Innovation in Islamic Education Learning Models
DOI:
https://doi.org/10.70588/suluahpasaman.v2i1.491Keywords:
Innovation, model and kearningAbstract
Teachers' success in teaching can be seen from increased student motivation and improved learning outcomes. One of the key factors that support this success is the use of effective teaching strategies. In the context of Islamic religious education, teachers have adopted a combination of strategy mapping and the jigsaw method. This integrated strategy has proven to be effective in providing comprehensive solutions to learning challenges. Not only does it help students master the subject matter, but it also guides them in understanding key concepts deeply, encourages critical and creative thinking, and fosters meaningful peer collaboration. Through strategy mapping, students are able to visualize relationships between concepts, which enhances their cognitive understanding. Meanwhile, the jigsaw strategy trains students to become responsible for their own learning and that of their peers. This method promotes active participation, improves communication skills, teaches the ethics of debate, and instills a sense of respect among students. Furthermore, it nurtures a cooperative spirit as students are encouraged to share knowledge and support each other in the learning process. As a result, the application of these strategies not only increases students’ academic performance but also contributes significantly to their character development, which is a vital component of Islamic religious education.
References
Al Kamli, H. M. (2019). The effect of using mind maps to enhance EFL learners’ writing achievement and students’ attitudes towards writing at Taif University. https://doi.org/10.31235/osf.io/r4ybf
Alam, M. K. (2021). A systematic qualitative case study: questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1–31. https://doi.org/10.1108/QROM-09-2019-1825
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu. European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–94). https://doi.org/10.1007/978-981-13-5898-2_15
Demirel Ucan, A., & Wright, A. (2019). Improving the pedagogy of Islamic religious education through an application of critical religious education, variation theory and the learning study model. British Journal of Religious Education, 41(2), 202–217. https://doi.org/10.1080/01416200.2018.1484695
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In Second handbook of English language teaching (pp. 719–736). https://doi.org/10.1111/jgs.13866
Dwijayanti, R., & Syafril, S. (2024). An Analysis of Linguistic Intelligence in Gifted and Talented Children of Muslim Schools. International Journal of Islamic Studies Higher Education, 3(3). https://doi.org/10.24036/insight.v3i3.185
Engkizar, E., Jaafar, A., Taufan, M., Rahman, I., Oktavia, G., & Guspita, R. (2023). Quran Teacher: Future Profession or Devotion to the Ummah?. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 6(4), 196-210. https://doi.org/10.24036/ijmurhica.v6i4.321
Engkizar, E., Jaafar, A., Sarianto, D., Ayad, N., Rahman, A., Febriani, A., ... & Rahman, I. (2024). Analysis of Quran Education Problems in Majority Muslim Countries. International Journal of Islamic Studies Higher Education, 3(1), 65-80. https://doi.org/10.24036/insight.v3i1.209
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going on. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694
Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137, 59–77. https://doi.org/10.1016/j.compedu.2019.04.005
Gullo, C., Ha, T. C., & Cook, S. (2015). Twelve tips for facilitating team-based learning. Medical Teacher, 37(9), 819–824. https://doi.org/10.3109/0142159X.2014.1001729
