Development of Story-Based Teaching Materials for Islamic Religious Education Courses

Abstract

The dissemination of the development of story-based teaching materials at the University of West Sulawesi was carried out with a 4D model. The data were obtained based on student learning outcomes and student and lecturer responses. The profile of teaching materials consists of: (a) basic competencies, (b) indicators, (c) objectives, (d) concept maps, (e) materials, equipped with stories of each subject, (f) formative tests, and ( g) bibliography. The effectiveness test was declared complete individually and classically. The normalized gain value is included in the medium category with a value of 0.55 and the level of practicality through the lecturer's response is very good with a value of 3.58 and the student category is very good with a score of 3.64.
 Abstrak:
 Dilakukan desimasi pengembangan bahan ajar berbasis kisah di Universitas Sulawesi Barat dengan model 4D. Data diperoleh berdasarkan hasil belajar mahasiswa dan respon mahasiswa dan dosen. Profil bahan ajar terdiri terdiri atas: (a) kompetensi dasar, (b) indikator, (c) tujuan, (d) peta konsep, (e) materi, dilengkapi kisah masing-masing pokok bahasan, (f) test formatif, dan (g) daftar pustaka. Uji keefektifan dinyatakan tuntas secara individual maupun secara klasikal. Nilai Gain Ternormalisasi termasuk dalam kategori sedang dengan nilai 0.55 dan tingkat kepraktisan melalui respon dosen sangat baik dengan nilai 3.58 dan mahasiswa kategori sangat baik nilai 3.64.

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

“…Studies have shown that storytelling, an ancient tradition to impart values and cultures, has been widely utilized to enhance students' language, cognition, and emotion and as part of a curriculum for teaching youth within an education environment (Iroh, 2022;Vinnikova, 2022;Connaughton et al, 2019;Hendrickson, 1992). For instance, researchers have discussed the validity of storytelling in teaching language to young learners (Piórkowska and Malenko, 2017), examined the dissemination and components of story-based teaching materials (Ondeng et al, 2022), and developed narrative text-based materials in a curriculum to stimulate students' interest, motivation, and vitalize teachers' teaching (Ningsih, 2022). However, as a double-edged sword, the richness of story resources challenges teachers' ability to choose and adapt teaching materials.…”