The Integrated Learning Model in Islamic Religious Education in Junior High School
Keywords:
integrated learning, Islamic religious education, student engagement
Abstract
The integrated learning model in Islamic Religious Education at the junior high school level seeks to improve students' understanding of religious values and engagement in learning. This study examines the application of the integrated learning model in Islamic Religious Education at the junior high school level, focusing on its impact on students' understanding of religious values and engagement in the learning process. This study was conducted at Al Azhar 1 Junior High School in Bandar Lampung. A descriptive qualitative approach was employed to explore the implementation of the integrated learning model. Data were collected through semi-structured interviews, observations, and document analysis. The participants included teachers, students, the school principal, and the vice principal. Analysis followed Miles and Huberman's interactive model, with data validity ensured through triangulation, offering an objective view of the model's effect on student engagement and understanding. Results showed that the integrated learning model effectively connects religious values with students' real-life contexts, enhancing their understanding and participation. Students became more active in discussions and felt motivated to apply religious values in their daily lives, mainly through themes like honesty, discipline, and cooperation presented in relatable scenarios. The study implies that the integrated learning model in Islamic Religious Education increases student engagement and supports positive character development. These findings provide valuable insights for designing a more engaging and impactful curriculum that aligns with the goals of Islamic Religious Education.
References
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Andayani, R., Rahmawati, D., & Salim, A. (2022). Developing students’ critical thinking through integrated learning in religious studies. International Journal of Educational Research, 5(4), 210–227.
Andriani, E., Saefani, F., Wulandari, S., Fata’ah, S. A., & Siregar, Y. E. Y. (2024). Pembelajaran terpadu untuk meningkatkan kreativitas siswa serta meningkatkan kualitas belajar di sekolah dasar. Jurnal Ilmu Pengetahuan Naratif, 05(3), 69–82.
Armellini, A., Teixeira Antunes, V., & Howe, R. (2021). Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. TechTrends, 65(4), 433–443. https://doi.org/10.1007/s11528-021-00593-w
Aziz, A., & Zakir, S. (2022). Tantangan Pembelajaran Pendidikan Agama Islam Di Era 4.0. Indonesian Research Journal On Education, 2(3), 1070–1077. https://doi.org/10.31004/irje.v2i3.123
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, California. SAGE Publications, Inc.
Dahlan, T., Darhim, D., & Juandi, D. (2022). How Digital Applications As Mathematics Learning Media in the Automation Era. Journal of Positive Psychology and Wellbeing, Vol.6(2), 199–211. http://journalppw.com
Dewi, W. P., Ramadhiani, D. A., Mukarromah, K., Rahayu, M., & Aeni, A. N. (2022). Efektifitas pelaksanaan pembelajaran terpadu di sekolah dasar selama pandemi covid-19 berdasarkan perspektif guru. Jurnal Cakrawala Pendas, 8(1), 82–93.
Drake, S., & Reid, J. (2018). Integrated Curriculum as an Effective Way to Teach 21st Century Capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/apjer.2018.1.1.03
Fadli, M. (2021). The impact of integrated learning on character building in Islamic education. Journal of Islamic Studies, 12(1), 78–85.
Fuadi, A., & Suyatno, S. (2020). Integration of Nationalistic and Religious Values in Islamic Education: Study in Integrated Islamic School. Randwick International of Social Science Journal, 1(3), 555–570. https://doi.org/10.47175/rissj.v1i3.108
Hand, B., Chen, Y.-C., & Suh, J. K. (2021). Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach. Educational Psychology Review, 33(2), 535–577. https://doi.org/10.1007/s10648-020-09550-0
Hidayat, R. (2021). Integrated Islamic education for character building. Islamic Education Journal, 15(2), 135–147.
Hidayatullah, A. (2019). Constructivist approaches in religious education: A case for integrated learning. Journal of Educational Development, 7(2), 89–100.
Islam, M. A., Talukder, R. M., Taheri, R., & Blanchard, N. (2016). Integration of Basic and Clinical Science Courses in US PharmD Programs. American Journal of Pharmaceutical Education, 80(10), 166. https://doi.org/https://doi.org/10.5688/ajpe8010166
Koderi, Sufian, M., & Erlina. (2023). Developing Lampung Local Wisdom Film of Arabic Communication Skills for Madrasah Tsanawiyah Students. International Journal of Information and Education Technology, 13(12), 2004–2013. https://doi.org/10.18178/ijiet.2023.13.12.2015
Lee, I., & Perret, B. (2022). Preparing High School Teachers to Integrate AI Methods into STEM Classrooms. Proceedings of the 36th AAAI Conference on Artificial Intelligence, AAAI 2022, 36, 12783–12791. https://doi.org/10.1609/aaai.v36i11.21557
Lubis, R., Bundu, P., & Gani, H. A. (2024). Development of a learning model for islamic religious education based on a flipbook e-module for junior high school student achievement. Journal of Multidisciplinary Academic and Practice Studies, 2(2), 131–145. https://doi.org/10.35912/jomaps.v2i2.2138
Maulana, Y., Rahman, I., & Fadli, M. (2022). Exploring the advantages of integrated learning in Islamic education for middle school. Asian Journal of Islamic Education, 8(1), 65–81.
