Active Learning Through Student-Centered Activity in the Instruction of Islamic Education Teachers as An Implementation of The 21st Century Learning: A Case Study

Nahar, Naquiah; Safar, Jimaain; Hehsan, Aminudin; Jima’ain@Ajmain, Muhammad Talhah; Junaidi, Juhazren; Haron, Z.; Hussin, Mohd Warid

doi:10.6007/ijarbss/v11-i11/11586

Cited by 4 publications

(5 citation statements)

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“…In recent years, a growing number of instructors, educators, psychologists, researchers, and instructional designers have demonstrated a consistent interest in structuring and evaluating T&L models that support learners' participation, cooperation or collaboration, and exploration. The student-centered idea has become more prominent at a time when the education system begins to apply the concept of 21st century learning in the process of T&L. According to Nahar et al [21], one of the pillars of 21st century education is the incorporation of student-centered activities along with features of active learning. The construction of knowledge through student-centered learning promotes active learning among learners as well as establishes the concept of 21st century education.…”

Section: Theoretical and Conceptual Backgroundmentioning

confidence: 99%

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Leow,

Hassan,

Mohd Sharizal

et al. 2024

IJERE

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<span lang="EN-US">Current literatures of active learning widely address pedagogies/approaches and their outcomes, but it does not appear to be a pedagogical consensus regarding the active learning pedagogies/approaches. This situation makes it difficult to gauge the prevalence and practicability of active learning pedagogies/approaches in specific educational levels. This systematic review is aimed to find the consensus of active learning pedagogies/approaches applied in pre-school to tertiary education on the basis of constructivist philosophy and student-centered notion, determine the desirable pedagogical dimensions, discover pedagogical gaps, and offer attention for bridging the gaps. We located seven pedagogical dimensions from teachers’ perspectives of pedagogical features, in terms of pedagogies/approaches and theories/concepts, from 148 publications that were eligible for inclusion after filtered through PRISMA. The learning outcomes or evidence of effectiveness were determined across various pedagogies/approaches in relation to pedagogical dimensions’ manifestation. Content analysis was employed in this work to encode, categorize, and develop themes. As a result, this study highlights the pedagogical gaps between desirable pedagogical dimensions’ manifestation and actual pedagogy attainment at various educational levels and provides suggestion for bridging the gaps to ensure smooth pedagogical transition. The study may serve as a foundation for future active learning pedagogical designs and enrich student-centered learning initiatives.</span>

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Section: Theoretical and Conceptual Backgroundmentioning

confidence: 99%

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Leow,

Hassan,

Mohd Sharizal

et al. 2024

IJERE

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“…Therefore, understanding the traits of a successful language learner is what first sparked interest in language learning techniques. Moreover, according to Nahar et al (2021), the 21st century learning paradigm of education calls for the teachers to shift from conventional teaching and learning methods in favour of ones that place a stronger focus on the active learning among the learners. Being able to draw students to the learning process is one of the benefits of active learning.…”

Section: Good Language Learnersmentioning

confidence: 99%

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

Khirzani,

Yin,

Said

et al. 2023

IJARBSS

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The ability to communicate with others in English is pivotal in this digital era, thus it is only natural to expect the digital natives like Generation Alpha to have proper English skills as it is a common language used in technology and communication. While numerous studies had been conducted to identify the preferred language learning strategies (LLS) by the English as Second Language (ESL) students, there is a paucity of studies on the LLS used by Generation Alpha, thus this study aims to shed some lights to the teachers on how they can offer assistance for their learners so that they can autonomously choose the best method that can help them refine their speaking skill. 50 primary students aged nine to twelve were selected using a purposive sampling method; they are all good language learners. The Strategy Inventory for Language Learning (SILL) was adapted and modified to assess the frequency of use of LLS. The results of the descriptive analysis revealed that metacognitive and social strategies are the most dominant LLS used by Generation Alpha while affective strategy was the least used by them in enhancing their speaking skill. Future studies should consider finding the correlation between the use of digital tools and Generation Alpha's preferred LLS as digitalisation has apparently shifted the education paradigm. It is imperative that teachers are provided with clearer apprehension on how they can develop more effective teaching strategies for Generation Alpha based on the LLS that the pupils are gravitated to.

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“…The concept of practical learning practiced in this KIAI program helps students understand the materials comprehensively through their engagement in the learning activities. This practical learning is called active learning, which aims to fully involve students in the learning process to give them positive responses to the learning as well as to participate in the given activities (Nahar et al, 2021). Thus, through active and student-centered learning, students can have a broader opportunity to build their knowledge and develop skills (Demirci, 2017).…”

Section: The Scheme Of Character Buildingmentioning

confidence: 99%

Enhancing the Development of Students’ Islamic Identity in Islamic Higher Education

2022

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Modern globalization with the spread of western culture and values obviously challenges the Islamic identity of Muslim youth which makes them following the alien culture and leave the Islamic one. The role of Islamic higher education is considered as one of the most crucial agent for countering this challenges. Therefore, the present study aims to explore the role of Institute for Islamic Studies and Practice (LPPI) UMY in developing the students’ Islamic identity. The study employed case study design using qualitative approach to capture the real-life context of LPPI UMY in playing its role. Through purposive sampling, head of LPPI UMY was selected as the informant in the study considering his role and experiences leading this institution for about ten years. The data were analyzed through thematic analysis to emphasize on pinpointing, examining, and recording patterns (or "themes") from the verbatim transcribed data. The findings revealed that LPPI UMY as an institution that mandated by university to manage and develop Al-Islam and Kemuhammadiyahan (AIK) for the entire academic community in UMY plays its role in developing the Students’ Islamic identity through two major programs; Learning and Guidance Programs. Learning programs are conducted as courses inside the faculty’s curricula and consists of four courses, AIK 1, 2, 3, and AIK 4. Guidance programs on the other hands are conducted as extracurricular and formulated in the form of The Scheme of Character Building through some stages of Islamic activities, as well as supported by other program such as Ramadhan activities.

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Active Learning Through Student-Centered Activity in the Instruction of Islamic Education Teachers as An Implementation of The 21st Century Learning: A Case Study

Cited by 4 publications

References 0 publications

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Active learning pedagogical dimensions: discovering and bridging the pedagogical gaps

Examining Language Learning Strategies (LLS) Through the Lens of Gen Alpha ESL Learners

Enhancing the Development of Students’ Islamic Identity in Islamic Higher Education

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