Islamic ethics, identity processes, and project-based learning method for madrasah teachers: A phenomenological approach
https://doi.org/10.63826/jiire.v1i1.2
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Abstract
The development of project-based learning (PjBL) in the field of akidah akhlak (moral theology) is very urgent and for that process an Islamic ethics and identity process is needed. This study uses a phenomenological approach to explore the involvement of Islamic ethics and the identity of Madrasah Aliyah teachers in developing PjBL method. Involving twenty teachers of moral theology, and conducting in-depth interviews to reveal the narrative of teachers’ practice in application of personal competence. Thematic analysis of two-group interviews with 20 teachers showed that teachers’ personal beliefs provided a religiously motivated narrative framework that facilitated the interpretation of one’s experiences. The involvement of Islamic ethics and identity processes when teaching, plays a role in the development of PjBL methods on moral theology. The application of Islamic ethics is the main bond in the development of PjBL methods, in addition to attribution of identity from God-given personality to PjBL method in moral theology. Identity process and Islamic ethics of madrasa teachers develop PjBL method when following the learning of moral theology. In conclusion, the results of this exploratory study show that Islamic ethics and identity processes of madrasah teacher can improve PjBL methods. In the future, large-scale research could provide further evidence to reconsider the role of religious education in teacher training as an important factor in the development of PjBL methods for teachers of moral theology.
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