Mielikäinen, M. (2021). Towards blended learning: Stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education. Industry and Higher Education, 36(1), 74–85. https://doi.org/10.1177/0950422221994471
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage.
Muhibin, M., & Hidayatullah, M. A. (2020). Implemntasi Teori Belajar Konstruktivisme Vygotsky Pada Mata Pelajaran Pai Di SMA Sains Qur`An Yogyakata. Belajea; Jurnal Pendidikan Islam, 5(1), 113. https://doi.org/10.29240/belajea.v5i1.1423
Parnawi, A., & Ahmed Ar Ridho, D. (2023). Peran Guru Pendidikan Agama Islam Dalam Menanamkan Nilai-Nilai Moral Dan Etika Siswa Di Smk Negeri 4 Batam. Berajah Journal, 3(1), 167–178. https://doi.org/10.47353/bj.v3i1.209
Rahman, F., Taufik, M., & Fadli, A. (2021). History of Islamic Education in Central Lombok (Historiography Study of Growth and Development NU Islamic Boarding School in Central Lombok). International Journal of Multicultural and Multireligious Understanding, 8(7), 156. https://doi.org/10.18415/ijmmu.v8i7.2727
Rahmawati, E., & Salim, B. (2021). The effectiveness of integrated learning models in religious education. Educational Sciences Journal, 10(5), 95–110.
Rusmawati, R., Zahratun Nisa, N. R. S., & Nisa, Z. (2022). Pembelajaran Pendidikan Agama Islam Interdisiplin Di Sekolah Dasar. SITTAH: Journal of Primary Education, 3(1), 90–101. https://doi.org/10.30762/sittah.v3i2.333
Satria, E., Har, E., Yuza, A., Gusmaweti, G., & Anwar, V. N. (2024). Pengembangan Media Pembelajaran Interaktif Magnet (MANIAKNET) Untuk Pengembangan Keterampilan Pemecahan Masalah Berpikir Komputasional Dan Berpikir Kreatif Dengan Blok Programming. IKRA-ITH Informatika : Jurnal Komputer Dan Informatika, 8(2), 209–221. https://doi.org/10.37817/ikraith-informatika.v8i2.3045
Schcolnik, M., & Abarbanel, J. (2006). Constructivism in Theory and Practice. English Teaching Forum, 4, 12–20.
Simanjuntak, M. B., Suseno, M., Setiadi, S., Lustyantie, N., & Barus, I. R. G. R. G. (2022). Integration of Curricula (Curriculum 2013 and Cambridge Curriculum for Junior High School Level in Three Subjects) in Pandemic Situation. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(1), 77. https://doi.org/10.32884/ideas.v8i1.615
Sinulingga, E. D. B., & Dahlan, Z. (2022). Development Of Islamic Religious Education Module Higher Order Thinking Skills (HOTS) In Junior High School 7 State Medan City. International Journal Of Education, Social Studies, And Management (IJESSM), 144–155. https://doi.org/10.52121/ijessm.v2i1.95
Supiadi1, E., Sulistyo, L., Rahmani3, S. F., Riztya, R., & Gunawan, H. (2023). Efektivitas Model Pembelajaran Terpadu dalam Meningkatkan Kemampuan Berpikir Kreatif dan Hasil Belajar Siswa di Sekolah. Journal on Education, 5(3), 9494–9505. https://www.jonedu.org/index.php/joe/article/view/1764
Tirtoni, F. (2017). Pembelajaran Terpadu Di Sekolah Dasar. Umsida Press. https://doi.org/10.21070/2017/978-979-3401-61-4
Tu’aini, Ishomuddin, & Haris, A. (2024). PAI Interdisipliner di Sekolah : Membangun Model Pembelajaran yang Intergratif dan Holistik di Era Digital. Journal on Education, 06(02), 12426–12437. https://www.jonedu.org/index.php/joe/article/view/5097
Wati, P., Nusantara, T., & Utama, C. (2024). Efektivitas PjBL-STEM Terhadap Keterampilan Berpikir Kritis dan Motivasi Belajar Siswa Sekolah Dasar. Cetta: Jurnal Ilmu Pendidikan, 7(2), 126–143. https://jayapanguspress.penerbit.org/index.php/cetta
Wijayanto, M. E. (2020). The Integration of Islamic Values in Implementation of Learning English: Islamic Education Students Perspective. ETERNAL (English, Teaching, Learning, and Research Journal), 6(1), 18. https://doi.org/10.24252/eternal.v61.2020.a2
Willard, J., Jia, X., Xu, S., Steinbach, M., & Kumar, V. (2023). Integrating Scientific Knowledge with Machine Learning for Engineering and Environmental Systems. ACM Computing Surveys, 55(4), 1–37. https://doi.org/10.1145/3514228
Published
2024-12-12
How to Cite
Al Khansa, E., Pahrudin, A., Jatmiko, A., Sufian, M., & Azad, I. (2024). The Integrated Learning Model in Islamic Religious Education in Junior High School. Southeast Asian Journal of Islamic Education, 7(2), 69-85. https://doi.org/10.21093/sajie.v7i2.9356
Section
Articles
