Teachers of Islamic Study bear a great responsibility to help students have a balanced personality; physics, emotions, and intelligence consistent with the philosophy of Islamic Study and the goal of national Education. The courses of Islamic Study, aqidah, observance, akhlak, fiqih, alquran and history require various strategies, methods, and teaching media. It is considered inappropriate if teachers of Islamic Study spend most of the hours explaining all materials about shalat, hajj, and the history of Islam using ‘chalk and talk’ strategy. Therefore, applying ICT in the classroom such as using computers and internet connection in a teaching and learning process is likely to be an alternative. Some other previous research showed that many Islamic Study teachers were seldom applying ICT during the teaching and learning process. It might be due to the lack of facilities and training, and teachers’ low esteem. This article explains how integrated ICT; computers and internet connections may support the teaching and learning process in the classroom. The explanation is strengthened by some theories, experts’ reviews and previous research findings related to the Islamic Study. The findings of the article are expected to provide references that may be used to integrate ICT in the teaching and learning process.
The modernisation of Surau is marked by the start of Islamic Education institutions such as Sekolah Adabiyah, Sumatera Thawalib, Madrasah Diniyah, Madrasah Tarbiyah Islamiyah, and Normal Islam. These institutions apply a curriculum which includes both Islamic subjects as well as general subjects.The students graduating from these modern institutions bring positive influences to the development of Islamic education especially in West Sumatera.
The goal of national education is to develop the students' potential to become virtuous, courteous, healthy, knowledgeable, skillful, creative, independent, democratic and responsible human beings, and be devoted to Allah S.W.T. In its implementation, Islamic Study subject has an important and strategic role in realizing the goals of national education. Generally, the teaching and learning process of this subject in university level is much better compared to the previous one, in either lecturer's competence, curriculum or management system. Nevertheless, the fact also shows that most students take this subject only to complete the requirement of their study, not as a scientific need. This course, in fact, has been designed to build the students' charcaters and personality so that they could become knowledgeable and devoted to Allah SWT. Therefore, strategic steps taken based on more open and advanced paradigm and thought are needed. This article is intended to discuss strategic steps required in managing and conducting the teaching and learning process of Islamic Study in universities in order to achieve the specified goals maximally. The discussion is supported by related literature, expert opinions, and results of previous research relevant to the current study in term of context and issue.
This article is the author's idea regarding the application of contextual approaches in islamic education course at University. The purpose of writing this article is to find out how the strategy of developing students' tolerant characters through islamic education learning, as well as learning assesment methods can be used. The contextual approach encourages students to explore and elaborate every concept learned. In this approach, learning strategies take precedence and take precedence over results. Learners are directed to learn everything that is meaningful in their lives. Islamic education course with a contextual approach is carried out through assignments to students to plan, observe, and carry out the actualization of religious teachings in various social institutions that are in accordance with the themes set out earlier in the syllabus, and the RPS. Learning assesment can be carried out through assessment of understanding, sociometry, pretest and posttest, and responsiveness.
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