第 56 卷 第 3 期
2021 年 6 月 JOURNAL OF SOUTHWEST JIAOTONG UNIVERSITY Vol. 56 No. 3 June 2021
ISSN: 0258-2724 DOI：10.35741/issn.0258-2724.56.3.37Research article Education
C RITICAL C OLLABORATION -O RIENTED C ONSTRUCTIVIST L EARNING M ODEL D EVELOPMENT TO I MPROVE S OCIAL AND S PIRITUAL S KILLS
以批判性合作 为导 向的建构主 义 学 习 模型开 发 ，以提高社会和精神 技能
Ismail Thoib
State Islamic University of Mataram
Jalan Gajahmada 100 Jempong Baru, Jempong, NTB, Indonesia, ismаil_thоib@uinmatarаm.ac.id Received: March 19, 2021 ▪ Review: April 20, 2021 ▪ Accepted: May 14, 2021 ▪ Published: June 30, 2021
This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)
Abstract
This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.
Keywords: Development, Learning Model, Constructivist, Critical Collaborative Model, Social and Spiritual Skill
摘要 本研究旨在开发一种以协作为导向的批判性建构主义学习模式，以提高学生的社会精神技能
。大多数教育工作者目前认为在线学习模式并不能提高学生的社交和精神技能，这更加紧迫。使
用由斯马尔蒂诺、罗素、海尼希和莫伦达开发的保证模型进行开发。开发的模型遵循六个步骤，
即：（1）分析学生的特征，（2）设定学习目标，（3）选择媒体、方法和材料，（4）利用教材
，（5）让学生参与学习(6) 评估和修订。研究过程在用户界面马塔兰进行，涉及 1 名内容专家、1 名设计专家、5 名个人试验学生、9 名小组试验学生和 40 名现场试验学生。结果表明，所开发的 学习模型对材料的理论可行性为 96.4%，对学习设计的理论可行性为 96%。同时，实证可行性试 验结果表明，该产品经验可行，单项试验可行性水平为85.87%，小组试验可行性水平为90.12%
，田间试验可行性水平为94.25%。本研究最后提出了在不同研究领域实施开发的学习模型的建议
，因为对该模型的讨论很少，而影响却是有益的。讨论其在不同研究领域的应用和对学习成绩和 态度的影响将有助于更广泛地理解同一主题。
关键词: 发展、学习模式、建构主义、批判性协作模式、社会和精神技能
I. I
NTRODUCTIONEducation in the Islamic perspective is nothing but an effort to develop potential and build human capacity for lifelong learning [1], [2] to improve and perfect social and spiritual functions [3]. Therefore, social skills and spiritual skills must be a consistent goal of Islamic education at all levels, especially higher education levels [4]. At the level of Islamic higher education, the people who want to be printed are humans who will be ordained to become imams for those who are pious, not those who can only stand behind the imam (makmum).
An imam is required to have balanced social and spiritual skills to become a pillar and role model for the community [5].
The important point of social skills lies in respecting others and building communication and cooperation to bring harmony to a community. At the same time, the important point of spiritual skills is individualistic awareness as a servant of God, who has to always be submissive and obedient in carrying out orders and staying away from His prohibitions [6].
Students need to have social skills to build togetherness with others in realizing common goals in various fields of social, national, and state life [7]. Social skills provide students with two benefits simultaneously. The first advantage is helping students be accepted in a social community that allows them to interact and benefit widely. The second advantage is that students are protected from social exclusion, which is an unfavorable condition for students' psychology because social exclusion can lead to a lack of confidence, depression, and even suicide.
Students need to have spiritual skills to become internal controllers so as not to exceed the limits in thinking, feeling, speaking, and doing things.
Because whatever is done is believed to be recorded directly in God's record and will be held accountable at the end of the day.
The provision of social skills and spiritual skills to students in learning Islamic education can be carried out in a planned and measurable manner through a critical-collaborative-oriented constructivist learning process [8]. In constructivist learning, students are directed to have strong confidence in managing the social environment to produce new knowledge and experiences needed for better cognitive, affective, and psychomotor development [9]. These efforts can be made individually and collectively- collaboratively. However, collaborative efforts are recommended, at least for two reasons [10].
First, with collaboration, students can build synergies with others to find and solve a learning problem, create a climate of collaboration, and understand each other's strengths and weaknesses.
