ahmad Department of Islamic Religion Education, Faculty of Islamic Religion, Universitas Islam Riau, Indonesia., Indonesia
  • Desi Sukenti Department of Language and Literature Education, Faculty of Teacher Training and Education, Universitas Islam Riau, Indonesia., Indonesia
  • Ermalinda Siregar Department of Islamic Religion Education, Faculty of Islamic Religion, Unviersitas Islam Riau, Indonesia., Indonesia

DOI:

https://doi.org/10.35445/alishlah.v14i1.1184

Keywords:

Teacher faith, Identity processes, Science-based project learning method, Madrasah teacher, Professionalism

Abstract

The development of students' scientific thinking in the field of akidah akhlak (moral theology) is very urgent, and for that process, a science-based project learning method is needed. This study uses a phenomenological approach to explore the involvement of faith and identity processes of madrasah aliyah teachers in developing science-based project learning methods, involving twenty moral theology teachers, conducted in-depth interviews to reveal the narrative of teachers' practice in using science-based project learning methods. Thematic analysis of two-group interviews with 20 teachers showed that teachers' personal beliefs provided a religiously-motivated narrative framework that facilitated the interpretation of one's experiences. The involvement of personal faith and religiosity, identity processes when teaching, plays a role in the development of science-based project learning methods on moral theology. The application of Islamic principles and faith is the main bond in the development of science-based project learning methods and attribution of identity from God-given personality to learning in moral theology. Identity processes, faith, and scientific thinking of students develop when following the learning of moral theology. In conclusion, this exploratory study shows that faith and identity processes in personal can improve science-based project learning methods. In the future, large-scale research could provide further evidence to reconsider the role of religious education in teacher training as an important factor in developing science-based project learning methods for teachers of moral theology.

References

Aji Sofanudin, Rokhman, F., Wasino, & Rusdarti. (2016). Quality-Oriented Management of Educational Innovation at Madrasah Ibtidaiyah. Journal of Education and Practice.

Al Arood, M. A. S., Aljallad, M. Z., & Baioumy, N. (2020). The effectiveness of a cloud-based learning program in developing reflective thinking skills in Islamic education among students in UAE. International Journal of Education and Practice. https://doi.org/10.18488/journal.61.2020.81.158.173

Amri, M., Saharuddin, S., & Ahmad, L. O. I. (2019). The Implementation of Islamic Education: The Process of Instilling Akhlakul Karimah (Noble Characters) for Madrasah Tsanawiyah Students. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah. https://doi.org/10.24042/tadris.v4i1.4070

Annalakshmi, N., & Abeer, M. (2011). Islamic worldview, religious personality and resilience among Muslim adolescent students in India. Europe’s Journal of Psychology. https://doi.org/10.5964/ejop.v7i4.161

Aşdelen Teker, G., & Güler, N. (2019). Thematic Content Analysis of Studies Using Generalizability Theory. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.569996

Azim, S. W., Ullah, Y., & Wahab, F. (2021). Religion, Conflict and Identity: Islam, Pakistani identity and the conflict in Swat. Journal of Peace, Development & Communication. https://doi.org/10.36968/jpdc-v05-i01-35

Braun, V., & Clarke, V. (2019). Using thematic analysis in psychology Thematic. Journal of Chemical Information and Modeling.

Breakwell, G. (2015). Identity process theory. In The Cambridge Handbook of Social Representations. https://doi.org/10.1017/CBO9781107323650.021

Burton, L. D., & Nwosu, C. C. (2003). Student perceptions of the integration of faith, learning, and practice in an educational methods course. Journal of Research on Christian Education. https://doi.org/10.1080/10656210309484948

Chua, K. J., & Islam, M. R. (2020). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education. https://doi.org/10.1177/0306419019838335

Cronjé, F. J., Sommers, L. S., Faulkner, J. K., Meintjes, W. A. J., Van Wijk, C. H., & Turner, R. P. (2017). Effect of a Faith-Based Education Program on Self-Assessed Physical, Mental and Spiritual (Religious) Health Parameters. Journal of Religion and Health. https://doi.org/10.1007/s10943-015-0129-z

Dehraj, M. M. A., & Mahersar, M. R. A. (2018). The Role of Islamic Education in Social Change: A Case Study of the Elementary Schools of District Shaheed Benazir Bhuttu Abad, Sindh. Journal of Religious Studies, Vol. I, Issue: I. https://doi.org/10.33195/uochjrs-v1i2602018

