Online Learning Model Implemented in Islamic Education in Post Covid-19 Pandemic: Case of Multicultural Students in Indonesia
Keywords:
Islamic education, Islamic high school, multicultural context, online learning, blended learning model
Abstract
Limited studies focused on the teaching and learning process in the Covid-19 pandemic with multicultural conditions of students. Thus, this study aims to determine the various models of online learning in the field of Islamic education lessons (PAI) after the Covid-19 pandemic in Islamic high schools in East Kalimantan, Indonesia, in the context of multicultural conditions of students. This research is a case study where the focus of research is to investigate the natural phenomenon that happened during the Covid-19 pandemic especially related to how online learning was implemented in the teaching and learning process after the Covid-19 pandemic. The data collected focuses on gathering information about the actual conditions related to the various models of learning used by teachers in the field of Islamic education lessons. The data sources in this study consist of primary and secondary data sources gained from 26 teachers in 8 Islamic high schools in East Kalimantan, Indonesia. The results of the study showed that the online learning model for the field of Islamic education lessons implemented after Covid-19 is a blended learning model. It is supported by online learning media such as WhatsApp Group, Google Classroom, Zoom Meeting, YouTube, Google Meet, Madrasah e-learning, and Facebook which can ease the students with multicultural circumstances in acquiring lessons from teachers. Advantages and challenges faced by teachers and students are explored in this research, and novelty and pedagogical implications are offered for future studies.
References
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Pravingwong, M. (2018). Blended learning course design and implementation to foster the intercultural awareness of pre service teachers in an EFL context. Asian EFL Journal, 20(12.2).
Ratten, V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777
Rigianti, H. A. (2020). Kendala pembelajaran daring guru sekolah dasar di Banjarnegara. Elementary School: Jurnal Pendidikan Dan Pembelajaran Ke-SD-An, 7(2), 297–302.
Riswadi, R. (2020). Kompetensi profesional guru rumpun mata pelajaran PAI di Madrasah Ibtidaiyah (MIN) II Model Samarinda. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 8(1). https://doi.org/https://doi.org/10.21093/sy.v8i1.2447
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Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for Covid-19, post vaccine, post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/https://doi.org/10.1177/00472395211047865
Suharni, S. (2021). Inovasi metode pembelajaran PAI melalui daring pada masa pandemi di SMP Negeri Simpang Kosgoro Musi Rawas. IAIN Bengkulu.
Taufik, A. (2019). Perspektif tentang perkembangan sistem pembelajaran jarak jauh di Kabupaten Kutai Kartanegara Kalimantan Timur. Jurnal Pendidikan : Riset Dan Konseptual, 3(2). https://doi.org/https://doi.org/10.28926/riset_konseptual.v3i2.111
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Wulandari, R., Shofiyah, N., & Kurniawan, M. I. (2022). Conceptualization of multicultural-based blended learning with flipped classroom model: Implications for collaborative problem solving. Procedia of Social Sciences and Humanities, 3(c), 585–595.
Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat belajar siswa pada masa Covid-19. EDUKATIF : Jurnal Ilmu Pendidikan, 2(3), 232–243. https://doi.org/https://doi.org/10.31004/edukatif.v2i3.142
Aguinis, H., Ramani, R. S., Alabduljader, N., Bailey, J. R., & Lee, J. (2019). A pluralist conceptualization of scholarly impact in management education: Students as stakeholders. The Academy of Management Learning and Education, 18(1), 11–42.
Aini, K. (2021). Analisis proses pembelajaran daring pada masa pandemi Covid-19. Jurnal Studi Guru Dan Pembelajaran, 4(1).
