Islamic Religious Education Program Evaluation in High Schools: Assessing Student Engagement and Curriculum Effectiveness
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Published:
Mar 30, 2024
Keywords:
Islamic Religious Education, High Schools, Program Evaluation, Student Engagement, Curriculum Effectiveness
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Articles
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Abstract
This research evaluates the effectiveness and impact of the Islamic Religious Education (IRE) Program in high schools, focusing on its influence on students' religious knowledge, values, and attitudes. A mixed-method approach was employed, combining quantitative surveys with qualitative interviews and observations. The evaluation revealed strong student engagement and participation in the program, with positive impacts on religious knowledge and values. Pedagogical approaches such as cooperative learning and multimedia resources were effective in enhancing students' learning experiences. However, opportunities for improvement were identified in curriculum content, teacher competence, and community engagement. These findings have critical implications for policy development, educational practice, and future research in Islamic religious education. By addressing these implications, stakeholders can work towards enhancing the quality, relevance, and inclusivity of religious education programs, ultimately fostering students' holistic development within the Islamic tradition.
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How to Cite
Atthallah, & Olivia Safana. (2024). Islamic Religious Education Program Evaluation in High Schools: Assessing Student Engagement and Curriculum Effectiveness. International Journal of Curriculum Development, Teaching and Learning Innovation, 2(2), 86–94. https://doi.org/10.35335/curriculum.v2i2.166
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Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466.
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Lamas, E., Maria, A., & Gomes, M. (2010). Didactics–promoting collaborative work and personal learning environment. Critical, creative and autonomous roles in a competitive society.
McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1).
Memon, N. (2011). What Islamic school teachers want: Towards developing an Islamic teacher education programme. British Journal of Religious Education, 33(3), 285–298.
Onwuegbuzie, A. J., & Hitchcock, J. H. (2019). Toward a Fully Integrated Approach to Mixed Methods Research via the 1+ 1= 1 Integration Approach: Mixed Research 2.0. International Journal of Multiple Research Approaches, 11(1).
Quinnett, P. (2007). QPR gatekeeper training for suicide prevention: The model, rationale, and theory. Retrieved July, 28, 2008.
Ramadan, T. (2009). Radical reform: Islamic ethics and liberation. Oxford University Press.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Tan, C. (2014). Educative tradition and Islamic schools in Indonesia. Journal of Arabic and Islamic Studies, 14, 47–62.
Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243–267.
Ucan, A. D. (2019). Improving the pedagogy of Islamic religious education in secondary schools: The role of critical religious education and variation theory. Routledge.
Umaru, T. B. (2019). The Responsibility of Religious Leaders in the Promotion of Dialogue for Peace in a Religious Diverse Society. JORAS-Nigerian Journal of Religion and Society, 9.
Vilà, R., Freixa, M., & Aneas, A. (2020). Interreligious and intercultural dialogue in education. Interdisciplinary Journal for Religion and Transformation in Contemporary Society, 6(2), 255–273.
Ayuningsih, W., Syafaruddin, S., & Amiruddin, M. S. (2020). Implementation of Islamic Education Curriculum Development in Al-Ulum Islamic School Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1033–1044.
Braunstein, S., & Welch, C. (2002). Financial literacy: An overview of practice, research, and policy. Fed. Res. Bull., 88, 445.
Bringle, R. G., Brown, L. A., Hahn, T. W., & Studer, M. (2019). Pedagogies and civic programs to develop competencies for democratic culture and civic learning outcomes. Bordón: Revista de Pedagogía, 71(3), 27–43.
Davis, D., & Miroshnikova, E. (2013). The Routledge international handbook of religious education. Routledge.
Donaldson, M. L., & Papay, J. P. (2014). Teacher evaluation for accountability and development. In Handbook of research in education finance and policy (pp. 174–193). Routledge.
Feder, M., & Malcom, S. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways.
Fraser, M. W., Richman, J. M., Galinsky, M. J., & Day, S. H. (2009). Intervention research: Developing social programs. Oxford university press.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466.
Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: a critical review of selected models. Canadian Journal of Higher Education, 37(3), 27–49.
Halstead, J. M. (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296.
Hénard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions, 1(1), 7–11.
Kessler, R. (2000). The soul of education: Helping students find connection, compassion, and character at school. AscD.
Lamas, E., Maria, A., & Gomes, M. (2010). Didactics–promoting collaborative work and personal learning environment. Critical, creative and autonomous roles in a competitive society.
McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1).
Memon, N. (2011). What Islamic school teachers want: Towards developing an Islamic teacher education programme. British Journal of Religious Education, 33(3), 285–298.
Onwuegbuzie, A. J., & Hitchcock, J. H. (2019). Toward a Fully Integrated Approach to Mixed Methods Research via the 1+ 1= 1 Integration Approach: Mixed Research 2.0. International Journal of Multiple Research Approaches, 11(1).
Quinnett, P. (2007). QPR gatekeeper training for suicide prevention: The model, rationale, and theory. Retrieved July, 28, 2008.
Ramadan, T. (2009). Radical reform: Islamic ethics and liberation. Oxford University Press.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Tan, C. (2014). Educative tradition and Islamic schools in Indonesia. Journal of Arabic and Islamic Studies, 14, 47–62.
Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243–267.
Ucan, A. D. (2019). Improving the pedagogy of Islamic religious education in secondary schools: The role of critical religious education and variation theory. Routledge.
Umaru, T. B. (2019). The Responsibility of Religious Leaders in the Promotion of Dialogue for Peace in a Religious Diverse Society. JORAS-Nigerian Journal of Religion and Society, 9.
Vilà, R., Freixa, M., & Aneas, A. (2020). Interreligious and intercultural dialogue in education. Interdisciplinary Journal for Religion and Transformation in Contemporary Society, 6(2), 255–273.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.