This climate is very urgent in the multi- perspective-based problem-solving process.
Second, the collaboration will minimize a culture of competition, a culture of superiority that tends to be educational. For ensuring the quality of the process and results, collaborative social management efforts must be carried out critically.
Collaborative-critical activities require strict problem formulation, analysis, synthesis, and conclusion steps in every learning process passed so that learning outcomes are of high quality and meaningful for students' lives.
In learning Islamic education, applying the critical-collaborative-oriented constructivist learning model can be carried out in three stages of learning, namely the planning stage, the implementation stage, and the evaluation stage [11]. At the planning stage, the lecturer designs a lesson plan that allows for collaborative-critical- oriented constructivist learning. In this stage, the lecturer determines carefully and precisely about the general objectives and specific objectives of learning, determines the methods and learning media, determines the steps to be taken towards the achievement of learning objectives,
determines the instruments, time, and facilities needed for the learning process to take place and determine accurately and carefully the evaluation tools that can be used to measure the effectiveness of learning. At the implementation stage of learning, the lecturer ensures that learning goes according to a predetermined plan [12]. Observation instruments and reliable observers are needed to ensure that learning goes according to a predetermined plan. Observation notes can be used as material for reflection to complete and perfect the learning steps considered minor and need improvement. At the evaluation stage, the lecturer measures the achievement of learning objectives by considering the students' process.
Students need the presence of a collaborative- critical-oriented constructivist learning model in realizing the achievement of the essence of Islamic education goals [11]. This need is recorded in the results of a preliminary survey which shows that the level of student satisfaction with the current Islamic education learning model is very low, only 25% on average. This is inversely proportional to the level of dissatisfaction which reaches 75%. The distribution of satisfaction and dissatisfaction is illustrated in the following histography.
Figure 1. Histography: level of student satisfaction with Islamic education lectures
In a survey that questioned the need for a better presentation of Islamic education learning in seven aspects, students need better learning, especially in the aspects of the need for high learning outcomes, good social and spiritual skills. In a good way, 100% of students consider these three components to be very necessary.
Other components that are also very much needed are the improvement of learning methods (85%), participation in learning (85%), the presence of learning modules (80%), and meaningful learning (75%). The distribution of student needs is described in detail in the following histography.
10,00%
15,00%
10,00%
15,00%
10,00%
10,00%
10,00%
15,00%
20,00%
10,00%
15,00%
20,00%
15,00%
10,00%
55,00%
50,00%
60,00%
40,00%
40,00%
65,00%
60,00%
20,00%
15,00%
20,00%
30,00%
30,00%
10,00%
20,00%
Lecturer Teaching Method Learning Resources Learning Media Learning Interaction Learning materials Learning atmosphere Learning outcomes
Not Satisfied Less Satisfied Satisfied Very Satisfied
Figure 2. Histography: the level of student needs for Islamic education courses
For overcoming problems and meeting the real needs of students to develop better through learning Islamic education, it is deemed necessary to develop a critical collaborative- oriented constructivist learning model so that students have better learning outcomes and qualified social and spiritual skills very relevant not only to the characteristics of students but also to the main goal of learning Islamic education which wants to lead students to become caliphs of Allah and good servants of Allah in life on earth.
II. M
ETHODOLOGYThis research model is research and development, which is intended to produce a product in the form of a critical collaborative- oriented constructivist learning model to improve students' social and spiritual skills [13]. This research was carried out at Mataram State Islamic University, lasted for 12 months, starting from March 2019 to March 2020. The research process was carried out at UIN Mataram, involving one content expert, one design expert, three students in individual trials, nine students in small group trials, and 40 students in field trials. The research and development process is carried out in three steps: (1) Identification of student characteristics to determine the need for model development.
This step was carried out using survey methods and in-depth interviews to obtain data on the level of student satisfaction with the ongoing Islamic Educational Science learning model and obtain data on student needs for the new Islamic Educational Science learning model. (2) Development of Learning Models. Model development activities are carried out by: (a) determining learning objectives, (b) selecting media, methods, and teaching materials, (c) utilizing teaching materials and involving students in learning activities, (3) evaluating and revising the model.
