Volume 3, Number 6, April�2022 e-ISSN: 2797-6068 and p-ISSN: 2777-0915
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KEYWORDS Online Discussion,
Students' Learning Motivation, Learning Outcome, Islamic Religious Education ARTICLE INFO Accepted : March, 30th 2022 Revised : April, 7th
2022 Approved: April, 10th
2022 |
ABSTRACT This study is motivated by students' low
learning motivation in Islamic religious education subjects, which has a
significant impact on student learning outcomes, resulting in lower learning
achievement in Islamic religious education. Furthermore, the COVID-19
outbreak is presently occurring, requiring at-home education. This
exacerbates students' lack of enthusiasm to learn, particularly in Islamic
religious education subjects. As a result, an effective approach for
increasing students' learning motivation is required, one of which is the
employment of the discussion method. The goal of this study was to identify
the impact of online discussion in increasing students' learning motivation
in Islamic religious education subjects, as well as the elements that
hampered and aided its implementation. The methods of observation,
interviews, and documentation were utilized in the research, which fits under
the category of qualitative research. The research method used was descriptive
qualitative research. The study's findings revealed that using online
discussions increased students' learning motivation. As for the author's
conclusion that using online discussions in Islamic religious education
learning can increase students' learning motivation, this can be seen from
the results of observations made during discussion activities, where students
were very enthusiastic when the discussion took place, and students' learning
motivation in every other subject. |
INTRODUCTION
Education is the most critical component for humanity's survival in
processing the world and its contents (Ball,
2021). Because Allah SWT has bestowed and
mandated the universe as khaliq to men as creatures
with the advantage of giving it the potential of reason, humans are accustomed
to managing and utilizing everything in it in the form of prospective reason (Khalid,
2022). Education is one of the most basic
human requirements, and it cannot be isolated from human life because education
refers to any behavior that is realized and results in change (Biesta, 2015; Pyzdek & Keller, 2014; Spring, 2014). If this mortal life is to be fulfilled,
it must require knowledge. The world of education is becoming more innovative,
vibrant, and diverse in this century (Alimisis, 2013; Malik, 2018). Science and technology, as well as
the globalization trend, are unstoppable since their development is so rapid
that it has an impact on human life (Orben, 2020; Stearns, 2020; Stromquist & Monkman, 2014; Zulkarnain et al., 2020).
Science advances on a regular basis. The advancement of this
science aids in the development of new technologies that reflect the
advancement of the times. The created technology has now progressed to the
digital level. Every field, including education, has begun to employ technology
to facilitate labor, especially in Indonesia. Education has undergone
fundamental changes in various parts of the world as a component of human
culture and civilization during the globalization age. Humanity has benefited
from numerous developments in science and technology. On the other hand,
especially in this day of globalization, this progress is accompanied by the
agony of human children.
Considering technology is the outcome of scientific progress, which
occurs in the field of education, education should employ technology to aid in
the implementation of learning. This is in line with Tonder
et al's (in Selwyn, 2012) opinion, which claims that digital
technology is currently being employed in educational institutions to support
learning, either as an information tool or as a learning tool. Technology is a
product of human ingenuity. As a result, deficits or negative effects on human
life are natural.
