Islamic Religious Education Learning Strategy for Alpha Generation

Abstract

This study aims to analyse learning strategies and their application for the Alpha generation in Islamic Religious Education (PAI). This study uses qualitative research with observation, interview and documentation as research methods to obtain data. Era 4.0 has increased the need for innovative learning strategies for teachers to facilitate creative and critical thinking among students. Cooperative learning strategy was identified as one of the effective approaches to improve students' problem-solving skills in group discussion on Islamic Education Science. The findings of this study emphasise the importance of identifying appropriate learning strategies for teaching Islamic religious education to the Alpha generation. Teachers need to develop implementation strategies for Islamic religious education in primary schools in order to improve the quality of Islamic religious education and address changes in cognitive, affective and psychomotor domains. In this study, it was found that cooperative learning is an effective teaching strategy for Islamic religious education for the alpha generation. It allows students to engage in problem solving, decision making and learning with their peers. The outcome of the learning process was valued by the class and the learning outcomes were impressive. Based on the findings, it is recommended that teachers use cooperative learning strategies when teaching Islamic Religious Education to the Alpha generation.

Application of Bloom’s Taxonomy in the Instruction of Islamic Education

“…If effectively applied, the taxonomy will enable the instructor to detect learner differences, abilities and talents. Additionally, while preparing an Islamic studies lesson, like any other subject, a teacher ought to prepare in advance by determining the content, the intended learning outcomes or instructional objectives, materials, instructional methods and strategies, classroom environment and learners' dynamics (Khanif, 2023). Instructional objectives entail whatever learners should learn by the end of the instruction while learning outcomes involve whatever learners know and whatever they need to know by the end of the instruction (Kumari, 2022).…”

“…The aim of Islamic education curriculum is to identify and develop the various abilities of students such as talents and several skills as well as inculcating morality, spirituality, equipping learners with skills of knowledge acquisition and preparing them to be future leaders who will assume communal responsibilities (Nasution et al, 2022). Moreover, in order to achieve these objectives with the contemporary generation learners, institutions have to employ strategic twenty-first century methods of instruction to teach Islamic studies appropriately and effectively (Khanif, 2023). However, the instruction of Islamic education has been characterised by traditional methods where a junior teacher was given permission (ijaz) by a senior one to transmit the acquired knowledge and the chain would continue down to remote villages (Nkonge, 2018).…”