Islamic Objectives Of Education

[Tertulio Searcy]

Toanticipate the negative effects brought about by the developments in the field of Information and Communication technologies (ICT), and with the influence of globalisation, it is necessary for human beings to understand how to behave in society. In other words, people have to be aware of the values and virtues society wants as they face new life demands. The question arising is how to make people aware of their responsibility in such a rapidly changing world. According to Lickona (1992) people should be taught both academics and virtue or good character in order to live a noble life.

In Indonesia, to prevent students from the negative influence of ICT and globalisation, general education was developed comprising of religious education that aims to instill good values in students. This course was created to perform two major functions: first, to develop professionals and religious experts, and second, to develop knowledge and skills of students and teachers equally in respect to the varying religions found in Indonesia (Majid, 2004). Islamic education is regarded as a subject whose function is to develop and instill positive values in students through appropriate instruction process (in this case Islamic education seminar course). The objective of this course is to develop God fearing communities with good character and not to create professionals.

In relation to the above, this course has not been able to meet the expectations of the public. It is contrary to the four pillars of UNESCO which are learning to know, learning to do, learning to be and learning to live together. Taking the said four pillars in consideration, education should equip each individual with skills required for learning to occur (Delors et al. 1996). Using seminar as an approach to teaching and learning during lectures, there are several alternatives to be explored by both students and academics which can impact of the learning process positively. Tafsir (2006) refers to a seminar course in Islamic education as an appropriate approach and quick way to teaching and learning. A seminar as a way to instruction stimulates exchange of ideas and discussion among students. It can be powerful, if it is based on research. However, for all this entire period, this has been the weakness of teaching Islamic education. It is upon this background that the author examines research based instruction in teaching Islamic education as a seminar course.

The aim of teaching Islamic education is to develop and promote moral character. Studies in Islamic education have established that teaching good behaviour is an important component which enhances the development of individual potential in a holistic, balanced and integrated manner, encompassing the intellectual, spiritual, and physical aspects (Halim, 2007). Reaching the level of moral and good personality requires a process. This process can be facilitated through teaching and learning. Learning takes place only if the instructor considers students as partners, and is ready to build on what they already know and what they think (Ambrose et al., 2010). To help students understand religious values will depend on the method of instruction. If the method of instruction is not appropriate, it becomes difficult to achieve the stated education objectives. Azra (2008) points out that education aims at holistic human development. Education should therefore help people develop spiritually, intellectually, and socially. Al-Syaibani (1979) notes that there are three objectives of Islamic education: first, human objectives which are related to self improvement in form of knowledge, behaviour, intelligence and self-actualization. Second, is the social objective related to living together, and third, professional objective which takes education and learning as an important component considering Islamic education as field of knowledge, an art, and as professional as well as a social activity in the community.

Research based instruction or teaching has been developed based on three research areas, they are: research in cognitive science, research on master teachers, and research on cognitive supports. Though these are three different fields of research, they work to supplement and complement each other (Rosenshine, 2012). These three areas have led to 17 principles in regard to teaching using research based instruction as an approach to learning. Several studies have continued to show teaching and learning requires innovation. Abdulhak (2000) and Asyafah (2014) are of the view that innovative teaching and learning method must: motivate students, stimulate their desire to learn, deliver the message in a clear way, create a conducive learning environment, facilitate creativity, promote self-assessment during learning, and also promote problem-solving in learning. However, they also believe that this can work, if five points are considered before the teaching and learning process starts, that is: learning objectives, learning materials, human resource, time, and facility (Abdulhak: 2000; Asyafah, 2014). According to Tafsir (1996) and Asyafah (2014) there are several steps that can be taken during the instruction process. These steps include the Gleser model which also consists of: instructional objectives, entry-exit process, instructional steps, and assessment. Tafsir (2004) and Asyafah (2014) refer to these steps as basic concepts to knowing, doing, and being.

Teaching Islamic education requires a clear strategy which combines the method of teaching and learning theory with practice, and also the method of grouping the learning activities. The Figure 1 below illustrates this:

The figure above is a conceptual summary, illustrating the process of research as well as the conceptual framework of the study. It shows that in the process of research based instruction there is planning, instruction process, evaluation and assessing the weaknesses of the instruction model. It is designed by the author in regard to the literature studied and also based on individual interpretation.

The study was conducted at the Indonesia University of Education for a period of eight (8) months from 2012 to 2013. The research was conducted in the selected classes at the University. The study comprised of planning of the study, preliminary study, field study, and writing of the research report. Since it was a qualitative study and for efficiency, the subjects of study were three (3) lecturers teaching Islamic education drawn from biology, chemistry and sociology departments. The criteria for selecting the subjects were: All subjects must be lecturers of Islamic education, they must had used the method or research in teach Islamic education for at least a year, and the selected lecturer must have taught Islamic education in both first and second semesters, that is, in the Academic year 2011/2012 and academic year 2012/2013.

They subject of study were then observed and interviewed on how they plan, the process of teaching, evaluation and assess the teaching and learning based on research. Then the weaknesses were noted throughout the whole period of the study and students were engaged to establish the strength, benefits and challenges of the research based approach during the learning process. On the side of students, 184 students were purposively chosen from three faculties: Faculty of Mathematics and Science (44 students), Faculty of Social Sciences Education (55 students) and Faculty of Languages and Art (85 students).

The data collected was analysed using descriptive qualitative method. The description meant to explain the whole process of instruction through the use of a research based model. The qualitative method was meant to help make it clear that the researchers had wanted to establish the real condition based on observation and direct interact with the subjects of the study rather than using statistical measurements. The analysis comprised of both content and primary data analysis.

This research aimed to find-out and also reveal a descriptive view about the research based instruction model in the teaching Islamic education seminar at the Indonesia University of Education. Among the aspect of research was the planning process. It was revealed that the planning process consisted of five steps, which included: modification of the syllabus, modification the course units, establishing and determining the time framework, designed student assignments and learning activities and preparation of other support equipments and materials. Schunk (2012) noted that teaching and learning emphasize various factors as important elements in acquiring skills, strategies and behaviors, while Abdulhak (2000) states that before the instruction takes place, there is a process starting from: setting learning objectives, preparing learning materials, recruiting human resource, determining the time, and also facility. Tafsir (2004) and Asyafah (2014) mentions that there are several steps that can be taken during the instruction process; among such steps are instructional objectives, entering behavior, instructional procedure, and performance Assessment. This implies that the planning is an important component before the teaching and learning process.

Preparing a syllabus is a major activity during the planning of teaching process. A syllabus works as an overview about a given subject. To teach Islamic education, there are seven points to note while developing a syllabus: course identification, objectives of the course, content description or outline, determining the learning process, evaluation procedure, breaking down the course materials and providing references. Teaching is can be categorised into two: the method of teaching and learning theory and practice, and also the method of grouping the learning activities. It means that if learning is to take place a syllabus should be developed.

A course unit is a small element in the syllabus or groupings of the course content based on the objectives. It is more detailed and aims to serve students at each meeting. It is comprised of the learning content and learning materials during each meeting. Course units in Islamic education seminar course are different from those of courses in regard to content method of delivery.

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