Ajiatmojo, A. S. (2021). Penggunaan e-learning pada proses pembelajaran daring. TEACHING : Jurnal Inovasi Keguruan Dan Ilmu Pendidikan, 1(3), 229–235. https://doi.org/https://doi.org/10.51878/teaching.v1i3.525
Alpian, Y., Anggraeni, S. W., Wiharti, U., & Soleha, N. M. (2019). Pentingnya pendidikan bagi manusia. Jurnal Buana Pengabdian, 1(1), 66–72.
alsaif, M. (2021). Cultural values that impact blended learning acceptance and effectiveness. International Journal of Instructional Technology and Educational Studies, 2(2), 9–18. https://doi.org/10.21608/ihites.2021.88651.1046
Ariesca, Y., Dewi, N. K., & Setiawan, H. (2021). Analisis kesulitan guru pada pembelajaran berbasis online di sekolah dasar segeri se-Kecamatan Maluk Kabupaten Sumbawa Barat. Progres Pendidikan, 2(1), 20–25. https://doi.org/. https://doi.org/10.29303/prospek.v2i1.86
Ashraf, M. A., Mollah, S., Perveen, S., Shabnam, N., & Nahar, L. (2022). Pedagogical applications, prospects, and challenges of blended learning in Chinese higher education: A systematic review. Frontiers in Psychology, 12(January), 1–13. https://doi.org/10.3389/fpsyg.2021.772322
Baety, D. N., & Munandar, D. R. (2021). Analisis efektifitas pembelajaran daring dalam menghadapi wabah pandemi Covid-19. EDUKATIF : Jurnal Ilmu Pendidikan, 3(3), 880–989. https://doi.org/https://doi.org/10.31004/edukatif.v3i3.476
Cahyadi, A., Islam, U., Antasari, N., Tinggi, S., Ekonomi, I., Jakarta, I., Mais, R. G., Tinggi, S., Ekonomi, I., & Jakarta, I. (2022). Perceptions of classroom interactions and students ’ thriving in hybrid and blended learning: A multi-group analysis. Dinamika Ilmu, 22(2), 495–506.
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. In Research Methods in Education. https://doi.org/10.4324/9781315456539
Creswell, J. W. (2014). Research design: Qualitative, quantitaive, and mixed methods Approaches. Sage Publication, Inc.
Dewi, W. A. F. (2020). Dampak COVID-19 terhadap implementasi pembelajaran daring di sekolah dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61.
Dos Santos, L. M. (2022). Online learning after the COVID-19 pandemic: Learners’ motivations. Frontiers in Education, 7(September), 1–13. https://doi.org/10.3389/feduc.2022.879091
Effendi, D., & Wahidy, A. (2019). Pemanfaatan teknologi dalam proses pembelajaran menuju pembelajaran abad 21. Prosiding Seminar Nasional Pendidikan.
Godwin-jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology, 15(3), 4–11.
Hogdal, C., Rasche, A., Schoeneborn, D., & Scotti, L. (2021). Exploring student perceptions of the hidden curriculum in responsible management education. Journal of Business Ethics, 168(1), 173–193.
Hu, Y. H. (2022). Effects of the COVID-19 pandemic on the online learning behaviors of university students in Taiwan. Education and Information Technologies, 27(1), 469–491. https://doi.org/10.1007/s10639-021-10677-y
Idris, H., Rahman, M. S., & Masruddin, M. (2019). The effect of blended learning to the students’ schievement in English for Specific (ESP) class At Islamic Education study program in Indonesia. Asian EFL Journal, 21(2.3), 182–215.
Ifadah, L., & Utomo, S. T. (2019). Strategi pembelajaran Pendidikan Agama Islam dalam menghadapi tantangan era revolusi industri 4.0. Jurnal Al-Ghazali, 2(2), 51–62.
Imran, R., Fatima, A., Elbayoumi Salem, I., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. International Journal of Management Education, 21(2), 100805. https://doi.org/10.1016/j.ijme.2023.100805
Lacaste, A. V., Cheng, M. M., & Chuang, H. H. (2022). Blended and collaborative learning: Case of a multicultural graduate classroom in Taiwan. PLoS ONE, 17(4 April), 1–20. https://doi.org/10.1371/journal.pone.0267692
Magdalena, I., Salsabila, A., Krianasari, D. A., & Apsarini, S., F. (2020). Implementasi model pembelajaran daring pada masa pandemi Covid-19 di kelas IIII SDN Sindangsari III. Jurnal Pendidikan Dan Dakwah, 3(1).