III. F
INDINGS ANDD
ISCUSSIONThe development of the model succeeded in producing a critical collaborative-oriented constructivist learning model to improve the socio-spiritual skills of Mataram State Islamic University students. The learning model developed consists of learning objectives, learning media, learning methods, and teaching materials for Islamic Education. A feasibility test, readability test, and attractiveness test are carried out to determine the feasibility, readability, and attractiveness of the product.
A. Theoretical Feasibility Test
To determine whether the developed model is feasible or not suitable for use in the learning process of Islamic Education, the researchers conducted a feasibility test of the model [14]. The feasibility test of the model involved two experts, namely one learning content expert in Islamic Education and one learning design expert. The feasibility test results show that the developed model is considered very feasible, both by material experts and by learning design experts.
Material experts gave an average feasibility score of 96.4%, while design experts gave an average feasibility score of 96%. The distribution of the feasibility values of the two experts in each development aspect can be described in the following histography:
1) Histography of the Feasibility of the Model in the Expert Perspective of Learning Materials The histograph above shows that the learning material experts gave the highest scores on the two development components, namely the learning objectives component and the learning video. Both components are given the same value, namely 98%. An important point in learning objectives highlighted by learning materials experts is the accuracy in formulating learning objectives. The formulation of objectives that are considered appropriate is the formulation of learning objectives that include operational verbs
80,00%
75,00%
85,00%
100,00%100,00%100,00%
85,00%
0 15,00%20,00%
10,00%
0,00%0,00%0,00%
10,00%
5,00%5,00%5,00% 0
0,00%0,00%0,00%5,00%
0 0,00%0,00%0,00%0,00%0,00%0,00%0,00%0
0 0 0 0 0 0 0 0
0,00%
20,00%
40,00%
60,00%
80,00%
100,00%
120,00%
Highly Needed Needed Less Needed Not Needed
so that it is possible to measure their achievement with clear measuring instruments.
Figure 3. Histography of the feasibility of the model in the expert perspective of learning materials
The important point highlighted in the learning video is the accuracy of the video flow according to the objectives, methods, media, and teaching materials [15]. The learning method component received a 97% feasibility score from material experts. The highlights of the material expert in this component are the level of accuracy in selecting learning methods with learning objectives and the level of suitability of the choice of learning methods with available media and teaching materials. The value of 97% is very high, symbolizing that the learning method used in the learning model is very feasible from various dimensions (objectives, media, materials).
The teaching materials and learning media with a value of 95% and 94%, respectively, although slightly lower than the other components.
However, according to the material expert's perspective, these two components are considered very feasible for critical collaborative- oriented constructivist learning.
2) Histography of the Feasibility of the Learning Design in the Expert Perspective
The histography data above illustrates the assessment of learning design experts on the components of the learning model. In his assessment, the design expert views the learning method as the most feasible component compared to other components with a feasibility level of 98%. The important points highlighted by design experts on the method aspect are the level of suitability, accuracy, and attractiveness of the learning method [16]. The learning method is considered feasible by design experts because it is considered corresponding to the characteristics of the objectives to be achieved; it is also considered very appropriate and suitable for the choice of media and teaching materials.
The second component that gets a high score from the design expert is the learning objective component, with a feasibility score of 97%. This goal is considered feasible by design experts because the formulation of goals is in accordance with learning design theory. Video learning is the third component that gets a very high rating from design experts, with a score of 96%. The learning video is a prototype of the overall track record of critical collaborative-oriented constructivist learning. With a value of 96%, it shows that the developed model is very feasible to use. Finally, design experts also view that learning media (95%) and teaching materials (94%) are very feasible and can be used in the learning process.
Figure 4. Histography of the feasibility of the learning design in the expert perspective
B. Empirical Feasibility Test
For determining the level of empirical feasibility of the developed model, an empirical feasibility test was conducted by presenting students in the learning process using a critical collaborative-oriented constructivist model. This feasibility test is carried out in three segments: a one-on-one test involving only five students, a small group test involving only nine students, and a large group test or field test involving 40 students. The purpose of the trial process on the three segments is to measure the readability, attractiveness, and fit of the model [17]. It also measures the model's ability to improve social skills in four aspects: motivation, self-confidence, the ability to participate and collaborate, and the model's ability to increase spiritual capacity in the form of submission and obedience to God's commands and prohibitions. The test results on the three segments can be described quantitatively in the following histography.
