Quantitative meta-analysis of researche on Islamic education courses of Universities and higher education institutions of the country

Reference books on Islamic Religious Education (PAI) courses in General Higher Education (PTU) need to be designed in line with the Industrial Revolution 4.0 era. This paper is to make a reference book for Islamic Religious Education courses in General Higher Education and to design reference books online. The focus of this research is the development of Islamic religious education reference books in online-based Public Higher Education. Using the Research and Development method developed by Dick and Carey. The data was collected from the assessment of two experts through the Expert validation sheet and 11 MKDU Lecturers through the respondent questionnaire. Data analysis uses qualitative and quantitative approaches. Data analysis that Islamic Education courses at the Blitar University of Nahdlatul Ulama need to be made references and designed online. The results showed that the reference book was appropriate to be used as a reference in Islamic Religious Education courses. This is based on material validation of 410 (very good), language and images of 401 (very good), presentation of 691 (very good), display of 252 (very good).

Hybrid learning in this digital era is seen as an alternative in creating a flexible and enjoyable learning atmosphere, but there is no learning model that explains the steps (syntax) of hybrid learning which will later affect the selection of strategies, methods and assessment aspects. One of the hybrids learning models is UFL (Undika Futuristic Learning) which has a specific syntax so it is hoped that the implementation of hybrid learning can be clearly directed. The purpose of this study is to describe the implementation of the UFL model in Islamic religious education courses at Dinamika University of Surabaya. The research method in this article uses a case study, with analysis techniques and systematic compilation of findings. The results of this study indicate that the UFL learning model based on hybrid with PBL strategy and case-based learning method supported by UFL syntax in Islamic religious education courses gives a positive impression and impact on the cognitive, affective and psychomotor development of students, so that in terms of knowledge they can think critically and innovatively. Affectively they can work together, be responsible, learn independently and be confident. And psychomotorically they can think creatively and are skilled in compiling and delivering their solutions optimally. In this context, learning with the UFL model in theory and fact can cover the three domains, so that learning objectives can be achieved according to the needs of the current era which emphasizes problem-solving skills so that they are able to think critically, creatively and innovatively within a collaborative framework.

This study aims to describe the factors of student interest in Islamic education courses at public universities in Bontang. The method used a quantitative research approach. Data collection used observation, interviews, and questionnaires by distributing google form to respondents. The research was conducted in two universities in Bontang that are University of Trunajaya with a total of 129 students and Bontang College of Technology (STITEK) with 71 students. The results showed that five indicators of students’ learning interest in PAI Bontang were: 1. attention, 2. like and pleasure, 3. pride and satisfaction, 4. interest, 5. Participation got the highest percentage on the indicator of pride, which is 22.57% or in a very good category. The lowest percentage was the indicator of interest in the Islamic education course, which is 20.02% or in the good category. Therefore, it could be concluded that the description of students’ learning interest is in a very good category, with a total score of 85.64.

The current study aimed to uncover the views of faculty members on teaching Islamic education courses in colleges of education in light of the requirements of distance education, and to build a proposed conception for the development of teaching these courses. The study sample consisted of (92) members of the faculty of the Faculties of Education in Saudi universities who were chosen by the random cluster method, and to achieve the objectives of the study, the researcher constructed a questionnaire consisting of (66) paragraphs within (4) axes and the validity and stability of the questionnaire was verified. Then the research data were collected and analyzed, and the results showed: that the opinions of faculty members about teaching Islamic education courses in light of the requirements of distance education came first within the focus of the course objectives, then the axis of evaluation and its tools came in the second rank, then the axis of educational activities and teaching methods and finally Course content focus. The results also showed that there are no statistically significant differences between the opinions of faculty members "attributed to the variable of gender and experience in university teaching." And in light of these results, the researcher presented a proposed scenario for the development of teaching Islamic education courses in the light of distance education.

