Muhammad Nur Akbar Rasyid
Teaching Staff at State Islamic University (UIN) Alauddin Makassar [email protected]
ABSTRACT
This paper presents research on the enhancement of quality learning and teaching in an Islamic university in Indonesia. The aim is to canvass university learners’ and teachers’
espoused conceptions of the notions of quality in learning and teaching and from this, it can be used as a basis to generate an educational quality framework by which the quality of learning and teaching in Indonesian Islamic universities can be systematically enhanced.
Data were generated from individual interviews and focus group discussions with 30 university learners and 14 university teachers at UIN Alauddin Makassar. Data generated from the participants were analysed using inductive and deductive approaches. The findings indicate several key features of quality in learning and teaching. These include focusing on transformative learning over reproductive learning; student centred learning in contrast to teacher centred learning featured with student active engagement, independent learning, and self-regulated learning, good student-teacher relations, and mastery of the subject matter and teaching skills. This paper will also describe the implications of these findings for university governance and issues that this Islamic university will need to confront in developing institutional systems for the quality assurance and enhancement of learning and teaching.
Keywords: Learner; Teacher; Quality in Learning and Teaching; Islamic University.
INTRODUCTION
Universities around the world claim to aspire to quality learning and teaching as one of their core businesses. This has led university to set strategic agendas to enhance the quality of learning and teaching. This paper presents research on the perceptions of quality learning and teaching in an Islamic university in Indonesia. The aim of this research is to generate a set of framework of quality learning and teaching in Indonesian Islamic higher education context.
The key features of learning and teaching in an Islamic university in Indonesia were generated from two major university stakeholders, which are university learners and teachers.
They were engaged as the focus of this research since they are two main figures within university learning and teaching process. Thus, it is essential that this research gain and appreciate their perceptions, understanding, and related concerns regarding the conceptions of quality learning and teaching in higher education. Participants’ espoused perceptions of quality learning and teaching can be used as a basis to generate a framework by which the quality of learning and teaching in Indonesian Islamic universities can be systematically enhanced.
A. Islamic Higher Education in Indonesian Context
Islamic Higher Education Institution (Perguruan Tinggi Keagamaan Islam, PTKI) in Indonesia is coordinated under the Ministry of Religious Affairs (MORA). Investigations on
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the quality of educational provision within Islamic higher education in the Indonesian context have indicated several issues of concerns. The first concern is the quality of Islamic higher education institutions, particularly those private ones, is still often considered second to that of public higher education (See for example, Farida, 2009; Muqoyyidin, 2012; Thoyib, 2012). This concern seems to be in line with the global trend of Islamic universities worldwide, in which among the top 500 universities included in the Shanghai Jiaotong Index, only one, the University of Istanbul, is included in the lists (Welch, 2012).
PTKI is also featured with limited funding received from the government. It is publicly known that PTKI which is coordinated under the Ministry of Religious Affairs (MORA) received limited funding in comparison to the Public Higher Education (Farida, 2009; Saadi, 2011). This condition contributes to low capabilities of the institutions to provide better resources and facilities to support the teaching and learning (Saadi, 2011). Other issues associated with PTKI which is also inherent to other public higher education include low graduate employability (Abdul Rozak, 2009; Mardia, 2011; Nia'am, 2009; Puteri, 2012), and low relevance of education and response to the needs of market (Farida, 2009; Idri, 2011).
Ni’am (2009) indicates that the difficulties the graduate to find employment relevant to their expertise caused by the failure of the institutions to equip students with necessary skills required after graduation, and this also might be related to student motivation to study in higher education which is mainly for getting graduate certificate used to find employment.
In addition to these concerns inherent to PTKI, investigation within available literature indicates limited research publication on the issues of Islamic higher education quality. This line of thought parallels with Kinoshita’s (2009, p. 2) argument that there are plethora of literatures on Islamic educations in the Indonesian contexts, but very few elaborate on its Islamic higher education. It is evident from the descriptions above that research on the enhancement of educational quality in Indonesian Islamic higher education context is required. It is, therefore, important to understand espoused conceptions of quality in learning and teaching as perceived by university learners and teachers to establish framework on the enhancement of quality learning and teaching in Islamic higher education context.