DoÄŸan, Z., & Karabulut, B. (2019). Analyzing the process of using project-based learning method in teaching the concept of tens-ones in elementary math course. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2019.070424

Eissa, M., & Khalid, M. (2019). Development of Character and Life Skills through Islamic Methods of Teaching Acquired Science Subjects at Islamic International Schools in Malaysia. IIUM Journal of Educational Studies. https://doi.org/10.31436/ijes.v6i1.143

Faiz, A., Purwati, P., & Kurniawaty, I. (2020). Construction of Prosocial Empathy Values Through Project Based Learning Methods Based on Social Experiments (Study of Discovering Cultural Themes in the Sumber-Cirebon Society). Ta Dib : Jurnal Pendidikan Islam. https://doi.org/10.29313/tjpi.v9i1.6220

Farida, I., Hadiansah, Mahmud, & Munandar, A. (2017). Project-based teaching and learning design for internalization of environmental literacy with islamic values. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v6i2.9452

Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment. Journal of Teacher Education for Sustainability. https://doi.org/10.2478/jtes-2020-0003

Fielding, K. S., & Hornsey, M. J. (2016). A social identity analysis of climate change and environmental attitudes and behaviors: Insights and opportunities. In Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2016.00121

García-Carmona, A. (2020). From Inquiry-Based Science Education to the Approach Based on Scientific Practices: A Critical Analysis and Suggestions for Science Teaching. Science and Education. https://doi.org/10.1007/s11191-020-00108-8

Groenewald, T. (2018). Reflection/Commentary on a Past Article: “A Phenomenological Research Design Illustrated.†International Journal of Qualitative Methods. https://doi.org/10.1177/1609406918774662

Hamzah, D. S., Tambak, S., & Tanjung, W. U. (2020). Overcoming self-confidence of Islamic religious education students: The influence of personal learning model. Journal of Education and Learning (EduLearn), 14(4), 582-589.

Howarth, C. (2016). Representations, identity, and resistance in communication. In The Social Psychology of Communication. https://doi.org/10.1057/9780230297616_8

Illman, R., & Smith, W. A. (2013). Theology and the arts: Engaging faith. In Theology and the Arts: Engaging Faith. https://doi.org/10.4324/9780203754146

Jaspal, R., & Breakwell, G. M. (2012). Identity process theory: Identity, social action and social change. In Identity Process Theory: Identity, Social Action and Social Change. https://doi.org/10.1017/CBO9781139136983

Kang, M., Park, H. J., & Park, J. (2020). Teachers as good mothers, mothers as good teachers: Functional and ideological work–family alignment in the South Korean teaching profession. Gender, Work and Organization. https://doi.org/10.1111/gwao.12396

Kurniawan, W., Pathoni, H., Muliawati, L., Kurniawan, D. A., Romadona, D. D., Ningsi, A. P., & Dari, R. W. (2020). Relationship of science process skills and critical thinking of students in physics subject. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2020.081162

Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective. Smart Learning Environments. https://doi.org/10.1186/s40561-021-00152-z

Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-020-00238-7

Lundh, L. G. (2020). Experimental Phenomenology in Mindfulness Research. Mindfulness. https://doi.org/10.1007/s12671-019-01274-9

Mansir, F., & Purnomo, H. (2020). Islamic Education Learning Strategies Based on Multiple Intelligences in Islamic School. Psikis : Jurnal Psikologi Islami. https://doi.org/10.19109/psikis.v6i1.4011

McKay, L., & Sappa, V. (2020). Harnessing creativity through arts-based research to support teachers’ identity development. Journal of Adult and Continuing Education. https://doi.org/10.1177/1477971419841068

Mondro, A., Connell, C. M., Li, L., & Reed, E. (2020). Retaining identity: Creativity and caregiving. Dementia. https://doi.org/10.1177/1471301218803468

Mosqueiro, B. P., Da Rocha, N. S., & Fleck, M. P. D. A. (2015). Intrinsic religiosity, resilience, quality of life, and suicide risk in depressed inpatients. Journal of Affective Disorders. https://doi.org/10.1016/j.jad.2015.03.022