Aims: The Islamic-oriented Cooperative Learning Model for Improving Islamic Education Learning Outcomes is based on a number of problems in the praxis of learning Islamic education at the Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar and STAI DDI Majene, namely student learning outcomes that are not optimal, learning motivation being, learning has not described active, creative and fun learning. Testing the effectiveness and practicality of this model through research activities aims to describe and analyze: (1) the level of effectiveness of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) the level of practicality of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene. Methodology: This research is a type of development research that examines the results of developing Islamic-oriented cooperative learning models, which are expected to improve student learning outcomes in Islamic education courses. This research was conducted at the Tarbiyah and Teacher Training Faculties of UIN Alauddin Makassar and STAI DDI Majene. The subjects of this study were 32 Class C English Education Study Program students and 35 Class A Madrasah Ibtidaiyyah Teacher Education Study Program, and 16 STAI DDI students. Data collection methods vii namely: observation, questionnaires and learning achievement tests. Data analysis technique using Percentage of Agreements and Normalized N Gain. Results: The results of the study show: (1) an analysis of the effectiveness of applying the Islamic-oriented cooperative learning model through the course of Islamic Education at UIN Alauddin and STAI DDI Majene, based on the results of the N Normalized Gain analysis is in the medium category, so that it can be seen as fulfilling the effective requirements in its application through learning Islamic education science; (2) practical analysis of the application of the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, based on the results of the Normalized N Gain analysis in the very good category, so that it can be seen as fulfilling practical requirements in its application through learning Islamic education; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, is in the very good category. Conclusion: The implications of this research show: (1) there is an increase in student learning outcomes through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) there was a positive response from lecturers and students as the main actors of Islamic-oriented cooperative learning through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the application of an Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, which can be used in tertiary institutions, is easy and practical to use. Thus, this model can be used as an alternative choice in learning activities, especially if lecturers or students want to build activeness and success in their learning.

The application of a learning method in the learning process has an impact on students’ acceptance. This can be seen in the use of offline-based learning methods: lecture and group presentation in Islamic Religious Education (PAI) course at 17 Agustus 1945 Semarang University (Untag) in the 2021-2022 academic year in the odd semester. Students' perceptions of offline-based learning methods: lecture and group presentation in Islamic Education course were studied using a qualitative approach. Data collection techniques were conducted through interview, observation, documentation, and questionnaire. From the result of the interview, which was then related to the result of observation during the learning process and compared with the result of the questionnaire, it was seen that the use of offline-based learning methods: lecture and group presentation in PAI courses caused different perceptions among each student. The application of the lecture method through explaining the material from the lecturer makes it easier for them to understand the material rather than having to learn and explain it themselves. It is proven that 79.8% of students like the offline lecture method compared to group presentations. As many as 52.9% of students chose group presentations. The group presentation learning method can train them to actively discuss and hone public speaking. However, after attending PAI lectures, students gain insight into religious knowledge and will apply it in their daily lives.

استهدف البحث الحالي إعداد برنامج تعليمي تقني قائم على تحديد مفاهيم الأمن الفکري وتضمينها في المقررات الجامعية باستخدام أجهزة التعلم النقال في التحصيل المعرفي والاتجاهات نحو التعلم النقال، کما استهدف أيضا تطوير مقرر التربية الإسلامية في ضوء متطلبات الأمن الفکري اللازمة لطلاب الجامعة الاسلامية، على اعتبار أن تنمية الأمن الفکري أحد أهم الأهداف المنشودة من الدولة بصفة عامة ومن المقرر بصفة خاصة. وقد استخدم البحث المنهج الوصفي التحليلي لوصف موضوع البحث وصفا دقيقا، وتحليل أجزائه للوصول إلى متطلبات الأمن الفکري اللازمة لطلاب الجامعة الإسلامية، وتحديد أسس ومقومات تطوير مقرر التربية الإسلامية في ضوء تلک المتطلبات، وبناء اختبار التحصيل المعرفي ومقياس الاتجاهات، کما استخدم أيضا المنهج التجريبي للتوصل إلى نتائج تطبيق أدوات البحث والتعرف على فاعلية البرنامج المقدم عبر الأجهزة النقالة في التحصيل والأمن الفکري والاتجاهات نحو التعلم بالأجهزة الذکية. وتکونت عينة البحث من (66) طالبا من طلاب الجامعة الإسلامية، کما تمثلت أدوات البحث في الأدوات التالية: (اختبار تحصيلي لقياس الجانب المعرفي المرتبط بمحتوى مقرر الدراسات الإسلامية المتضمن لمفاهيم الأمن الفکري- مقياس الاتجاهات نحو التعلم النقال). وکان من أهم نتائج البحث الحالي: وجود فرق دال إحصائيا عند مستوى (0.01) بين متوسطي درجات طلاب المجموعة التجريبية التي استخدمت (التعلم النقال) في التطبيق القبلي والتطبيق البعدي لاختبار التحصيل المعرفي والاتجاه (المتضمن لمفاهيم الأمن الفکري)، لصالح التطبيق البعدي. The current research aimed at developing a technical instructional program based on identifying the concepts of intellectual security and including such terms in the university courses using mobile learning devices and assessing its effectiveness in cognitive achievement and the attitudes towards mobile learning. The study also aimed to develop the Islamic education course in light of the necessary intellectual security requirements for students of the Islamic University. Such development of Intellectual security is one of the most important goals sought by the state in general, and the university course in particular. The research made use of the descriptive and analytical method to accurately describe the topic of the research, analyze its parts to reach the requirements of intellectual security necessary for students of the Islamic University, determine the foundations and components of the development of the Islamic education course in the light of those requirements, and develop a test of cognitive achievement and a scale of attitudes. The study made use of the experimental method to attain the research objectives. The research sample consisted of (66) students from the Islamic University, and the research instruments included an achievement test to assess the cognitive aspects related to the content of the Islamic studies course that includes the concepts of intellectual security and an attitude scale towards mobile learning). One of the most important results of the current research was that there was a statistically significant difference at 0.01 level between the mean scores of the experimental group students who used mobile learning in the pre and post administration of the cognitive achievement test and the attitude scale including the concepts of intellectual security in favor of the post testing.