Basic education, which equips youngsters as a counterweight to the
flow of technology and globalization, is critical in order to endure the
onslaught of contemporary technical breakthroughs and avert a moral morality
crisis brought on by the harmful impact of technological growth (Fathurrohman & Daryana, 2015, p. 1). To counter the flow of technology
and globalization, human resources must be generated, particularly in religious
education. Because a strong religious education foundation will be able to
mitigate the negative effects of technology, and because a strong religious
foundation will be able to filter out negative information that will have an
impact and cause damage, humans must always seek knowledge, especially seeking
knowledge. religion is a branch of science. Allah's (SWT) Word is:
يٰٓاَيُّهَا
الَّذِيْنَ
اٰمَنُوْٓا
اِذَا قِيْلَ
لَكُمْ
تَفَسَّحُوْا
فِى
الْمَجٰلِسِ
فَافْسَحُوْا
يَفْسَحِ
اللّٰهُ
لَكُمْۚ
وَاِذَا قِيْلَ
انْشُزُوْا
فَانْشُزُوْا
يَرْفَعِ اللّٰهُ
الَّذِيْنَ
اٰمَنُوْا
مِنْكُمْۙ وَالَّذِيْنَ
اُوْتُوا
الْعِلْمَ
دَرَجٰتٍۗ
وَاللّٰهُ
بِمَا
تَعْمَلُوْنَ
خَبِيْرٌ ١١�
(المجادلة/58:
11)
The meaning is, �O you who have believed, when you are told,
"Space yourselves" in assemblies, then make space; Allah will make
space for you. And when you are told, "Arise," then arise; Allah will
raise those who have believed among you and those who were given knowledge, by
degrees. And Allah is Acquainted with what you do� (Surah Al-Mujadilah:11) (Departemen Agama RI, 2012, p. 544).
According to an authentic hadith, as Allah's Messenger
(peace be upon him) sat down, three persons appeared, one of them promptly
located an empty space between the rows and filled it. One of them sat behind
the audience, while the third walked out. Then Rasulullah SAW asked, "Do
you want me to tell you about these three people?" In the case of the
first, he sought refuge in Allah, and as a result, Allah protected him. The
second guy, on the other hand, felt ashamed to the point where Allah felt
ashamed of him. Allah turns to him after the third person has turned away (Bahreisy & Bahreisy, 2004).
The verse above explains that we should always be eager to study,
be tolerant, and prepare opportunities to attend knowledge discussions, be
eager to learn, and prepare all resources to improve our knowledge, because
Allah will increase faith and piety in those who have knowledge and always
practice it. as a means of preparing for the transition to real life
Islamic education, according to Fathurrohman
& Daryana (2015, p. 48), is the process of forming a Muslim
personality through imparting the fundamentals of religious law in the
classroom.
Islamic education is a deliberate effort to prepare students to
believe in, understand, appreciate, and practice Islam through activities,
guidance, teaching, and training, with a focus on the guidance to respect other
religions in the relationship between religious communities in society in order
to achieve national unity.
According to UUSPN No. 2/1989 article 39 paragraph 2, which
emphasizes that the content of the curriculum for each type, path, and level of
education must include, among other things, religious education, the content of
the curriculum for each type, path, and level of education must include, among
other things, religious education. Religious education, according to his
explanation, is an effort to strengthen faith and devotion to Allah SWT
according to the religion adopted by the students concerned, while also paying
attention to the demands to respect other religions in society's
inter-religious harmony in order to achieve national unity. This means that
religious education requires a distinct learning technique than other subjects,
because it instills commitment in addition to competence. Educators must pay
close attention to the methods employed in educational learning because they
have a substantial impact on their success. Although the latter is more
determined by the learning process of the content, the method has an effect not
only on developing mastery of material concerning religious doctrines, but also
on cultivating religious commitment.
One of the reasons for the success or failure of religious
education, particularly Islamic Religious Education (IRE) in public schools, is
that teachers play a critical role in their students' development and progress.
From here, teachers must be able to carry out their responsibilities as
efficiently as possible. To meet the expected learning objectives, the teacher
must be skilled at selecting the appropriate educational approach and tailoring
it to the needs of the students so that they enjoy the teaching and learning
process.
Educational approaches, according to Wellington
(2015), include any strategies employed in
an attempt to educate. Since teaching is a type of educational activity, the
words "method" is construed broadly. Thus, the technique referred to here covers instructional methods.
The learning process is about more than just imparting knowledge;
it's also about instilling drive, because psychologically, children feel better
when they're cared for. Motivation is one approach to pay attention. Student
learning performance is determined not just by their intelligence, but also by
how the teacher employs the appropriate method and motivates them, implying
that the teacher has devised a strategy to ensure that students learn properly
and efficiently on time.