Moubarez, H. (2020). Arabic and Islamic Philosophy and Sciences: Method and Truth. Studia Humana. https://doi.org/10.2478/sh-2020-0001

Ndlovu, L. (2014). Religion education teaching in Zimbabwe secondary schools: The search for an authentic values-oriented multi-faith religion education pedagogical model. British Journal of Religious Education. https://doi.org/10.1080/01416200.2013.781500

Nuraini, & Muliawan, W. (2020). Development of Science Learning with Project Based Learning on Science Process Skill : A Needs Analysis Study. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1539/1/012055

Ozório, F. J. D. G., Cavalcante, P., Ferreira Pitombeira, A. L., Venceslau de Lima Junior, G., Mota Neves de Almeida, S., Rodrigues Almeida, E., Moura da Costa Souza, A., & De Moraes Paim, I. (2021). Project Model Canvas’ Contributions to the Project-Based Learning Method. International Journal for Innovation Education and Research. https://doi.org/10.31686/ijier.vol9.iss1.2916

Parrado-Martínez, P., & Sánchez-Andújar, S. (2020). Development of competences in postgraduate studies of finance: A project-based learning (PBL) case study. International Review of Economics Education. https://doi.org/10.1016/j.iree.2020.100192

Patton, M. Q. (2002). Qualitative research and evaluation methods. In Qualitative Inquiry. https://doi.org/10.2307/330063

Pessotti, C. F. C., Fonseca, L. C., Tedrus, G. M. de A. S., & Laloni, D. T. (2018). Family caregivers of elderly with dementia: Relationship between religiosity, resilience, quality of life and burden. Dementia e Neuropsychologia. https://doi.org/10.1590/1980-57642018dn12-040011

Rapoport, A., & Yemini, M. (2020). Citizenship, identity, and education: Re-imagining the Contested Terrain. Education, Citizenship and Social Justice. https://doi.org/10.1177/1746197919859211

Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century. https://doi.org/10.33225/pec/18.76.215

Ritonga, T., Ananda, A., Lanin, D., & Hasan, H. (2019). Practice to theory of learning: A lesson learned from islamic boarding school in South Tapanuli of Indonesia. Humanities and Social Sciences Reviews. https://doi.org/10.18510/hssr.2019.75169

Ro, J. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2020.103056

Selvi, K. (2007). Phenomenological Approach in Education. In Education In Human Creative Existential Planning. https://doi.org/10.1007/978-1-4020-6302-2_4

Shpeizer, R. (2019). Towards a successful integration of project-based learning in higher education: Challenges, technologies and methods of implementation. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2019.070815

Simonton, K. L., Layne, T. E., & Irwin, C. C. (2021). Project-based learning and its potential in physical education: an instructional model inquiry. Curriculum Studies in Health and Physical Education. https://doi.org/10.1080/25742981.2020.1862683

Sternisko, A., Cichocka, A., & Van Bavel, J. J. (2020). The dark side of social movements: social identity, non-conformity, and the lure of conspiracy theories. Current Opinion in Psychology. https://doi.org/10.1016/j.copsyc.2020.02.007

Suhirman, Y., & Agus Muliadi, S. P. (2020). The effect of problem-based learning with character emphasis toward students’ higher-order thinking skills and characters. International Journal of Emerging Technologies in Learning. https://doi.org/10.3991/IJET.V15I06.12061

Sukenti, D., & Tambak, S. (2020). Developing Indonesian Language Learning Assessments: Strengthening the Personal Competence and Islamic Psychosocial of Teachers. International Journal of Evaluation and Research in Education, 9(4), http://doi.org/1079-1087. 10.11591/ijere.v9i4.20677

Sukenti, D., Tambak, S., & Siregar, E. (2021). Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence. AL-ISHLAH: Jurnal Pendidikan, 13(1), 725-740. https://doi.org/10.35445/alishlah.v13i1.552

Susilowati, W. W., & Suyatno, S. (2021). Teacher competence in implementing higher-order thinking skills oriented learning in elementary schools. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran. https://doi.org/10.25273/pe.v11i1.7762

Tambak, S., M, A., Khairi, Z., & Sukenti, D. (2018). Development of Madrasah Teacher Professionalism by Strengthening the Khalifah Concept and Islamic Psychosocial Perspective. https://doi.org/10.2991/icie-18.2018.7