92%
93%
94%
95%
96%
97%
98%
99%
92%
93%
94%
95%
96%
97%
98%
99%
Figure 5. Histography of the empirical feasibility test applied to three segments
The histography above clearly illustrates the achievements of the empirical model of the critical collaborative-oriented constructivist learning model in improving students' social and spiritual skills in learning Islamic Education at the State Islamic University of Mataram, Indonesia. The test results, in general, show that there are differences in the value of the feasibility of the model in one, two, and three trials. The results of the feasibility trial in stage two tended to be higher (90.12%) than the results of the first stage (85.87%) trial. The results of the third stage of the trial (94.25%) tend to be higher than the results of the second stage of the trial. This tendency occurs evenly in the eight aspects tested.
This condition occurred because, during the first and second trials, a product revision process was carried out according to the input of the trial participants. The revised product of trial one is shown for trial two, while the revised product of trial two is displayed in trial three. This finding illustrates that the revision of the developed product can improve the results of the assessment of the product. Furthermore, the results of the empirical feasibility test would be described in the following paragraphs.
The learning model displayed in critical collaborative-oriented constructivist learning consists of five components: learning objectives, learning media, learning methods, teaching materials, and learning videos. These components are presented to students in one-on-one learning, small group, and large group. After the learning took place, students were given a questionnaire to assess all existing components and the course of
the learning process. The results of student assessments show that the product developed has excellent readability, attractiveness, and compatibility. The level of product readability was 87% in the individual trial, then increased dynamically to 93% in the small group trial and increased to 97% in the large group trial. This very high level of readability is also an indicator that the product developed can help students find it easier to learn [18].
The product is also rated as having a very high level of attractiveness at the three levels of testing. In one-on-one trials, product attractiveness is at 85%, moves dynamically to 90% in small group trials, and reaches a maximum of 95% in large group trials. This very high level of product attractiveness has significant benefits in encouraging active student participation in learning activities [19]. In general, students will be active in learning activities if they are very interesting [20]. Regarding the level of suitability of the product with the real needs of students, students feel that this development product is very suitable for their learning needs.
The match rate was 87% at the individual trial level, 90% at the small group trial level, and 93%
at the large group trial level. The suitability of the learning model used by the lecturer with the real needs and problems of students becomes a very strong impetus for students to engage in learning activities [21], [22].
Readability, attractiveness, and product compatibility encourage students to be more motivated, participate more, and collaborate more in learning activities [23]. This can be seen in the very good student learning motivation at the individual level trial (90%), which then continued to improve better in the small group trial (93%) and the large group trial (96%). Improved learning motivation encourages self-confidence to participate in learning activities.
Encouragement to participate seemed to increase better from level to the trial level. At the first trial level, the confidence to participate was at 80%, increased to 85% in the second trial, and increased even better at 91% in the third trial.
The increase in the encouragement to participate is also in line with the increase in the ability to collaborate, which was originally at 83% in the level one trial, increased to 87% in the second trial, and increased to 90% in the third trial.
Increasing motivation, confidence in participation, and encouragement to collaborate increase overall social skills [24]. Social skills continued to increase from 90% in the first trial level, increased to 93% in the second trial, and improved even more to 97% in the third trial.
0%
20%
40%
60%
80%
100%
120%
Social skills are a big asset for students in building social relationships [25], togetherness and understanding with others, and mutually beneficial cooperation sociologically [26]. Not only social but also spiritual skills experienced a significant increase in students after using the development product. The increase seemed to move dynamically from 85% in the level one trial to 90% in the level two trial and increased even better to 95% in the large group trial.
Regarding the above discussion, this study strengthens the belief of Alzahrani [27] that constructivist learning and collaborative learning had bounded well to develop social skills. The higher students' social skills impacted students' learning performance, motivation, and confidence in the classroom [28]. However, those had not claimed yet on how this combined learning model impacted the spiritual skills. Then, this study claimed that the implementation of the developed learning model successfully improved not only social but also spiritual skills in which spirituality becomes an important dimension for students to be well-being human which may bring a unique power to create a harmony between psychological, physical, and social dimensions [29].
