Religious Literacy Model Based on The Student-Centered Learning Approach in Learning Islamic Religious Education Courses

DOI

10.2991/978-2-38476-273-6_30How to use a DOI?

Keywords

Religious Literacy Model; Student-Centered Learning; Islamic Education Learning

Abstract

In higher education, this research aims to develop and use a religious literacy model based on the Student-Centered Learning (SCL) method. This goal’s primary objective is to assist students in reaching their educational objectives, including social, moral, religious, and independent learning objectives. By aligning the religious literacy model with educational commitments that prioritize student potential development and adhere to the Merdeka Belajar-Kampus Merdeka (MBKM) policy, the research hopes to promote student achievement. Qualitative strategy and a descriptive field research methodology are used in this study. Researchers use this approach to comprehensively understand the attitudes, drives, and behaviors of students who adhere to the SCL-based religious literacy paradigm. With the help of the descriptive technique, researchers may easily and thoroughly explain a wide range of implementation-related topics, including ability needs, actual issues, social interactions, teamwork, self-management, performance expectations, goals, and accomplishments. An extensive knowledge of how students interact with and participate in the SCL-based religious literacy model is the outcome of this study. Using the descriptive approach, this study provides a thorough picture of the research subjects’ experiences. The outcomes might include achievements, difficulties, and favorable or unfavorable effects related to the model’s application. The implications of this study can help curriculum development and learning strategies in higher education institutions. It is possible to enhance the quality of education by referring to the SCL-based religious literacy model, particularly in the setting of Merdeka Belajar-Kampus Merdeka. The research results can also inform more sensible and long-lasting educational practices prioritising students’ autonomy, morality, religion, and social development.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Iwan Hermawan
AU  - Khalid Ramdhani
AU  - Kasja Eki Waluyo
AU  - Oyoh Bariah
PY  - 2024
DA  - 2024/08/02
TI  - Religious Literacy Model Based on The Student-Centered Learning Approach in Learning Islamic Religious Education Courses
BT  - Proceedings of 5th Borobudur International Symposium on Humanities and Social Science 2023
PB  - Atlantis Press
SP  - 252
EP  - 262
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-273-6_30
DO  - 10.2991/978-2-38476-273-6_30
ID  - Hermawan2024
ER  -