The development of Islamic education demands a change in the teaching system that leads to the availability of a constructivist-oriented learning model in constructing Fiqh knowledge more logically and rationally through analyzing the context of people's life. This study aims to develop a Direct-Contextual Learning (DCL) model by integrating the characteristics of direct instruction and contextual learning and improving the learning outcomes of comparative Fiqh in higher education. This type of research included the type of research development (R&D) with a systematic approach using the Dick and Carey model. The participants involved in this study were 100 first-level undergraduate degrees at Gontor Islamic University who were selected using the purposive sampling technique. The data collection techniques used include questionnaires, literature reviews, and test learning outcomes. This study's results were the DCL model, and the DCL teaching plan that was developed led to better Fiqh learning outcomes. The DCL phases developed to consist of an introduction, presentation, context exploration, confirmation, and closing. This study provides a new learning model at Modern Islamic University that can be used by lecturers to impart student fiqh knowledge without leaving the lecturer's role in facilitating students through critical analysis of the relationship between Fiqh and the context of social life.
Electronic design automation software is a part of software learning. This study uses digital electronic circuit design software as learning media, namely, Electronic Design Automation (EDA), in the form of simulations and a guided inquiry learning model in higher engineering education. The device is a type of multimedia, because it involves graphics, animation, and text as external data. The software facilitates the learning process of cadets using the guided inquiry learning model. Given its accessibility, mobile learning has its own advantages. This study uses quantitative data with a type of quasi-experimental research. The sample consists of 100 cadets in the engineering study program. Results show that the model can improve the learning process of cadets in the air digital engineering program subject, in which the implementation of the model has been integrated into a special theme from the test scores and results of cadets. An effect is observed on the use of the EDA and guided inquiry model to the learning outcome and motivation of cadets in engineering education. The researchers concluded that the implementation of EDA and the guided inquiry model are effective. In addition, it provides benefits for practitioners and educators in improving the learning outcomes and motivation of cadets in engineering education.
The Collaborative-Cooperative Learning Model (CCL) helps improve students’ characters. This study is aimed at finding out the effectiveness of the CCL instructional model in improving the characters of the theology students in the subject matter class Self Development. The study used the quasi-experimental research design. The research sample consisted of 58 students of the Surabaya Excelsius Institute of Theology. Data were collected by way of a test in a pre-test and posttest for the experiment and control groups and analyzed by way of an independent sample t-test on the SPSS software program of Amos 25. Results show that (1) the CCL model is found to be able to improve students’ characters. Experts’ reviews conclude that the CCL syntax can be categorized as having innovative aspects based on the rationality model on the score of 3.29; (2) The CCL model is found to be effective in improving students’ characters by the Mann-Whitney test (sig. = 0,012) and the paired sample t-tes (sig. = 0.000) showing a significant difference in the mean scores; (3) the CCL model can improve the characters of self-discipline, social discipline, and religious discipline in the theology students in the subject matter class Self Development and can be used for subject matter classes with the same characteristics, be followed-up by research in wider subject-matter contexts, and be integrated with research from other academic fields.
During the Covid 19 pandemic, entrepreneurship learning activities in universities were carried out boldly. This is a challenge for lecturers to design technology-based entrepreneurship learning that can increase student motivation in entrepreneurship. The purpose of this study was to produce a technopreneurship learning design model for UNISKA Kediri students with a scientific approach. This type of research is a development research using the 4D model consisting of: define, design, develop, and disseminate. The stages of research activities consist of: 1) problem problems, needs analysis and learning analysis; 2) scientific technopreneurship cooperation approach; 3) scientific technopreneurship business plan design; 4) products (prototypes of goods or services), 5) job evaluation. The results showed that the technopreneurship learning design was very feasible to use. From the measurement results of the three expert validators, the measurement results (p) is greater than or equal to 3.93 and less than 4 with the very valid category. The application of technopreneurship learning received a positive response from students and was able to increase the entrepreneurial motivation of UNISKA Kediri students in 2020. The development of technopreneurship learning designs still needs to be carried out through a process of creativity and innovation supported by the use of learning technology in its application. To produce a technopreneurship learning output product that has high selling value, it is necessary to interact with the university and other stakeholders such as: local government, investors, industry, business organizations, and the technopreneur community.
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