Regarding the influence of hidden curriculum and the importance of Islamic educational courses in Higher Education, the present research is going to excavate the students’ experiences as well as the implied unwanted effects of hidden curriculum in the educational courses. This is done through a qualifying approach of a hermeneutic (interpretive) phenomenological method_Smith’s method. The subjects consist of the students of BA, studying in the 5th to 7th semester in Tabriz University and have greatly passed the Islamic educational courses. Participants were chosen through purposeful sampling and also through the data complement of technical engineering, basic sciences, and humanities groups. Six main fields consist of: No attention to the criteria of selection content: 1.The professors’ influence; 2. The students’ relationship in the class; 3. The festivity design; 4. Time; 5. The evaluation and some of the subsidiary themes were extracted. Most of the participants mentioned that the hidden curriculum has affected onto their beliefs and attitudes. The programmers’ familiarity to the students’ experiences, acknowledgement of hidden factors in the educational courses, and emphasizing that how the students understand the goals of educational courses and how have get them meaningful to themselves, play an important role in the eradication of the courses defections and in the incensement of their effectiveness.

The formulation of the problem in this study is how students respond to learning Islamic Education (PAI) courses using the “Alms, Grants and Gifts” module at the Bengkulu Al-Fatah Pharmacy Academy. This research is in- cluded in quantitative descriptive research. The population in this study were all third semester students at the Beng- kulu Al-Fatah Pharmacy Academy, while the research sample used was third semester B1 students at the Al-Fatah Pharmacy Academy Bengkulu Academic Year 2016-2017. The instruments used in this study were the student response questionnaire and the module “Alms, Grants and Gifts”. The technique of collecting data using questionnaires and test sheets. Based on the research that has been done, the results show that : The average percentage score of all students is82.86764706% and is classified as very high criteria. It can be concluded that the 3rd grade B1 Semester 3-2017 Academic Year at the Al-Fatah Pharmacy Academy gave a positive response to the learning of Islamic Education courses using the “Alms, Grants, and Gifts” module

The Covid-19 pandemic has brought many changes in various sectors, such as in the education sector in higher education, which emphasizes learning to be carried out online. Online and direct learning in class has differences, including the motivation to learn (motivation). This study aims to find out how student motivation in online learning in the Islamic education course in the Covid-19 pandemic situation at the Faculty of Economics, University of Sarjanawiyata Tamansiswa (FE-UST) Yogyakarta. This study also aims as an evaluation material related to the quality of online learning implementation and online learning preparation in the new normal era. The research problem is formulated as follows: How is the student's learning motivation in online learning in the Islamic education course in the Covid-19 pandemic situation at FE-UST Yogyakarta. The research method used is quantitative with a survey method. The number of samples in this study were 251 students. Collecting data using a survey method with a Likert scale. Data analysis by calculating the percentage of data on each indicator, then interpreted the data percentage score and analyzed descriptively on each indicator. The results showed that students' learning motivation in online learning of the Islamic education course at FE-UST Yogyakarta in the Covid-19 pandemic situation reached 81%, or it was in the very good category. The results of this study are also expected to be used as material or a basis for conducting more in-depth research related to learning motivation and online learning. Keywords: Learning motivation, Online learning, Islamic education, Covid-19