Motivating students can be done in a variety of ways, including
assigning numbers or grades. When they finish the test or answer the questions
asked by the teacher, the teacher begins to provide. This strategy encourages
students to work hard in class. Students who receive low grades will be
encouraged to improve their grades, while students who receive high grades will
be more engaged in their studies. It is vital to have the teacher's abilities
and originality in delivering the content, specifically by utilizing the
appropriate manner of motivation, in order to enhance activity and excitement
for learning.
The researcher conducts learning research at SMA PLUS Al-Ghifari, Bandung City, and SMA I Cileunyi,
Bandung district, using the online discussion approach. Because this strategy
allows researchers to determine how enthusiastic participants were during the
activity. The discussion method, as defined by Armai Arief, is a style of delivering lesson content in which the
teacher allows pupils to engage in scientific debates in order to gather
viewpoints, draw conclusions, or discover numerous alternative solutions to a
problem.
Similarly, Abdul Rachman Salih stated
that the discussion technique is a means of memorizing lesson material through
a vehicle for exchanging viewpoints based on acquired knowledge and experience
in order to solve an issue. To put it another way, pupils learn something
through deliberation among peers while under the direction or leadership of the
teacher. This is important for later life, not only because humans are
constantly confronted with difficulties that cannot be solved alone, but also
because a better answer can be found through cooperation or deliberation.
The discussion technique is one manner of educating in the form of
problem-solving, involving two or more persons, each of whom presents arguments
to support his or her position. To reach an agreement, each of them must, of
course, avoid sentiments of subjectivity and emotion, which will weaken the
weight of reason and logic.
The learning process in the discussion method occurs through the
exchange or sharing of information or knowledge among fellow students. In this
method, the teacher serves as a facilitator by presenting questions or subjects
for debate as well as some basic discussion norms. Participant engagement and
contribution, orderliness and smooth running of the conversation, and
attainment of discussion objectives as indicated in the productivity of the
discussion are all indicators of the discussion's success, when one of the students
talks, the other students in the group are actively listening. The one who
speaks first and also responds does not need to be decided ahead of time. Students
frequently respond to one other's answers or make comments on other students'
answers during conversations.
Motivation, according to Hamzah, is an impulse that emerges from
the presence of stimuli from both within and without, causing a person to
desire to modify their behavior or engage in particular activities that are
better than the prior scenario.� In the
meantime, according to Mc. Students that are highly motivated, according to Sudirman,
will have a lot of energy to engage in learning activities.
Islamic religious education is a deliberate and planned effort to
prepare students to recognize, understand, live according to faith, fear, and
have noble character in teaching Islam through guiding, teaching, and learning
activities based on the holy text Al-Quran and Al-Hadith. Training, as
well as the application of experience, should be complemented by instruction on
how to respect members of other religions in the context of inter-religious
peace in society, in order to achieve national unity and oneness (IRE
Curriculum).
The goal of this research was to identify the function of online
discussion in increasing students' learning motivation in Islamic religious
education courses, as well as the elements that hampered and aided its
implementation. Thus, this research hopefully will be beneficial for the
development of learning method especially in Islamic Religious Education.
The researcher discovered various past studies that were relevant
to this investigation based on the results of the previous study exploration.
Despite the fact that there is a connection between the two discussions, this
study differs significantly from past studies. Sulkifli
(2013), for example, studies the
implementation of the discussion technique in enhancing student enthusiasm and
accomplishment in Islamic religious education courses in class X at IPA SMA
Negeri 23 in Bandung. Ajah
(2012) studied the use of the discussion
approach to improve motivation and social studies learning results on fourth-grade
students at MI Pangkalan Kota Sukabumi.
In addition, �Aeni
et al. (n.d.), who looked into the efficacy of
guided discussion methods in increasing student learning outcomes in biology in
X class of SMA Negeri 3 Tasik City.
RESEARCH METHOD
This research employed a qualitative method. Researchers use qualitative methods for a variety of reasons, including the ease with which qualitative methods can be adapted when dealing with multiple realities; second, this method reveals the nature of the researcher-respondent relationship directly; and third, this method is more sensitive and adaptable to the many interactions of shared influences and value patterns encountered. Furthermore, descriptive methods are used because the researchers describe, characterize, and explain Online Discussions in an Effort to Increase Students' Learning Motivation in IRE Subjects at SMA Plus Al-Ghifari City Bandung and SMAN I Cileunyi Bandung Regency factually and objectively.