MATERIALS AND METHODS
A. Research Study: Exploring University Learners’ and Teachers’ Perceptions
To address the need to gain a grounded understanding of what constitutes quality learning and teaching in Indonesian Islamic higher education context, a study was conducted in one of the largest state Islamic universities in Indonesia, UIN Alauddin Makassar. The participants of this study included university learners and teachers.
The study involved 30 university learners. These students were divided into ten individual interviews and four focus group discussions. These students were recruited from diverse discipline background and also signifying all levels of students’ academic year in the university. In addition, the study involved 14 teachers which were divided into four individual interviews and two focus group discussion. They also represented various academic disciplines and teaching experience.
Data generated from both groups of participants were analyzed using inductive and deductive approach. This decision is based on Patton’s argument (2002) that a qualitative study can involve the elements of both inductive and deductive analysis. Similarly, Bryman’s
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statements (2012, p. 27) indicate that ‘inductive and deductive strategies are possibly better thought of as tendencies rather than as a hard-and-fast distinction’. An inductive approach was aimed at discovering categories and themes emerged from the data. In this study, the data were read and reread for several times to become familiar with it and get a general sense of the data. A deductive approach was undertaken through reading the extant literature regarding the conceptions of quality learning and teaching. From these two approaches, several key themes related to quality in learning and teaching was identified.
RESULTS AND DISCUSSIONS
A. University Learners’ and Teachers’ Perceptions of Quality Learning and Teaching
The results of the analysis indicate several aspired conceptions of quality in learning and teaching. Participants’ conceptions of quality learning and teaching encompassed several key themes as described in the following subsections.
B. What constitutes quality learning
Learning for understanding, not memorisation and to pass
Many students in the interviews and focus groups described that high quality learning was about understanding what was taught. It was not about memorization in order to be able to pass examinations and got high grades at the end. Students argued that learning was not high quality when students still adopted rote learning or when students still learnt for the purpose of facing examinations via last minute cramming system.
Students’ goal is aimed not at gaining grade. [The important thing] they understand. (TL.08.5)
Students focus on lecturer explanation or understanding lecturers’ explanation rather than on memorizing it through Whole Night Learning System [Sistem Kebut Semalam]. (TGL.01.11)
Similar to the theme raised by students, the theme of learning for understanding was also strongly believed by all teachers in the interviews and focus groups. They perceived that learning was high quality when students understood what was taught.
Students do it just for the purpose of facing examination. As the results students tend to memorize the facts with the expectation that by doing that they can pass the examination with good marks. They then forgot it several days afterwards.
(TT.03.15)
Students still employ what so called the power of being under pressured. That is learning something because of examination. (TGT.01.16)
Engaged and active learning
Several students in the interviews and focus groups also perceived high quality learning in terms of student engagement and active in learning. Students’ description of engagement and
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active learning included students’ preparation before a class such as staying focus during the class; being active to ask questions and give responses; and reviewing the materials at home.
Students have willingness to know the teaching contents. They have willingness to know. This means they stay focused in joining the teaching and learning process.
(TL.08.3)
We have to get information related to the teaching materials that are going to be discussed before the class. So, during the teaching and learning process, we do not just wait for being fed by lecturers. But we can give feedback and responses on the lecturers’ materials. (TGT.04.9)
In line with the students’ comments, the majority of teachers also depicted high quality learning in relation to the student engagement and active learning. The description that they used was by and large similar to the ones expressed by students.
Students are active in the class. They are active to ask questions and read literature before the class. (TT.03.13)
Students are expected to be active. ... They are able to be active in the class to express their ideas, to critique, and to evaluate what is being discussed in the class. (TGT.02.24)
Independent learning
Many students in the interviews and focus groups conceived that quality learning was about independent learning. They described that learning was high quality when students were independent in learning. They were not reliant on the lecturers to provide them with knowledge or information but they themselves strived to look for it.
Students are independent in their learning. They themselves look for and explore the available materials for their learning. They do not depend very much on the attendance of lecturers to stimulate their learning. They can go to the library or discuss with their peers to share ideas. They always strive to explore the literatures looking for additional information (TL.03.3)
We are university students, not primary school students who must be fed by others [teachers] with knowledge and information (TGL.04.12)
Similarly, teachers in the interviews and focus groups raised the notion of independent learning. In line with the previous students’ opinion, the indications of independent learning raised by these teachers were students looked for additional references to support their learning, students discussed with peers or other people with expertise, and students had study groups.
