Enhancing Student Engagement in Islamic Studies: The Impact of Traditional Islamic Teaching and Problem-Based Learning Approaches
Keywords:
Islamic Studies, Student Engagement, Traditional Islamic Teaching, Problem-Based Learning, Pedagogical StrategiesAbstract
Objective: This research study focused on exploring strategies designed to enhance student engagement within the field of Islamic Studies. The primary objective was to evaluate the influence of two distinct pedagogical approaches, namely Traditional Islamic Teaching (TIT) and Problem-Based Learning (PBL), on student engagement—a fundamental pillar of effective learning.
Methodology: The research employed a mixed-methods research design, combining quantitative surveys to quantitatively measure levels of student engagement and qualitative interviews to qualitatively explore students' experiences and perceptions. The study was situated within an Islamic Studies classroom and focused on a sample of students drawn from an educational institution.
Research Findings: The study unveiled intriguing findings regarding the influence of pedagogical methods on student engagement: Traditional Islamic Teaching (TIT) retained its significance, rooted in Islamic educational traditions, and effectively imparted religious knowledge and values to students. Problem-Based Learning (PBL) emerged as a contemporary approach promoting active, student-centered learning, fostering critical thinking, collaboration, and the practical application of knowledge. PBL demonstrated a positive impact on student engagement, aligning with modern pedagogical theories emphasizing active learning, critical thinking, and problem-solving skills.
Contributions The outcomes of this study bore substantial significance for the field of Islamic Studies: Educators gain insights into effective pedagogical strategies. Curriculum designers learn to integrate TIT and PBL to align with modern educational goals. Policymakers receive data to improve Islamic Studies education, enriching pedagogical practices.
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