Helena, H., Yaswinda, Y., Rahmi, A., Rahmalia, D., Intan, N., & Zeky, S. (2024). Science Learning Model Based on Multisensory-Ecologi of Cognitive and Social Development in Early Chilhood. International Journal of Islamic Studies Higher Education, 3(2), 96-107. https://doi.org/10.24036/insight.v3i2.202
Hudamahya, A., Putri, A., Rapi Pernandes, R., & Ramadhani, I. R. M. V. (2022). Implementation of the Five Methods in Tahsin Activities at the Quran House Rabbani. Islamic Studies, 2622, 2623-1468. https://doi.org/10.24036/ijmurhica.v5i3.135
Hussin, N. H., & Tamuri, A. H. (2019). Embedding values in teaching Islamic education among excellent teachers. Journal for Multicultural Education, 13(1), 2–18. https://doi.org/10.1108/JME-07-2017-0040
Kibble, J. D., Bellew, C., Asmar, A., & Barkley, L. (2016). Team-based learning in large enrollment classes. Advances in Physiology Education, 40(4), 435–442. https://doi.org/10.1152/advan.00095.2016
Kyngas, H., Kaariainen, M., & Elo, S. (2020). The trustworthiness of content analysis. In The application of content analysis in nursing science research (pp. 41–48). https://doi.org/10.1097/DCC.0000000000000253
Leyva-Moral, J. M., & Camps, M. R. (2016). Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Education Today, 40, 78–83. https://doi.org/10.1016/j.nedt.2016.02.017
Masoud, H., & Ibrahim, O. L. (2017). The effectiveness of using an e-mind mapping software based program in developing faculty of education 2nd year english majors’ vocabulary acquisition and use. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 177–224. https://doi.org/10.21608/jrciet.2017.24441
Nuha, N. U., Faridi, A., & Tobroni, T. (2024). Implementation of the Context, Input, Process, Product Model in Evaluating Islamic Education Institutions. International Journal of Islamic Studies Higher Education, 3(3). https://doi.org/10.24036/insight.v3i3.195
Polat, Ö., & Aydın, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38, 100743. https://doi.org/10.1016/j.tsc.2020.100743
Putri, M., Abbas, E. W., Jumriani, J., Subiyakto, B., & Putra, M. A. H. (2022). Contribution of social interaction materials to the establishment of social institutions in the social studies student’s book class VII. The Kalimantan Social Studies Journal, 3(2), 110–115. https://doi.org/10.20527/kss.v3i2.3685
Rahmad, A., Rahmi, R., Nakita, D. S., Akbar, Z., & Rahman, R. P. I. (2021). Implementation of Learners' Methods of Memorizing the Qur’an at the Dar El-Iman Indonesia Modern Islamic Boarding School. Islamic Studies, 2622, 741x. http://ijmurhica.ppj.unp.ac.id/index.php/ijmurhica
Rahman, I., Nisa, K., & Saputri, R. E. (2020). Seven Students' Activities: A Case Study on Rumah Tahfidz An-Nur Daily Routine and Memorization Levels. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 3(3), 110-120. https://doi.org/10.24036/ijmurhica.v3i3.184
Rachmaniar, R., Yahya, M., & Lamada, M. (2021). Evaluation of Learning through Work Practices Industry Program at University with the CIPP Model Approach. International Journal of Environment, Engineering and Education, 3(2), 59–68. https://doi.org/10.55151/ijeedu.v3i2.55
Rizal, A. S., & Syaifulloh, A. (2021). Student Corner Learning Construction At MTs-MA Al-Qur’an La Raiba Hanifida Jombang. Journal of Industrial Engineering & Management Research, 2(4), 330–346. https://doi.org/10.7777/jiemar.v5i2.508
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), 93–99. https://doi.org/10.1016/j.teln.2015.01.003
Sholikhin, A. (2023). Innovation of Islamic Education (Multisite Study at Madrasah Aliyah Pesantren Al-Amin and Madrasah Aliyah Darul Hikmah, Mojokerto Regency. Journal Of World Science, 2(1), 75–88. https://doi.org/10.58344/jws.v2i1.114
Suprihatin, S. (2023). Academic Supervision of Madrasah Heads and Supervisors for PAI Cluster Teachers at State MTs throughout Boyolali Regency in 2022/2023. AS-SABIQUN,5(5), 1294–1306. https://doi.org/10.36088/assabiqun.v5i5.3854
