Abstract
This study aims to examine the level of multimedia usage among Islamic education lecturers at higher education institutions in West Sumatera, Indonesia. The participants were chosen from three types of higher institutions by using stratified random sampling. The data was collected from 250 students using questionnaires. The findings showed that the use of multimedia was moderate and there were significant differences in the use of multimedia based on gender, academic qualification, location of teaching and number of workloads. The finding also showed that there was no significant difference in the use of multimedia based on training experience. This study also found that there were significant differences in the use of multimedia based on age, type of institution and teaching experience.
Highlights
Today, higher education lecturers are employed by universities to undertake various tasks including teaching, research and administrative jobs
This study aims to examine the level of multimedia usage among Islamic education lecturers at higher education institutions in West Sumatera, Indonesia
This study aims to assessing the level of multimedia usage among Islamic education lecturers in higher education institutions and to study the significance of multimedia usage based on gender, academic qualification, age, type of institution, location of teaching, teaching experience, training experience and teaching workload
Summary
Higher education lecturers are employed by universities to undertake various tasks including teaching, research and administrative jobs. Teaching is still the main task that they should perform and this is true in the case of universities in Indonesia. Lecturers as much as possible can make a sermon to be effective, relevant, and to grow in line with the time. Conventional teaching methods that rely only on books and lectures do not guarantee the effectiveness of the teaching and learning process Ordinary teaching methods in Islamic subjects are primarily based on the book and lectures only. This inactive presentation often makes students feel tired and sleepy. The sluggishness produced in students leads them to be less receptive even of the essential points of the lecture
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