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebooks (3rd ed.). SAGE Publications, Inc.
Nengrum, T. A., Pettasolong, N., & Nuriman, M. (2021). Kelebihan dan kekurangan pembelajaran luring dan daring dalam pencapaian kompetensi dasar kurikulum Bahasa Arab di Madrasah Ibtidaiyah 2 Kabupaten Gorontalo. JURNAL PENDIDIKAN, 30(1). https://doi.org/https://doi.org/10.32585/jp.v30i1.1190
Noor, F., Huda, A., Utaminingrum, R., Ikhsanawati, H., Islam, F. A., & Ahmad, U. (2021). Evaluasi pembelajaran di masa pandemi Covid-19. Jurnal Pendidikan, X(4), 1–9.
Pravingwong, M. (2018). Blended learning course design and implementation to foster the intercultural awareness of pre service teachers in an EFL context. Asian EFL Journal, 20(12.2).
Ratten, V. (2023). The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators. International Journal of Management Education, 21(2), 100777. https://doi.org/10.1016/j.ijme.2023.100777
Rigianti, H. A. (2020). Kendala pembelajaran daring guru sekolah dasar di Banjarnegara. Elementary School: Jurnal Pendidikan Dan Pembelajaran Ke-SD-An, 7(2), 297–302.
Riswadi, R. (2020). Kompetensi profesional guru rumpun mata pelajaran PAI di Madrasah Ibtidaiyah (MIN) II Model Samarinda. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 8(1). https://doi.org/https://doi.org/10.21093/sy.v8i1.2447
Saleh, K., Rukiyah, I., & Arbain, M. (2021). Blended learning as a developmental model strategy of teaching and learning in Islamic Universities in Indonesia. Dinamika Ilmu, 21(2), 463–475. https://doi.org/10.21093/di.v21i2.3809
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for Covid-19, post vaccine, post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/https://doi.org/10.1177/00472395211047865
Suharni, S. (2021). Inovasi metode pembelajaran PAI melalui daring pada masa pandemi di SMP Negeri Simpang Kosgoro Musi Rawas. IAIN Bengkulu.
Taufik, A. (2019). Perspektif tentang perkembangan sistem pembelajaran jarak jauh di Kabupaten Kutai Kartanegara Kalimantan Timur. Jurnal Pendidikan : Riset Dan Konseptual, 3(2). https://doi.org/https://doi.org/10.28926/riset_konseptual.v3i2.111
Wibowo, D. R. (2021). Problematika guru SD dalam pembelajaran IPS jarak jauh di masa pandemi Covid-19. TERAMPIL: Jurnal Pendidikan Dan Pembelajaran Dasar, 7(2), 167–176. https://doi.org/https://doi.org/10.24042/terampil.v7i2.7538
Wulandari, R., Shofiyah, N., & Kurniawan, M. I. (2022). Conceptualization of multicultural-based blended learning with flipped classroom model: Implications for collaborative problem solving. Procedia of Social Sciences and Humanities, 3(c), 585–595.
Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat belajar siswa pada masa Covid-19. EDUKATIF : Jurnal Ilmu Pendidikan, 2(3), 232–243. https://doi.org/https://doi.org/10.31004/edukatif.v2i3.142
Published
2023-12-01
How to Cite
Idris, H., Adawiyah, R., & Afandi, N. (2023). Online Learning Model Implemented in Islamic Education in Post Covid-19 Pandemic: Case of Multicultural Students in Indonesia. Dinamika Ilmu, 23(2), 217-229. https://doi.org/10.21093/di.v23i2.6376
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