Wahyuni, S., & Bhattacharya, S. (2021). Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation. Tafkir: Interdisciplinary Journal of Islamic Education, 2(2), 229–249. https://doi.org/10.31538/tijie.v2i2.22
Yulianti, T., & Sulistiyawati, A. (2020). The Blended Learning for Student’s Character Building. International Conference on Progressive Education (ICOPE 2019, 56–60. https://doi.org/10.2991/assehr.k.200323.089
Zamani, M. (2016). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Cogent Education, 3(1), 1149959. https://doi.org/10.1080/2331186X.2016.1149959
References
Al Kamli, H. M. (2019). The effect of using mind maps to enhance EFL learners’ writing achievement and students’ attitudes towards writing at Taif University. https://doi.org/10.31235/osf.io/r4ybf
Alam, M. K. (2021). A systematic qualitative case study: questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1–31. https://doi.org/10.1108/QROM-09-2019-1825
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu. European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–94). https://doi.org/10.1007/978-981-13-5898-2_15
Demirel Ucan, A., & Wright, A. (2019). Improving the pedagogy of Islamic religious education through an application of critical religious education, variation theory and the learning study model. British Journal of Religious Education, 41(2), 202–217. https://doi.org/10.1080/01416200.2018.1484695
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In Second handbook of English language teaching (pp. 719–736). https://doi.org/10.1111/jgs.13866
Dwijayanti, R., & Syafril, S. (2024). An Analysis of Linguistic Intelligence in Gifted and Talented Children of Muslim Schools. International Journal of Islamic Studies Higher Education, 3(3). https://doi.org/10.24036/insight.v3i3.185
Engkizar, E., Jaafar, A., Taufan, M., Rahman, I., Oktavia, G., & Guspita, R. (2023). Quran Teacher: Future Profession or Devotion to the Ummah?. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 6(4), 196-210. https://doi.org/10.24036/ijmurhica.v6i4.321
Engkizar, E., Jaafar, A., Sarianto, D., Ayad, N., Rahman, A., Febriani, A., ... & Rahman, I. (2024). Analysis of Quran Education Problems in Majority Muslim Countries. International Journal of Islamic Studies Higher Education, 3(1), 65-80. https://doi.org/10.24036/insight.v3i1.209
Erlangga, D. T. (2022). Student Problems in Online Learning: Solutions to Keep Education Going on. Journal of English Language Teaching and Learning, 3(1), 21–26. https://doi.org/10.33365/jeltl.v3i1.1694
Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137, 59–77. https://doi.org/10.1016/j.compedu.2019.04.005
Gullo, C., Ha, T. C., & Cook, S. (2015). Twelve tips for facilitating team-based learning. Medical Teacher, 37(9), 819–824. https://doi.org/10.3109/0142159X.2014.1001729
Helena, H., Yaswinda, Y., Rahmi, A., Rahmalia, D., Intan, N., & Zeky, S. (2024). Science Learning Model Based on Multisensory-Ecologi of Cognitive and Social Development in Early Chilhood. International Journal of Islamic Studies Higher Education, 3(2), 96-107. https://doi.org/10.24036/insight.v3i2.202
Hudamahya, A., Putri, A., Rapi Pernandes, R., & Ramadhani, I. R. M. V. (2022). Implementation of the Five Methods in Tahsin Activities at the Quran House Rabbani. Islamic Studies, 2622, 2623-1468. https://doi.org/10.24036/ijmurhica.v5i3.135
Hussin, N. H., & Tamuri, A. H. (2019). Embedding values in teaching Islamic education among excellent teachers. Journal for Multicultural Education, 13(1), 2–18. https://doi.org/10.1108/JME-07-2017-0040
Kibble, J. D., Bellew, C., Asmar, A., & Barkley, L. (2016). Team-based learning in large enrollment classes. Advances in Physiology Education, 40(4), 435–442. https://doi.org/10.1152/advan.00095.2016
