Razali Razali; Lina Sundana; Ramli Ramli
Abstract
This case study investigates the complicated dynamics of curriculum development in Aceh, Indonesia's culturally varied and spiritually significant higher education institutions. This study explores the Aceh higher education curriculum's structural components and pedagogical methods, focusing on Islamic ...
Read More
This case study investigates the complicated dynamics of curriculum development in Aceh, Indonesia's culturally varied and spiritually significant higher education institutions. This study explores the Aceh higher education curriculum's structural components and pedagogical methods, focusing on Islamic cultural sensitivity and preservation. The study's iterative process comprised semi-structured student and faculty interviews, expert consultations, and stakeholder feedback. This study examines the complex process of creating a localized educational framework that boosts academic achievement, taking culture and religiosity into account. The research underlines the necessity of community involvement and local actors like religious leaders in shaping curriculum content to provide cultural meaning and real-world relevance. The findings shed light on Aceh's unique challenges and opportunities and apply to similar cultural and religious contexts. This study adds to the academic discussion about higher education curriculum development. In particular, it emphasizes the importance of cultural and religious awareness to create an engaging and culturally relevant educational environment.
Ainal Gani; Siti Zulaikhah
Abstract
The need for concept mastery ability is known to be important in Islamic education. This is because besides understanding these concepts, students should also be able to apply them in life. Hence, this research aims to determine the differences in the results of the concept mastery ability, which are ...
Read More
The need for concept mastery ability is known to be important in Islamic education. This is because besides understanding these concepts, students should also be able to apply them in life. Hence, this research aims to determine the differences in the results of the concept mastery ability, which are provided by the application of the Team Assisted Individualization (TAI) learning model, using the sociodrama and conventional methods. This was a quasi-research, which used a pre-post tests control design. The data collection technique used was a test instrument, with the independent and dependent variables found to be learning models and concept mastery, respectively. Moreover, the hypothetical testing also used the One-way Analysis of Variance (ANOVA) test. Based on the results obtained, it was concluded that there were differences in the increase of students' concept mastery ability between each application of the learning model. Finally, it was observed that the TAI model using the sociodrama was more effective compared to the conventional method.