Asyafah SpringerPlus 2014, 3:755

http://www.springerplus.com/content/3/1/755
a SpringerOpen Journal

RESEARCH Open Access

Research based instruction in the teaching of

islamic education
Abas Asyafah

Abstract
In an effort to produce skilled and competent graduates, Indonesia University of Education with its motto of
“producing knowledgeable, educated and religious human-beings”, considers the development of required scientific
attitudes, good behaviour, and strong religious values of students as an integral and important component needed
to develop students’ noble character and their intellectual ability. Developing such qualities requires innovative
teaching and learning techniques which are enjoyable and able to motivate students. In this paper, the author
seeks to answer four(4) questions: 1. How can one plan a research-based instruction for an Islamic education
seminar course? 2. What are the steps considered in research-based instruction for a seminar course? 3. How is the
evaluation of research-based instruction in an Islamic education seminar course? And 4. What are the weaknesses
and strength of the research based instruction model in regard to facilitating an Islamic education seminar? To
establish an appropriate answer to these questions, the author has used a descriptive-qualitative approach. The data
have been obtained through observation, interviews and a study of relevant documents. The findings reveal that
the implementation of an instruction research-based model is appropriate and applicable in the teaching of Islamic
education seminar course. The study concludes that instruction research based model has the capacity to engage
students and it is able to improve their problem solving skills in daily life.
Keywords: Instruction; Islamic education; Students teaching and learning; Research based instruction

Introduction and religious experts, and second, to develop knowledge

To anticipate the negative effects brought about by the and skills of students and teachers equally in respect to the
developments in the field of Information and Communi- varying religions found in Indonesia (Majid, 2004). Islamic
cation technologies (ICT), and with the influence of glo- education is regarded as a subject whose function is to de-
balisation, it is necessary for human beings to understand velop and instill positive values in students through appro-
how to behave in society. In other words, people have to priate instruction process (in this case Islamic education
be aware of the values and virtues society wants as they seminar course). The objective of this course is to develop
face new life demands. The question arising is how to God fearing communities with good character and not to
make people aware of their responsibility in such a rapidly create professionals.
changing world. According to Lickona (1992) people In reference to Indonesia’s higher education curricu-
should be taught both academics and virtue or good char- lum structure, Islamic education is a compulsory subject
acter in order to live a noble life. to all Muslim students in public Universities across the
In Indonesia, to prevent students from the negative influ- country. The course is considered important in national
ence of ICT and globalisation, general education was devel- development. With the passing of the education Bill
oped comprising of religious education that aims to instill No.20/2003 into a law, the position of Islamic education
good values in students. This course was created to per- became clear with its main mission of developing stu-
form two major functions: first, to develop professionals dents’ personality. However, though Islamic education is a
fundamental course within Indonesia’s National Education
System, its application is still limited to conceptualisation
Correspondence: [email protected]
Department of General Studies (MKDU), Faculty of Social Science Education and not yet in practice (Nasution, 1999). This is assumed
(FPIPS), Indonesia University of Education (UPI), Jalan. Dr. Setiabudhi No.229, to be one of the causes for moral decay in the country.
Bandung, West Java, Indonesia