Kyngas, H., Kaariainen, M., & Elo, S. (2020). The trustworthiness of content analysis. In The application of content analysis in nursing science research (pp. 41–48). https://doi.org/10.1097/DCC.0000000000000253
Leyva-Moral, J. M., & Camps, M. R. (2016). Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Education Today, 40, 78–83. https://doi.org/10.1016/j.nedt.2016.02.017
Masoud, H., & Ibrahim, O. L. (2017). The effectiveness of using an e-mind mapping software based program in developing faculty of education 2nd year english majors’ vocabulary acquisition and use. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 177–224. https://doi.org/10.21608/jrciet.2017.24441
Nuha, N. U., Faridi, A., & Tobroni, T. (2024). Implementation of the Context, Input, Process, Product Model in Evaluating Islamic Education Institutions. International Journal of Islamic Studies Higher Education, 3(3). https://doi.org/10.24036/insight.v3i3.195
Polat, Ö., & Aydın, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38, 100743. https://doi.org/10.1016/j.tsc.2020.100743
Putri, M., Abbas, E. W., Jumriani, J., Subiyakto, B., & Putra, M. A. H. (2022). Contribution of social interaction materials to the establishment of social institutions in the social studies student’s book class VII. The Kalimantan Social Studies Journal, 3(2), 110–115. https://doi.org/10.20527/kss.v3i2.3685
Rahmad, A., Rahmi, R., Nakita, D. S., Akbar, Z., & Rahman, R. P. I. (2021). Implementation of Learners' Methods of Memorizing the Qur’an at the Dar El-Iman Indonesia Modern Islamic Boarding School. Islamic Studies, 2622, 741x. http://ijmurhica.ppj.unp.ac.id/index.php/ijmurhica
Rahman, I., Nisa, K., & Saputri, R. E. (2020). Seven Students' Activities: A Case Study on Rumah Tahfidz An-Nur Daily Routine and Memorization Levels. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA), 3(3), 110-120. https://doi.org/10.24036/ijmurhica.v3i3.184
Rachmaniar, R., Yahya, M., & Lamada, M. (2021). Evaluation of Learning through Work Practices Industry Program at University with the CIPP Model Approach. International Journal of Environment, Engineering and Education, 3(2), 59–68. https://doi.org/10.55151/ijeedu.v3i2.55
Rizal, A. S., & Syaifulloh, A. (2021). Student Corner Learning Construction At MTs-MA Al-Qur’an La Raiba Hanifida Jombang. Journal of Industrial Engineering & Management Research, 2(4), 330–346. https://doi.org/10.7777/jiemar.v5i2.508
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), 93–99. https://doi.org/10.1016/j.teln.2015.01.003
Sholikhin, A. (2023). Innovation of Islamic Education (Multisite Study at Madrasah Aliyah Pesantren Al-Amin and Madrasah Aliyah Darul Hikmah, Mojokerto Regency. Journal Of World Science, 2(1), 75–88. https://doi.org/10.58344/jws.v2i1.114
Suprihatin, S. (2023). Academic Supervision of Madrasah Heads and Supervisors for PAI Cluster Teachers at State MTs throughout Boyolali Regency in 2022/2023. AS-SABIQUN,5(5), 1294–1306. https://doi.org/10.36088/assabiqun.v5i5.3854
Wahyuni, S., & Bhattacharya, S. (2021). Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation. Tafkir: Interdisciplinary Journal of Islamic Education, 2(2), 229–249. https://doi.org/10.31538/tijie.v2i2.22
Yulianti, T., & Sulistiyawati, A. (2020). The Blended Learning for Student’s Character Building. International Conference on Progressive Education (ICOPE 2019, 56–60. https://doi.org/10.2991/assehr.k.200323.089
Zamani, M. (2016). Cooperative learning: Homogeneous and heterogeneous grouping of Iranian EFL learners in a writing context. Cogent Education, 3(1), 1149959. https://doi.org/10.1080/2331186X.2016.1149959
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Herina Yanti, Marfal Julian, Nurul Kifani Putri, Fauzi Akmal, Burhanuddin Burhanuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