E-learning has an important role in Islamic Education learning. Students are expected to not only listening to the explanation of the material from the teacher but also playing an active role in learning by applying e-learning. This study aims to analyze the implementation of learning based e-learning in Islamic Education course. The method used in this research was qualitative descriptive. The subject of this study was SMK 8 Surabaya students for the Islamic Education course. The data collection method had been done by interview and documentation. Data analysis had been done by collecting data, reducing data, presenting data, and making conclusions. The results of this study were the researcher found three stages in learning-based e-learning in the Islamic Education course, which is planning stage, implementation stage, and evaluation stage.

This study aims to determine the implementation of Islamic religious education courses and responsiveness and their implications for the activity of the prayer of the students in the Faculty of Economics, University of Medan Area. This study uses a qualitative method. The process of collecting research data uses qualitative analysis techniques with steps to explain data and draw conclusions. Based on data in the field and analysis, this study found: First, the implementation of Islamic religious education includes goals, curriculum, teaching and learning process, evaluation and responsiveness of Islamic religious education courses. Second, the activeness of the prayers in the congregation of students at the campus mosque is the result of the activities of the Islamic religious education courses conducted by lecturers of Islamic religious education courses.

The purpose of this study was inquiring The Impact of the reciprocal Teaching Strategy on the Development of Achievement in Islamic Education in Seventh Grade Students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of Achievement. The researcher adopted a quasi- experimental approach in which the experimental group consisting of (30) students was taught in accordance with reciprocal Teaching Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test- t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the reciprocal Teaching Strategy, in developing the Acquiring Concepts in Islamic , of Learning Islamic Education Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the posttest of the reciprocal Teaching Strategy (in developing the Academic achievement The study recommended introducing the reciprocal Teaching Strategy in the teaching of Islamic Education Course, and conducting other similar studies in different educational stages.

The quality of education in Indonesia still needs improvement, especially for educators to improve critical thinking skills and problem solving. The role of education is synonymous with the quality of human resources (HR) in society. To form human resources that have good quality, Indonesia needs to improve the concept of education because good education will also form good human resources. This study aims to determine (1) critical thinking skills, (2) learning motivation, and (3) student learning outcomes majoring in Islamic Religious Education at the State Islamic University of Mataram. This research is a type of quantitative research. Sampling was conducted on 40 students, consisting of 20 male and 20 female students in Islamic religious education courses. Research data collection techniques are divided into two types: data in the form of critical thinking skills and learning outcomes are obtained using test question instruments. In contrast, research data on learning motivation is obtained using non-test instruments in the form of questionnaires. All the data obtained in the research was then analyzed descriptively, and a comprehensive description of the data obtained in the research was provided. The results of the study show that (1) the critical thinking skills of students in Islamic religious education courses are in the moderately critical category but have different averages between male and female students; (2) the learning motivation of students in Islamic religious education courses is equally in the high category but has different averages between male and female students; and (3) the learning outcomes of Islamic religious education students are in the very good category for college students and good for female students.

Introduction: Paying attention to the all-round development of students and teaching values and moral issues is always considered one of the important goals of educational systems in universities. Thus this study aimed to evaluate the internal quality of the Islamic studies courses curriculum based on Ralph Tyler's model and from the students' point of view at Birjand University of Medical Sciences.
 Methods: This is a descriptive-analytical study. The studied population of Birjand University of Medical Sciences students, based on the table of Karjesi and Morgan, 300 people were selected as a sample using available sampling method. A researcher-made questionnaire including 48 questions was used to collect information. The validity of the questionnaire was confirmed by medical education experts and the reliability of the questionnaire using Cronbach's alpha method was 87%. Data analysis was done using SPSS 16 software and descriptive statistics (frequency and percentage) and inferential statistics (one-sample t and independent t) were used.
 Results: The status of internal quality of the curriculum of Islamic education courses in the goal element from the students' point of view was medium to high, but the average (content, teaching and evaluation methods) was lower than the theoretical average (3) and the status of these elements was of low quality (P<0.05).
 Conclusion: The curriculum of education courses in universities should always be evaluated and the necessary revision should be done in order to promote the spiritual, moral and all-round development of students.