© 2014 Asyafah; licensee Springer. This is an Open Access article distributed under the terms of the Creative Commons
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in any medium, provided the original work is properly credited.
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In relation to the above, this course has not been able led to 17 principles in regard to teaching using research
to meet the expectations of the public. It is contrary to based instruction as an approach to learning. Several stud-
the four pillars of UNESCO which are learning to know, ies have continued to show teaching and learning requires
learning to do, learning to be and learning to live together. innovation. Abdulhak (2000) and Asyafah (2014) are of the
Taking the said four pillars in consideration, education view that innovative teaching and learning method must:
should equip each individual with skills required for learn- motivate students, stimulate their desire to learn, deliver
ing to occur (Delors et al. 1996). Using seminar as an ap- the message in a clear way, create a conducive learning
proach to teaching and learning during lectures, there are environment, facilitate creativity, promote self-assessment
several alternatives to be explored by both students and during learning, and also promote problem-solving in
academics which can impact of the learning process posi- learning. However, they also believe that this can work, if
tively. Tafsir (2006) refers to a seminar course in Islamic five points are considered before the teaching and learning
education as an appropriate approach and quick way to process starts, that is: learning objectives, learning mate-
teaching and learning. A seminar as a way to instruction rials, human resource, time, and facility (Abdulhak: 2000;
stimulates exchange of ideas and discussion among stu- Asyafah, 2014). According to Tafsir (1996) and Asyafah
dents. It can be powerful, if it is based on research. How- (2014) there are several steps that can be taken during the
ever, for all this entire period, this has been the weakness instruction process. These steps include the Gleser model
of teaching Islamic education. It is upon this background which also consists of: instructional objectives, entry-exit
that the author examines research based instruction in process, instructional steps, and assessment. Tafsir (2004)
teaching Islamic education as a seminar course. and Asyafah (2014) refer to these steps as basic concepts
to knowing, doing, and being.
Literature review In an effort to establish a research based Islamic
The aim of teaching Islamic education is to develop and education seminar instruction model, there is need to
promote moral character. Studies in Islamic education understand the principles of instruction. According to
have established that teaching good behaviour is an im- Rosenshine (2012) there are 17 principles of Instruction,
portant component which enhances the development of which include: staring a lesson with a short review of
individual potential in a holistic, balanced and integrated the previously learnt material; Presentation of new ma-
manner, encompassing the intellectual, spiritual, and phys- terial in a gradual process while actively engaging stu-
ical aspects (Halim, 2007). Reaching the level of moral and dents; Do not over load them, but introduce material in
good personality requires a process. This process can be bits; Be clear and detailed during the instruction process
facilitated through teaching and learning. Learning takes and in explanation; use question-feedback approach to
place only if the instructor considers students as partners, check for understanding; motivate and encourage stu-
and is ready to build on what they already know and what dent participation; Do more of facilitation than teaching
they think (Ambrose et al., 2010). To help students under- or instructing; encourage thinking loud (letting students
stand religious values will depend on the method of in- to talk their voice; Give example model of worked-out
struction. If the method of instruction is not appropriate, problems; Ask for feedback from students on what they
it becomes difficult to achieve the stated education objec- have learned; rectify student response where necessary;
tives. Azra (2008) points out that education aims at holis- Encourage being independent and autonomous; and
tic human development. Education should therefore help Monitor students activities during individual practices.
people develop spiritually, intellectually, and socially. Al- These are the principles established by Rosenshine. Be-
Syaibani (1979) notes that there are three objectives of sides this, Ihsan and Ihsan (1999) and Asyafah (2014)
Islamic education: first, human objectives which are re- have also proposed nine principles of instruction, such
lated to self improvement in form of knowledge, behav- principles include: happiness (al-Baqarah [2]: 25, 175, 155);
iour, intelligence and self-actualization. Second, is the delivery and respect (Al-Imran [3]: 159); meaning to
social objective related to living together, and third, pro- learners ((Muhammad [47]: 16); requirement (al-Baqarah
fessional objective which takes education and learning as [2]:1–2, Maryam [19]: 1–2); communication (al-Araf [7]:
an important component considering Islamic education as 179, Al-Isra [17]: 37); acquiring new knowledge (al-Baqarah
field of knowledge, an art, and as professional as well as a [2]: 164); being of good character (al-Azhab [33]: 21), (h);
social activity in the community. pushing for experience (al-Shaf [61]: 2–3); love and pro-
Research based instruction or teaching has been devel- viding guidance (al-Anbiya [21]: 107). In reference to
oped based on three research areas, they are: research in these principles it is necessary that whatever it is taught
cognitive science, research on master teachers, and research must be understood if people are operate in good faith
on cognitive supports. Though these are three different and with knowledge.
fields of research, they work to supplement and comple- Research based instruction promotes acquiring skills,
ment each other (Rosenshine, 2012). These three areas have strategies and behaviors (Schunk, 2012) as the most
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important point for learning. According to Asyafah (2014) to the literature studied and also based on individual
learning is the basis for knowledge development, and also interpretation.
the foundation of faith and belief. It is an important activ-
ity in human life because people are the vicegerents on Research methodology
earth (al-Baqarah [2]: 30). Faith, belief and knowledge are The study was conducted at the Indonesia University of
important ingredients of life. A combination of know- Education for a period of eight (8) months from 2012 to
ledge, faith and belief are the basis for living a better life. 2013. The research was conducted in the selected classes
A research based approach in the teaching of Islamic edu- at the University. The study comprised of planning of
cation must comprise “materials to be taught, presentation the study, preliminary study, field study, and writing of
of materials in short steps, opportunity for learner prac- the research report. Since it was a qualitative study and
tice, provision of collective feedback and scheduling of for efficiency, the subjects of study were three (3) lecturers
review sessions” (Rosenshine and Stevens, 1986; Shuell, teaching Islamic education drawn from biology, chemistry
1988, 1990; Schunk, 2012). It is through such an instruc- and sociology departments. The criteria for selecting the
tional approach that today’s challenges facing the modern subjects were: All subjects must be lecturers of Islamic
world can be avoided and or solved (Nasoetion, 2007). education, they must had used the method or research in
Combining research in the teaching and learning process teach Islamic education for at least a year, and the selected
through a seminar course has all the above mentioned as- lecturer must have taught Islamic education in both first
pects. The approach combines both theory and practice in and second semesters, that is, in the Academic year 2011/
Islamic education. To implement these two basic tasks, 2012 and academic year 2012/2013.
human beings must have a strong foundation of faith and They subject of study were then observed and inter-
devotion as well as adequate knowledge. viewed on how they plan, the process of teaching, evalu-
Experience without theory in most cases becomes ation and assess the teaching and learning based on
wasteful and destructive. Having experience but without a research. Then the weaknesses were noted throughout
clear guiding framework is almost nothing since one tends the whole period of the study and students were engaged
to treat each situation unique, hence influencing decision to establish the strength, benefits and challenges of the
making which is mostly based on trial and error (Schunk, research based approach during the learning process. On
2012). People should keep learning as knowledge is con- the side of students, 184 students were purposively chosen
stantly changing. Learning to know presupposes to learn from three faculties: Faculty of Mathematics and Science
(Delors et al., 1996). Research based instruction which is (44 students), Faculty of Social Sciences Education (55
both (scientific and philosophical) is important for the students) and Faculty of Languages and Art (85 students).
strong foundation and continuous development of the The data collected was analysed using descriptive quali-
body of knowledge plus technology and also the culture of tative method. The description meant to explain the whole
the society. It is through this approach that Islamic educa- process of instruction through the use of a research based
tion’s objectives can be achieved. Islamic education as a model. The qualitative method was meant to help make it
University course aims to provide guidance and counsel- clear that the researchers had wanted to establish the real
ing to students such that they develop faith and devotion condition based on observation and direct interact with
to their Creator. Nasution (1999) mentions that Islamic the subjects of the study rather than using statistical mea-
education in schools aims to develop student into God surements. The analysis comprised of both content and
fearing people who able to perform all the religious rituals, primary data analysis.
while for University students, the course aims to create
knowledgeable people intellectually and in personality. Findings and discussion
In Universities, Islamic education aims to: create an un- Planning teaching and learning process (Instruction)
derstanding about the teaching and learning of Islamic This research aimed to find-out and also reveal a descrip-
education. tive view about the research based instruction model in the
Teaching Islamic education requires a clear strategy teaching Islamic education seminar at the Indonesia Uni-
which combines the method of teaching and learning the- versity of Education. Among the aspect of research was the
ory with practice, and also the method of grouping the planning process. It was revealed that the planning process
learning activities. The Figure 1 below illustrates this: consisted of five steps, which included: modification of the
The figure above is a conceptual summary, illustrating syllabus, modification the course units, establishing and
the process of research as well as the conceptual frame- determining the time framework, designed student as-
work of the study. It shows that in the process of re- signments and learning activities and preparation of
search based instruction there is planning, instruction other support equipments and materials. Schunk (2012)
process, evaluation and assessing the weaknesses of the noted that teaching and learning emphasize various fac-
instruction model. It is designed by the author in regard tors as important elements in acquiring skills, strategies
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Figure 1 Conceptual framework of the islamic education research based instruction.