IV. C
ONCLUSIONThe results show that the learning model has theoretical feasibility of 96.4% for the learning materials and 96% for the learning design. The results of the empirical feasibility test show that the product is empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. The developed model has high readability (97%), a high attractiveness rate (95%), high level of compatibility with the real needs of students (93%). The high level of readability, attractiveness, and product compatibility increased learning motivation up to 96%, self- confidence to participate in the learning process up to 91%, and critical collaboration skills up to 90%. The increasing motivation, confidence in participating, and encouragement to collaborate led to increased social skills up to 97% and spiritual skills up to 95%. Thus, it can be concluded that the product developed in this research and development has theoretical and empirical feasibility to be used in learning Islamic Education.
This study offers pedagogical information for educators to apply the developed learning model in different fields of studies as the discussions of this model are rare while the impacts are beneficial. The application of this model would
trigger the development of students' multiple skills, including pedagogy, social, and spiritual ones.
R
EFERENCES[1] THOIB, I. (2020) Research &
Development, Teori dan Praktik Dalam Perspektif Filsafat Pendidikan Islam.
Mataram: Sanabil.
[2] HUDA, M. (2019) Lifelong Education in Islamic Perspective.
International Journal of Nusantara Islam, 7 (1), pp. 40-48.
[3] THOIB, I. (2019) Pembelajaran Filsafat Pendidikan Islam, Membangun Muslim berkaraktyer Kritis. Mataram: Insan Madani Institut.
[4] AMRULLAH, A.M.K. and SEGAF.
(2019) The Concept of Islamic Education to the Human Quality in Islamic Universities.
In: Proceedings of the 1st International Conference on Engineering, Technology, and Social Science, Malang, pp. 14-17.
[5] THOIB, I. (2012) Filsafat Pendidikan Islam, Membangun Insan Muslim Berkarakter. Mataram: Lembaga Pengkajian- Publikasi Islam & Masyarakat (LEPPIM) IAIN Mataram.
[6] NU AFFAH. (2018). While the important point of spiritual skills is individualistic awareness as a servant of God, who has the duty to always be submissive, obedient, and obedient in carrying out orders and staying away from His prohibitions. Master thesis, UIN Malang.
[7] IDRIS, F., HASSAN, Z., YA’ACOB, A., GILL, S.K., and AWAL, N.A.M. (2012) The role of education in shaping youth’s national identity. Procedia - Social and Behavioral Sciences, 59, pp. 443–450.
[8] ERIZAR, E. (2017) The Introduction of Constructivist Aprroach in Islamic Education Classroom. AT-TA'DIB: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 9 (2), pp. 143-150.
[9] FAJRA, M., SUPARNO, SUKARDI,
AMBIYAR, and NOVALINDA, R. (2020)
Project-Based Learning: Innovation to
Improve the Suitability of Productive
Competencies in Vocational High Schools
with the Needs of the World of Work.
International Journal of Multi Science, 1 (7), pp. 1-11.
[10] LAAL, M. (2012) Collaborative learning: what is it? Procedia - Social and Behavioral Sciences, 31, pp. 491–495.
[11] THOIB, I. (2021) Development of Integration-Interconnection Oriented Problem Based Learning Model to Improve Critical Thinking Ability. Journal of Tianjin University Science and Technology, 54 (6).
[12] NGUGI, L.N.K.N.T. and THINGURI, R.W. (2014) To Establish the Extent to which the Subject Mastery Enhances Quality Teaching to Student- Teachers during Teaching Practice.
International Journal of Education and Research, 2 (7), pp. 641-648.
[13] SUGIYONO. (2013) Metode Penelitian Kuanititatif, Kualitatif, dan R&D.
Bandung: Penerbit Alfabeta.
[14] RAMADHANI, R. and MUHTADI, A. (2018) Development of Interactive Multimedia in Learning Islamic Education.
International Journal of Multicultural and Multireligious Understanding, 5 (6), pp. 9- 18.
[15] TUNG-FANG, M.L., TUNG-FANG, H.C., and LIU, K. (2017) A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome.
EURASIA Journal of Mathematics Science and Technology Education, 13 (7), pp. 3553- 3564.
[16] HARSONO, Y.M. (2007) Developing Learning Materials for Specific Purposes.
TEFLIN Journal, 18 (2), pp. 169-179.
