The Development of Direct-Contextual Learning: A New Model on Higher Education

Autor/inn/en	Budiman, Agus; Samani, Muchlas; Rusijono; Setyawan, Wawan Hery; Nurdyansyah
Titel	The Development of Direct-Contextual Learning: A New Model on Higher Education
Quelle	In: International Journal of Higher Education, 10 (2021) 2, S.15-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Undergraduate Students; Constructivism (Learning); Islam; Religious Education; Religious Colleges; Direct Instruction; College Instruction; Authentic Learning; Student Centered Learning; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Hochschullehre; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Indonesien
Abstract	The development of Islamic education demands a change in the teaching system that leads to the availability of a constructivist-oriented learning model in constructing Fiqh knowledge more logically and rationally through analyzing the context of people's life. This study aims to develop a Direct-Contextual Learning (DCL) model by integrating the characteristics of direct instruction and contextual learning and improving the learning outcomes of comparative Fiqh in higher education. This type of research included the type of research development (R&D) with a systematic approach using the Dick and Carey model. The participants involved in this study were 100 first-level undergraduate degrees at Gontor Islamic University who were selected using the purposive sampling technique. The data collection techniques used include questionnaires, literature reviews, and test learning outcomes. This study's results were the DCL model, and the DCL teaching plan that was developed led to better Fiqh learning outcomes. The DCL phases developed to consist of an introduction, presentation, context exploration, confirmation, and closing. This study provides a new learning model at Modern Islamic University that can be used by lecturers to impart student fiqh knowledge without leaving the lecturer's role in facilitating students through critical analysis of the relationship between Fiqh and the context of social life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01