Students are independently active to look for resources for their assignment.
(TT.01.2)
Quality of learning can be seen from two aspects. The first one, which I agree with the previous speaker, is how student can learn independently. Through
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independent learning, students can be more creative and innovative to develop the learning materials. (TGT.02.23)
Self-regulated learning
Several students in the interviews and focus groups perceived quality learning in terms of how students were able to organise their learning, including how they could identify when the best time for them to learn effectively. It was argued that learning was high quality when students were effectively able to manage their learning, when students were able to make the best use of their time in learning, and when students were able to set learning targets and set key strategies to achieve it.
Students recognise when the best time to study in which they can stay focus. Thus, they can learn well and effectively despite the limited time. (TL.01.3)
In my mind, learning is high quality when we have targets to achieve. So, we need to make a kind of target map containing our targets from learning. At this stage, I should know this and this. (TGL.02.14)
The feature of quality learning that can be labelled ‘self-regulated learning’ was also described in the teachers’ discussions. The teachers held similar viewpoints to the students.
One teacher argued that it was essential for students to be able to manage their time to study independently.
Students are able to manage their daily activities … in which the percentage of doing academic activities are higher than of doing other non-academic activities.
(TT.04.9)
Higher order thinking
In the interviews very few students perceived that learning was high quality when it involved the process of analyzing to identify the key points from certain reading and it ended up with the stage of synthesizing what they learnt from it by using their own words.
When students involve the process of analysing the reading materials, note down the important points or the outlines and then being able to synthesizing it [in their own words]. (TL.05.1)
Similar to students’ comments, teachers in the interviews and focus groups also raised the notion of higher order thinking in their depiction of quality learning. They described high quality learning by using the words ‘reflecting’ to the real life, ‘associating and relating’ the teaching materials to the current knowledge development.
Students are able to associate and relate their materials with the current developing knowledge. (TT.03.13).
Students are able to be active in the class to express their ideas, to critique and to evaluate what is being discussed in the class. (TGT.02.24)
183 C. What Constitutes Quality Teaching
Teaching for learning and understanding
Many students both in individual interviews and focus groups described high quality teaching as teaching for understanding. They raised the necessity for lecturers to focus on helping students understand what was taught, not simply on transferring the information or even being ignorant of whether or not the students understood.
Lecturers understand what they need to adopt [in their teaching] in order to make students understand the teaching contents. (TL.08.3)
Lecturers are able to make their students understand the materials. Lecturers are generally able to deliver their teaching to students but not all of them can make student understand the delivered materials. (TGL.01.1)
The themes of teaching for learning and understanding was also explicitly raised by teachers in the interviews and focus groups. It is highlighted in her description that high quality teaching was about helping students understand the teaching contents. She further argued that teaching was not simply a matter of transferring knowledge to students’ brains.
The purpose [of teaching] is how to make students understand the materials. … the teaching is not merely transferring knowledge to students. As some lecturers just do the teaching. Whether their students understand or not is not a big issue (TT.03.11)
What is most important is how to make our students understand the materials delivered to them. It this case, it can be meaningful for them. (TGT.02.21)
Promoting Independent learning
The notion of promoting independent learning was largely present when students described quality teaching both in interviews and focus groups. The depiction of promoting independent learning involved encouraging students to actively participate in the class by for example adopting discussion technique and providing wider opportunities for students to get involved in the class activities such as allocating enough time for them to ask questions.
Teaching is high quality when it involves all students to participate for example through discussion technique. (TL.10.2)
Lecturers challenge the students to learn more and develop more. This means the lecturers do not just spoon feed the students but they make them think and more creative in developing their capabilities. (TGL.01.5)
One teacher within the focus group raised this concept. It was explicitly argued that lecturers should stimulate student independence learning through for example giving tasks leading to it.