[17] YULIANTO. (2019) An Analysis on Readability Level of English Reading Texts for Eighth Grade Students. J-SHMIC:
Journal of English for Academic, 6 (1), pp.
81-91.
[18] DUBAY, W.H. (2004) The Principles of Readability. [Online] Available from:
https://files.eric.ed.gov/fulltext/ED490073.pd f [Accessed 12/05/21].
[19] AKMAL, S., DHIVA, I., and MULIA. (2020) Investigating Students’
Interest on Reading Journal Articles:
Materials, Reasons and Strategies. Studies in English Language and Education, 7 (1), pp.
194-208.
[20] MOROSAN, C., DAWSON, M., and WHALEN, E.A. (2017) Using Active Learning Activities to Increase Student Outcomes in an Information Technology Course. Journal of Hospitality & Tourism Education, 29 (4), pp. 147–157.
[21] POLIRSTOK, S. (2017) Strategies to Improve Academic Achievement in Secondary School Students: Perspectives on Grit and Mindset. SAGE Open, 7 (4), pp. 1-9.
[22] GATOR, E., KRISTIAWAN, M., and MULYADI, M. (2020) The Principal’s Strategy in Improving Teacher’s Performance. IJPST, 20 (1), pp. 1-12.
[23] HIDAYATILLAH, N. and ZAINIL, Y. (2020) The Readability of Students’
Textbook Used in Semantic and Pragmatic Course in English Language Education Program of UNP. Journal of English Language Teaching, 9 (1), pp. 144-159.
[24] ARTA, B. (2018) Multiple Studies:
The Influence of Collaborative Learning Approach on Indonesian Secondary High School Students’ English-Speaking Skills.
English Language Teaching Educational Journal, 1 (3), pp. 149-160.
[25] JANASZ, S.C. and FORRET, M.L.
(2008) Learning the Art of Networking: A Critical Skill for Enhancing Social Capital and Career Success. Journal of Management Education, 32 (5), pp. 629-650.
[26] PAWATTANAA, A.,
PRASARNPANICHA, S., and
ATTANAWONG, R. (2014) Enhancing Primary School Students’ Social Skills Using Cooperative Learning in Mathematics.
Procedia - Social and Behavioral Sciences, 112, pp. 656–661.
[27] ALZAHRANI, I. (2013) The Role of Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them. In: Proceedings of the 3rd International Conference for E-Learning &
Distance Education. Available from
https://www.researchgate.net/publication/274 192240_The_Role_of_Constructivist_Learni ng_Theory_and_Collaborative_Learning_En vironment_on_Wiki_Classroom_and_the_Re lationship_between_Them.[28] AKPAN, V.I., IGWE, U.A.,
MPAMAH, I.B.I., and OKORO, C.O. (2020)
Social Constructivism: Implications on Teaching and Learning. British Journal of Education, 8 (8), pp. 49-56.
[29] ZEIGHAMI, M.S. and TAJVIDI, M.
(2011) Relationship between Spirituall Well- Being withHopelessness and Social Skills in Beta-Thalasemia Major Adolescents. Modern Care Journal, 8, pp. 116–124.
参考文:
[1] THOIB, I. (2020)
研究与开发，伊斯兰 教育哲学视角下的理论与实践。马塔兰：萨纳比尔。
[2] HUDA, M. (2019)
伊斯兰视角下的终身 教育。国际努桑塔拉伊斯兰教杂志，7 (1)，第 40-48 页。
[3] THOIB, I. (2019)
伊斯兰教育的学习哲 学 .建造穆斯林伯卡拉克蒂尔·克里蒂斯。马塔兰：仁山马达尼研究所。
[4]
阿姆鲁拉，A.M.K. 和 赛加夫。(2019) 伊斯兰大学人文素质的伊斯兰教育理念。在：第一届国际工程、技术和社会科学会 议论文集，玛琅，第 14-17 页。
[5] THOIB, I. (2012)
伊斯兰教育哲学，人 类发展穆斯林贝尔卡拉克特。马塔兰： 伊 斯兰与社会出版研究学院(莱皮姆) 国际互 联网协会马塔兰。[6]
努阿法。(2018)。而灵性技能的重点是 作为神的仆人的个人意识，他有责任在执 行命令和远离他的禁令时始终顺服、顺从 和顺从。硕士论文，用户界面玛琅。[7] IDRIS, F.、HASSAN, Z.、 YA’ACOB, A.
