Learning Strategies for Islamic Religious Education at Public Universities in Jember

Abstract

The problems of learning Islamic Religious Education (PAI) at public universities, such as implementing learning with a shared/extensive class system to the growth of radicalism among students that it is an obligation for university policymakers, especially Islamic Religious Education lecturers, to continue to improve the quality of learning. To overcome this, it is necessary to establish a learning strategy in Islamic Religious Education courses. The purpose of this study is to describe comparatively the learning conditions and learning strategies of Islamic Religious Education at the University of Jember (Unej) and the Jember State Polytechnic (Polije).

This research uses a qualitative approach, with the type of research being a multi-case study. The subjects of this study used purposive sampling, namely lecturers of Islamic Religious Education and students. Data was collected using semi-structured interviews, direct observation, and documentation. The data analysis used is single and cross-case analysis. The validity of the data is carried out with credibility and dependability.

The results of this study are: first, Islamic Religious Education learning conditions at Unej and Polije both have Semester Learning Plans (RPS); it's just that there are differences in learning objectives. The characteristics of the courses both include concepts, principles, and facts, which differ in the amount of material taught. The learning constraints were related to personnel, time, learning resources, the absence of an Islamic Religious Education laboratory, students' ability to read the Koran, different levels of previous education, and the presence of students exposed to radicalism. Second, learning strategies: a) the organizational strategy uses a macro strategy with an elaboration model. The material is prepared by a team of Islamic Religious Education lecturers. b) Delivery Strategy: Islamic Religious Education learning media in both institutions are quite adequate. The interaction of students with learning media equally occurs during lectures. The form/structure of teaching and learning of the two institutions is different; at Unej with a small class structure and learning outside the classroom. In Polije large class structure. c) Management Strategy: Scheduling learning strategies such as lectures, discussions, questions and answers, group presentations, and assignments. Assessment instruments include attendance, activity, assignments, midterm exam, and final exams. The motivational management of both institutions uses verbal means. Control of learning in both institutions is not only carried out in the classroom but also outside the classroom