The Development of Direct-Contextual Learning: A New Model on Higher Education

Agus Budiman,Rusijono Rusijono,Nurdyansyah Nurdyansyah,Muchlas Samani,Wawan Hery Setyawan

doi:10.5430/ijhe.v10n2p15

Abstract

The development of Islamic education demands a change in the teaching system that leads to the availability of a constructivist-oriented learning model in constructing Fiqh knowledge more logically and rationally through analyzing the context of people's life. This study aims to develop a Direct-Contextual Learning (DCL) model by integrating the characteristics of direct instruction and contextual learning and improving the learning outcomes of comparative Fiqh in higher education. This type of research included the type of research development (R&D) with a systematic approach using the Dick and Carey model. The participants involved in this study were 100 first-level undergraduate degrees at Gontor Islamic University who were selected using the purposive sampling technique. The data collection techniques used include questionnaires, literature reviews, and test learning outcomes. This study's results were the DCL model, and the DCL teaching plan that was developed led to better Fiqh learning outcomes. The DCL phases developed to consist of an introduction, presentation, context exploration, confirmation, and closing. This study provides a new learning model at Modern Islamic University that can be used by lecturers to impart student fiqh knowledge without leaving the lecturer's role in facilitating students through critical analysis of the relationship between Fiqh and the context of social life.

Highlights

The development of Islamic education in the Muslim world encourages changes in the teaching system at the higher education level. Eickelman (1974) stated that these changes were related to contemporary ways of education and Islamic religious knowledge involvement. Eickelman (1978) explained that the transmission of change could be characterized by a shift in thinking and acting, which leads to the openness of cognitive styles in teaching at the higher education level
The main problem is the unavailability of learning models at Modern Islamic University in facilitating students in constructing comparative Fiqh knowledge more logically and rationally
The result of this research is the availability of the Direct-Contextual Learning (DCL) model and the DCL teaching plan in the Fiqh subject at the tertiary level, especially for Modern Islamic University

Summary

Introduction

The development of Islamic education in the Muslim world encourages changes in the teaching system at the higher education level. Eickelman (1974) stated that these changes were related to contemporary ways of education and Islamic religious knowledge involvement. Eickelman (1978) explained that the transmission of change could be characterized by a shift in thinking and acting, which leads to the openness of cognitive styles in teaching at the higher education level. The Indonesian Ministry of Religious Affairs mentioned that Modern Islamic University needs to adapt to changing times and solve society's problems through Islamic education approaches (Kemenag, 2020). This has inspired Modern Islamic University to produce graduates with the ability to link Islamic religious knowledge with acceptable practices to solve society's problems. The lecturer introduces concepts that need to understand in learning new material and demonstrates procedures, scope, mapping problems in the study, and ways of Istidlal (ratiocination). Or in collaboration, students explore learning resources in the inquiry learning approach and questions and answers between students or lecturers with learning outcomes in the form of procedural-declarative knowledge and the ability to link learning outcomes to reallife contexts.

Objectives

Methods

Discussion

Conclusion