、GILL, S.K.
和AWAL, N.A.M. (2012)
教育在塑造青年民族认同中的作用。继续- 社会和行为科学，59，第 443-450 页。
[8] ERIZAR, E. (2017)
在伊斯兰教育课堂 中引入建构主义方法。AT-TA'DIB：伊斯 兰教育科学期刊研究计划，9 (2)，第 143-150 页。
[9] FAJRA, M.
、SUPARNO
、SUKARDI
、AMBIYAR
和 NOVALINDA, R. (2020) 基 于项目的学习：创新以提高职业高中生产 能力的适用性，满足工作世界的需求。国 际多元科学杂志，1 (7)，第 1-11 页。[10] LAAL, M. (2012)
协作学习：它是什 么？继续- 社会和行为科学，31，第 491-495 页。
[11] THOIB, I. (2021) 开发面向集成互连问
题的学习模型以提高批判性思维能力。天 津大学科技学报，54（6）．[12] NGUGI, L.N.K.N.T.
和THINGURI, R.W. (2014) 建立学科掌握在教学实践中提
高师生质量教学的程度。国际教育与研究 杂志，2 (7)，第 641-648 页。[13]
杉野野。(2013) 定量、定性和研发研究方法。万隆：佩纳比特阿尔法贝塔。
[14] RAMADHANI, R.
和 MUHTADI, A.(2018)
在学习伊斯兰教育中开发交互式多媒体。国际多元文化和多元宗教理解杂志，
5 (6)，第 9-18 页。
[15] TUNG-FANG, M.L.
、TUNG-FANG, H.C.
和 LIU, K. (2017) 数字学习对学习动 机和学习成果的影响研究。欧亚大陆数学 科学与技术教育杂志, 13 (7), 第 3553-3564 页。[16] HARSONO, Y.M. (2007)
为特定目的 开发学习材料。特氟林杂志，18 (2)，第169-179 页。
[17]
于连托。(2019) 八年级学生英语阅读文本可读性水平分析。
J-
上海国际信息中 心：学术英语杂志，6 (1)，第 81-91 页。[18]
迪拜，W.H. (2004) 可读性原则。[在线
]
可 从 ：https://files.eric.ed.gov/fulltext/ED490073.pd f [访问 12/05/21]。
[19] AKMAL, S., DHIVA, I.,
和 MULIA。(2020)
调查学生对阅读期刊文章的兴趣：材料、原因和策略。英语语言与教育研究，
7 (1)，第 194-208 页。
[20] MOROSAN, C.
、DAWSON, M.
和WHALEN, E.A. (2017)
在信息技术课程中 使用主动学习活动来提高学生的成绩。酒 店与旅游教育杂志，29 (4)，第 147-157 页。[21] POLIRSTOK, S. (2017)
提高中学生学 业成绩的策略：关于毅力和心态的观点。圣人公开赛，
7 (4)
，第1-9 页。
[22] GATOR, E.
、KRISTIAWAN, M.
和MULYADI, M. (2020)
校长提高教师绩效 的策略。IJPST，20 (1)，第 1-12 页。[23] HIDAYATILLAH, N.
和 ZAINIL, Y.(2020)
联合国计划英语语言教育项目语义和语用课程中学生教材的可读性。英语语 言教学杂志，9 (1)，第 144-159 页。
[24] ARTA, B. (2018)
多项研究：协作学习 方法对印度尼西亚中学生英语口语能力的 影响。英语语言教学教育杂志，1 (3)，第149-160 页。
[25] JANASZ, S.C.
和FORRET, M.L.
(2008)
学习网络艺术：增强社会资本和职业成功的关键技能。管理教育杂志，
32 (5)，第 629-650 页。
[26] PAWATTANAA, A.
、PRASARNPANICHA, S.
和ATTANAWONG, R. (2014)
通过数学中的 合作学习提高小学生的社交技能。继续- 社会和行为科学，112
，第656-661 页。
[27] ALZAHRANI, I. (2013) 建构主义学习
理论和协作学习环境在维基课堂中的作用，以及它们之间的关系。 在：第三届电子学 习和远程 教 育 国际会议 论文 集 。 可 从