It is important for lecturers not to make the students dependent on them. So, the lecturers provide tasks which also stimulate their independency. So, quality
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learning is about independent learning. This aspect cannot be pulled apart from the lecturers approach to teaching. (TGT.02.23)
Demonstrating Content and Pedagogical Knowledge
The theme of demonstrating content and pedagogical knowledge was among those most talked about in the interviews and focus groups. Most students raised the necessity for lecturers to be competent in their subject matter. In addition to knowledge competency, students also did explain the importance of pedagogical knowledge, which involved the ability to manage the classroom, the ability to attract students’ attention, the ability to effectively use teaching media, and the ability to use various teaching methodologies.
Lecturers are competent in their field and use effective teaching methodology.
(TL.05.1)
Lecturers are competent in their teaching areas. This is important because if they are competent they will be most likely able to satisfy the student curiosity.
(TGL.01.1)
Similar to students’ perceptions, the notion of demonstrating content and pedagogical knowledge was also largely raised in the interviews and focus groups with teachers. It was also argued that teaching was high quality when lecturers have content and pedagogical knowledge.
Lecturers are good at both the knowledge of the subject matter and the teaching methodologies. (TT.04.1)
Lecturers have good methods, and good media to help students understand the materials. (TGT.02.21)
Respectful and Reciprocal Relationships
The theme of building respectful and reciprocal relationships between and among students and lecturers was largely voiced both in interviews and focus groups. Many students expected lecturers to be friendly with them. They could be friends for the students in which they could help students to grow professionally and personally. Lecturers welcome any complaints and critiques from the students and treated students’ opinion with respect. This kind of learning environment was essential for them to learn effectively.
Lecturers can become learning partners for their students. They can be problem solver for the students’ problems. It is also expected that students and lecturers can work together. (TL.06.5)
The theme of enabling good, respectful student-teacher relationships was commonly evident in the interviews and focus group discussions with teachers. One teacher argued that teachers and students should respect one another. It was important for teachers to show respect to students by, for example, not treating them as subordinates who could be instructed to do whatever teachers wished:
There is a good interaction between students and teachers. (TT.03.16)
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Recognition of student learning needs
A large number of students in the interviews and focus groups raised the theme of recognition of student learning needs when they talked about quality teaching. There was a strong agreement among students on the needs for lecturers to recognise and understand the students’ conditions and adapt the teaching accordingly.
Lecturers are able to accommodate students’ needs in their teaching by adapting their teaching strategies. In other words, lecturers must be able to see the condition of the students. Lecturers do not only expert in content knowledge but they can understand the psychological condition of the students. (TL.10.6)
Lecturers understand the condition and the characters of their students in order to suit their teaching methods. (TGL.02.2)
Similar to the common agreement on the notion of recognition of student learning needs, most teachers described this theme when they described high quality teaching. The teachers also argued that the recognition of students’ needs could be done through the adaptation of teaching strategies.
The delivery of the materials also needs to consider the students’ condition as their condition will be different in the morning, at noon, and in the afternoon. If the lecturers are not creative and dynamic to identify the condition of the class and selecting the good teaching media, they will not achieve the desired teaching and learning targets. (TT.03.2)
Lecturers communicatively deliver the teaching contents and they consider the suitability of their teaching with the students’ characters. So, students are interested in joining the class. (TGT.02.21)
D. Discussion of the Key Findings
The concept of ‘learning for understanding, not memorization and to pass’ is one of major concept perceived as feature of high quality in learning. This is evident in the discussions across the two groups of participants. This finding indicates how fundamental this concept in participants’ viewpoints to describe high quality in learning. The participants’ conceptions indicate that high quality learning is about transformative learning for long term understanding and application over knowledge reproduction for short term goal of passing the examination and getting high marks. The finding is in line with the concept of Biggs (1994) and Killen (2005), in which they believe that quality learning is about achieving conceptual understanding and change.
Another feature of quality learning commonly described across the two groups of participants was student active engagement and independent learning. The descriptions participants used to describe this concept includes: internal classroom focus and attentiveness to teachers’
explanation, active participation during the teaching and learning activities, actively exploring other sources of knowledge to enrich knowledge and information without being dependent to teachers, outside classroom allocation of time for review, and well-preparation prior to attending the class. Thus, high quality learning in participants’ viewpoints is essentially about students being in charge of their own learning. Kirby and Lawson (2012, p.