Tambak, S., & Sukenti, D. (2020). Strengthening Islamic behavior and Islamic psychosocial in developing professional Madrasah teachers. Cakrawala Pendidikan. https://doi.org/10.21831/cp.v39i1.26001

Tambak, S., Ahmad, M. Y., & Sukenti, D. (2020). Strengthening Emotional Intelligence in Developing the Madrasah Teachers’ Professionalism (Penguatan Kecerdasan Emosional dalam Mengembangkan Profesionalisme Guru Madrasah). Akademika, 90(2), 27-38. https://doi.org/10.17576/akad-2020-9002-03

Tambak, S., Humairoh, S., Noer, M. A., & Ahmad, M. (2020). Internalization of Riau Malay Culture in Developing the Morals of Madrasah Ibtidaiyah Students. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 69-84. http://dx.doi.org/ 10.24235/al.ibtida.snj.v7i1.5954

Tambak, S. (2021). The Method of Counteracting Radicalism in Schools: Tracing the Role of Islamic Religious Education Teachers in Learning. MIQOT: Jurnal Ilmu-ilmu Keislaman, 45(1), 104-126.

Tambak, S., Amril, A., & Sukenti, D. (2021). Islamic Teacher Development: Constructing Islamic Professional Teachers Based on The Khalifah Concept. Nazhruna: Jurnal Pendidikan Islam, 4(1), 117-135. https://doi.org/10.31538/nzh.v4i1.1055

Tambak, S., Mahfud, C., Latipah, E., & Sukenti, D. (2021). Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers. Dinamika Ilmu: Jurnal Pendidikan, 417-435. https://doi.org/10.21093/di.v21i2.3527

Tambak, S., Ahmad, M., Sukenti, D., & Ghani, A. R. B. A. (2020). Profesionalisme Guru Madrasah: Internalisasi Nilai Islam dalam Mengembangkan Akhlak Aktual Siswa. Jurnal Pendidikan Agama Islam Al-Thariqah, 5(2), 79-96. https://doi.org/10.25299/al-thariqah.2020.vol5(2).5885

Tambak, S., Hamzah, H., Sukenti, D., & Sabdin, M. (2021). Internalization of Islamic Values in Developing Students' Actual Morals. JPI (Jurnal Pendidikan Indonesia), 10(4). http://dx.doi.org/10.23887/jpi-undiksha.v10i4.30328

Tambak, S., & Sukenti, D. (2020). Exploring Methods for Developing Potential Students in Islamic Schools in the Context of Riau Malay Culture. ICoSEEH 2019, 4, 343-351. http://dx.doi.org/10.5220/0009148703430351.

Tanak, A. (2020). Developing Preservice Science Teachers’ Teaching Practices with an Emphasis on Higher Order Thinking. Science Education International. https://doi.org/10.33828/sei.v31.i3.2

Twigger-Ross, C. L., & Uzzell, D. L. (1996). Place and identity processes. Journal of Environmental Psychology. https://doi.org/10.1006/jevp.1996.0017

Ulya, F., Rifai RC, A., & Sulistyorini, S. (2020). The Effectiveness of Project-Based Learning Model and Talking stickType of Cooperative Learning Model on the Quran-Hadith Subject Learning Outcomes. Innovative Journal of Curriculum and Educational Technology. https://doi.org/10.15294/ijcet.v9i2.40173

Yustina, Syafii, W., & Vebrianto, R. (2020). The effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking skills through online learning in the COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v9i3.24706

Zakariya, D. M. (2019). Implementation of Tawhid through Moral Education to Build Santri’s Character in Al Islam Islamic Boarding School Lamongan. Studia Religia : Jurnal Pemikiran Dan Pendidikan Islam. https://doi.org/10.30651/sr.v2i2.2401

Downloads

Published

2022-04-20

How to Cite

Tambak, S., Ahmad, M. Y., Sukenti, D., & Siregar, E. (2022). Faith, Identity Processes and Science-Based Project Learning Methods for Madrasah Teachers. AL-ISHLAH: Jurnal Pendidikan, 14(1), 203–216. https://doi.org/10.35445/alishlah.v14i1.1184

Issue

Vol. 14 No. 1 (2022): AL-ISHLAH: Jurnal Pendidikan

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. 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 acknowledgement of the work's authorship and initial publication in this journal.
  2. 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 acknowledgement of its initial publication in this journal.
  3. 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.