and behaviors, while Abdulhak (2000) states that before course identification, objectives of the course, content de-
the instruction takes place, there is a process starting scription or outline, determining the learning process,
from: setting learning objectives, preparing learning evaluation procedure, breaking down the course materials
materials, recruiting human resource, determining the and providing references. Teaching is can be categorised
time, and also facility. Tafsir (2004) and Asyafah (2014) into two: the method of teaching and learning theory and
mentions that there are several steps that can be taken practice, and also the method of grouping the learning ac-
during the instruction process; among such steps are in- tivities. It means that if learning is to take place a syllabus
structional objectives, entering behavior, instructional should be developed.
procedure, and performance Assessment. This implies A course unit is a small element in the syllabus or
that the planning is an important component before the groupings of the course content based on the objectives.
teaching and learning process. It is more detailed and aims to serve students at each
Preparing a syllabus is a major activity during the plan- meeting. It is comprised of the learning content and learn-
ning of teaching process. A syllabus works as an overview ing materials during each meeting. Course units in Islamic
about a given subject. To teach Islamic education, there education seminar course are different from those of
are seven points to note while developing a syllabus: courses in regard to content method of delivery.

Table 1 Format for a research based course

Number Topic or title Background Research problem
1. Each group is given chance to choose a topic of Writing the background setting the Briefly describe the points to be raised
its own interest but in regard to Islamic education foundation for the study in the research and the topic.
2. Student creativity Student Creativity Creativity but not fiction
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The instruction process Received: 20 April 2014 Accepted: 2 December 2014

The instruction process in a research based course is easy Published: 19 December 2014

if the lecturer is able to follow the initial plan. According References

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propriate both in concept and in practice. The results of doi:10.1186/2193-1801-3-755
Cite this article as: Asyafah: Research based instruction in the teaching
this study indicate that the entering behavior is some- of islamic education. SpringerPlus 2014 3:755.
thing that is very important to consider, especially in re-
gard to ability and habit of learning Islam as well as the
level of student mastery of the course. Performance as-
sessment is very important as an effective evaluation tool
in learning. The results of this study also revealed that a
research based method can be applied practically in
learning Islamic education to increase faith and devotion
of students. This method can also be used to improve
the quality of graduates.

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