Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia
Abstrak
The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.
Referensi
Abdullah, I. H. (2006). Islamic Education: An Analytic Study. Kuala Lumpur: International Institute of Islamic Thought and Civilization (ISTAC).
Al-Attas, S. M. N. (1978). Islam and Secularism. Kuala Lumpur: ISTAC.
Al-Attas, S. M. N. (1993). Islam and Education: The Tradition and Modern Challenges. Kuala Lumpur: ISTAC.
Al-Bouti, M. S. (2003). The Importance of the Prophet's Sunnah. Damascus: Dar al-Fikr.
Al-Ghazali, A. H. (1991). The Alchemy of Happiness. Lahore: Suhail Academy.
Arends, R. I. (2012). Learning to Teach. New York: McGraw-Hill.
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Nasution, S. (2009). Metode Pembelajaran. Jakarta: Bumi Aksara.
Piaget, J. (1970). Science of Education and the Psychology of the Child. New York: Orion Press.
Rahman, F. (2015). Pendidikan Agama Islam: Pendekatan Pembelajaran dan Kurikulum. Bandung: Alfabeta.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86-97.
Suherman, A. (2013). Metodologi Pembelajaran Agama Islam. Jakarta: Rajawali Pers.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Bowden, J. A., & Marton, F. (1998). The University of Learning: Beyond Quality and Competence in Higher Education. London: Kogan Page.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. New York: Holt, Rinehart and Winston.
Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University. Berkshire: Open University Press.
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Ramsden, P. (2003). Learning to Teach in Higher Education. London: Routledge.
Mukhtar, M. (2016). The Philosophy of Islamic Education. Islamabad: International Islamic University.
Nasr, S. H. (1982). Islamic Education: Its Traditions and Modernization into the Arab National Systems. Washington, DC: Center for Contemporary Arab Studies, Georgetown University.
Hashim, R. (2019). Challenges and Prospects of Islamic Education in the Modern World. Singapore: Springer.
Wahid, A. (2018). Reformulating Islamic Education: A New Perspective. Jakarta: Kencana.
Al-Attas, S. M. N. (2010). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: ISTAC.
