INTERNALIZATION OF ISLAMIC VALUES IN AN URBAN MUSLIM SOCIETY: A CASE STUDY OF DIGITAL LEARNING AT MUHAMMADIYAH UNIVERSITIES IN YOGYAKARTA
DOI:
https://doi.org/10.32332/akademika.v28i2.7603Keywords:
Character Education; Islamic Values; Urban Society; Value Internalisation.Abstract
As the majority religion, Islam in Indonesia is not directly proportional to Islamic values which should be displayed in the form of daily behaviour. Therefore, internalizing Islamic values, especially in the learning process in higher education, is of paramount important. Internalization of Islamic values is an aspect that is often overlooked in learning discussions, particularly in online learning. The issues raised in online learning discussions are more about methods and approaches in the learning process and very rarely to touch on the value aspect. In the context of Muhammadiyah higher education (PTM), instilling Islamic values as the core of its character education is a challenge for lecturers and students. In particular, those who live in urban areas which are full of challenges. This study explores challenges in internalizing Islamic values in digital learning at Muhammadiyah affiliated universities. Class observations and semi-structured interviews were conducted with 15 lecturers at three Muhammadiyah affiliated universities in Yogyakarta to garner an understanding of the internalization process and the challenges faced in this process. Data analysis was carried out using thematic analysis from Braun and Clarke. This study delineates that the process of internalizing Islamic values in the universities was still limited to the level of transformation and value transactions and has not yet touched on trans-internalization of values. This is because there are four main challenges faced, namely technical, pedagogical, psychological and semantic challenges. The implications and factors related to these four challenges are discussed in more depth in this paper.
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References
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Bedenlier, S., Wunder, I., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2021). “Generation invisible?. Higher Education Students’ (Non)Use of Webcams in Synchronous Online Learning. International Journal of Educational Research Open, 2(August), 100068. https://doi.org/10.1016/j.ijedro.2021.100068.
Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology,Qualitative Research in Psychology. Journal of Chemical Information and Modeling, 3(2), 77–101. http://dx.doi.org/10.1191/1478088706qp063oa.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367.
Creswell, J. C. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2nd Edition). Sage Publications.
Creswell, J. W., & Poth, C. N. (2017). Qualitative Inquiry & Research Design. In Journal of Chemical Information and Modeling.
Drew, C., & Mann, A. (2018). Unfitting, uncomfortable, unacademic: a sociological reading of an interactive mobile phone app in university lectures. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0125-y.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683.
Foulger, T. S., Jin, Y., Mourlam, D. J., & Ebersole, L. (2022). Equitable access to TPACK research: Tensions about using social media to disseminate scholarship. Computers and Education Open, 3, 100067. https://doi.org/10.1016/j.caeo.2021.100067.
Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056.
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(November), 105699. https://doi.org/10.1016/j.childyouth.2020.105699.
Kamal, R. (2017). Islamic Studies Journal for Social Transformation Internalization Of Moderate Islamic Values. Islamic Studies Journal for Social Transformation, 1(1), 67–80.
Kleimola, R., & Leppisaari, I. (2022). Learning analytics to develop future competences in higher education: a case study. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00318-w.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open. https://doi.org/10.1016/j.ijedro.2020.100012.
Mishra, P., Koehler, M., & Harris, J. (2009). Teachers ’ Technological Pedagogical Content Knowledge and Learning Activity Types : Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4).
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6).
Mishra, P., & Warr, M. (2021). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117(December 2020), 106673. https://doi.org/10.1016/j.chb.2020.106673.
Muhaimin, M., Habibi, A., Mukminin, A., Saudagar, F., Pratama, R., Wahyuni, S., Sadikin, A., & Indrayana, B. (2019). A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective. Journal of Technology and Science Education. https://doi.org/10.3926/jotse.662.
Nihayati, & Ponandi, O. (2020). Internalisasi Nilai-nilai Al-Islam dan Internalization of Muhammadiyah and Islamic. Journal of Islamic and Muhammadiyah Study, 1(1), 15–19.
Nikolopoulou, K. (2022). Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization. Sustainability (Switzerland), 14(22). https://doi.org/10.3390/su142214958.
Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2(June), 100029. https://doi.org/10.1016/j.resglo.2020.100029.
Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(July), 100011. https://doi.org/10.1016/j.ijedro.2020.100011.
Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology. Qualitative Report.
Polkinghorne, D. E. (1989). Phenomenological Research Methods. In Existential-Phenomenological Perspectives in Psychology. https://doi.org/10.1007/978-1-4615-6989-3_3.
Setyosari, P. (2015). Tantangan Dan Peran Teknologi Pembelajaran Transformasi Pendidikan Di Era Digital. Seminar Nasional Teknologi Pendidikan UM, 2015, 484–496.
Sumardi, L., & Rispawati. (2020). The use of internet in learning and its impacts on students’ moral values: A case study in mataram university, Indonesia. Journal of Critical Reviews, 7(14), 790–794. https://doi.org/10.31838/jcr.07.14.142.
Sutcliffe, M., & Noble, K. (2022). Belonging, trust and social isolation: the move on-line during the time of COVID – A longitudinal study. Heliyon, 8(9), e10637. https://doi.org/10.1016/j.heliyon.2022.e10637.
Tamam, B., Muadin, A., & Al-Adawiyah, R. (2017). Internalisasi Nilai-nilai Pendidikan Agama Islam Dalam Pembelajaran Al-Islam Dan Kemuhammadiyahan di Sekolah Menengah Atas. Fenomena, 9(1), 67–82.
Waryono, W., Zuhdi, M. N., Nawawi, M. A., & Elmansyah, E. (2021). Islam rimba: Islamic philosophy and local culture engagement in sumatera. HTS Teologiese Studies / Theological Studies, 77(4), 1–8. https://doi.org/10.4102/hts.v77i4.6561.
Zuhdi, M. N., Setiawan, I., Nawawi, M. A., Zubad, M., Iwanudin, I., & Asnawi, H. (2021). The Students’ Views On The Indonesia’s Non-Muslim Leader’s Phenomenon In Aisyiyah University Yogyakarta. 26(01), 137–152. https://doi.org/10.32332/akademika.v26i1.3123.
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2023-11-30
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