PENGEMBANGAN MODEL PEMBELAJARAN RANAH AFEKTIF MELALUI MASSIVE OPEN ONLINE COURSE SYSTEM PADA PROGRAM STUDI PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI KEAGAMAAN ISLAM

Sumarsono, NIM 19304016018 (2023) PENGEMBANGAN MODEL PEMBELAJARAN RANAH AFEKTIF MELALUI MASSIVE OPEN ONLINE COURSE SYSTEM PADA PROGRAM STUDI PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI KEAGAMAAN ISLAM. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Affective domain learning for Islamic Religious Higher Education has a very important role in realizing the goals of education as a whole, along with the cognitive and psychomotor domains. Meanwhile, learning through MOOCs prioritizes the achievement of the cognitive and psychomotor domains. This is an obstacle in realizing education as a whole because achieving the affective domain becomes difficult to implement, especially related to the aspects of reasoning, development, and moral behavior. This study aimed to develop a reference model for affective learning through MOOCs, an affective learning manual, and a MOOCs application manual in PAI (Islamic Education) study programs. The research method uses Design-Based Research (DBR) through the stages of preliminary exploration, design and development, as well as retrospective evaluation to explore the feelings or opinions of users during the mplementation of affective learning through MOOCs. The subjects of the study were three lecturers in Islamic education courses. The primary data sources used curriculum books and Islamic education study program lesson plans, while secondary data sources were through discussion group forums, observations, and interviews with lecturers and students of the Islamic education study program. Data analysis techniques use a qualitative pproach through the stages of compiling,disassembling,reassembling, interpreting, and concluding. Affective learning strategies use models of moral considerations and moral cognitive development. The result of the study is in the form of a design reference model for learning through MOOCs which have been tested in PAI courses/classes, namely Aqidah Akhlak 2, Ulum Al-Qur’an, and Ulum Al-Hadith. MOOCs system users such as lecturers, students, researchers, and external assessors are able to implement models using affective learning manuals and accommodative MOOCs application manuals. Based on the process and results of the validity and effectiveness tests during the implementation of the research, the researcher divided them into three parts: obstacles, experiences and solutions. The obstacles are (1) the lecturer does not have time to compile instruments, (2) the obstacle of unavailability of affective CPL (Learning Outcomes) and CPMK (Study Program Learning Outcomes) in the system, (3) the lecturer does not have time to monitor the aspects of attitude, (4) the final completion of participants is still low, (5) learning and assessment of the affective domain requires instruments, (6) lecturer involvement in compiling learning outcomes, (7) realization of the OBE, CPL and CPMK curricula, and (8) the PAI study program does not yet have an attitude assessment instrument. The learning experiences are (1) there is a feeling of worry that the lecturer of this learning model will burden students, (2) student interest in experience-sharing activities, (3) student anxiety and objectivity in assessing attitudes, (4) development of student’s critical thinking, (5) the benefits of the diversity of feedback sources, (6) the positive impact of sharing experiences and feedback, and (7) the lecturer’s positive response to the affective learning model. While the third part is the solution, namely (1) learning affective aspects requires lecture time slots, (2) affective learning problems should be resolved systemically by the leaders, (3) giving rewards to external reviewers, and (4) the ability of lecturers to develop affective learning instruments through giving moral considerations.

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