SMA PLUS Al-Ghifari
in Bandung City and SMAN 1 Cileunyi in Bandung
Regency were the sites of this research. The author gathered information from
the Principal, IRE Teachers, Education Personnel, Head of TU, and class XI
students at SMA PLUS Al-Ghifari, Bandung City, and
SMAN 1 Cileunyi, Bandung Regency. The data for this
study came from XI grade students that participated in IRE learning utilizing
the discussion technique at SMA PLUS Al-Ghifari City
of Bandung and SMAN 1 Cileunyi, Bandung Regency.
Following the determination of the data
collected by the researcher, there is a tendency to see what you want to see,
hear what you want to hear, and do what you want to do. To collect the data
needed for this study, the authors use a variety of data collection methods,
including observation, documentation, and interviews. The next step is data
management and analysis after the data has been collected. The qualitative data
analysis technique was applied in this investigation. In this study, the data
analysis method has three primary components: data reduction, data display,
verification, and conclusion.
RESULT AND DISCUSSION
1.
Implementation Online Discussion in IRE Learning in XI Class of SMA PLUS
Al- Ghifari Bandung City and at SMAN I Cileunyi Bandung District
The existence of the Covid-19 virus in the
year 2020 has had a huge impact on practically every field, including
education. With the Covid-19 virus, the learning method has shifted from
face-to-face to distant learning, particularly at SMA PLUS Al-Ghifari in Bandung City and SMAN I Cileunyi
in Bandung district, but teachers must still fulfill their responsibilities. As
a teacher, you must guarantee that students have access to the
information/knowledge you are providing.
On March 16, 2020, distance learning, or
what we call it online, will began, with children learning from the comfort of
their own homes without the need to attend to school. When it comes to online
or distance learning, knowledge of technology is required for both teachers and
students to learn. The online method is efficient, and the outcomes are in line
with the intended instructional objectives. Since distance learning is
implemented at home, almost all teachers are learning through online media such
as Whatsapp, Google Meet, Google Form, class room,
zoom meeting, and so on, to achieve effective online learning, teachers must
make various innovations in learning, including utilizing technology as much as
possible in the learning process.
Teachers communicate their expertise to
pupils in a variety of methods. One method is to utilize a WhatsApp group, in
which the teacher creates a learning video and then sends it to the group for
students to watch and comment on, or to use a video conference using zoom and
goggle meet, in which the teacher presents the subject through the application.
The adoption of online learning activities
at SMA PLUS Al-Ghifari City of Bandung and SMAN I Cileunyi, Bandung district, has been accustomed to being
carried out since the pandemic period hit since it may facilitate the
distribution of the material. This can be seen when the teacher implements the
online discussion method. In fact, the use of technology media in learning is
very helpful for teachers in ensuring a smooth learning process because the
benefits of online learning can be done anytime and anywhere, and the learning
can be adjusted to the capacity of each student.
The online discussion approach was
successfully implemented at SMA PLUS Al-Ghifari,
Bandung City, and SMAN I Cileunyi, Bandung district,
according to the lesson plan that had been established before to the
discussion. In practice, there are no impediments, which means that there are
only a few minor disruptions during dialogue learning.
2.
Factor support and inhibitor in use method online discussion in IRE learning
process
Learning can be successful if there are
supportive variables in place, but it can also be ineffective if there are
impediments or disruptions in the learning process, both internally from
teachers and students and externally. Learning in a classroom has many distinct
supporting and inhibiting variables than learning online, as does the use of
discussion methods in a classroom, which differs greatly from the usage of
online discussions. Teachers who master the technology that is developing at this
time, according to the researcher, are supporting factors in the implementation
of the online discussion method. By mastering technology, teachers can use
various variations in online learning with minimal obstacles. The next
supporting tools are tools adequate support, such as the latest technology that
can be used for these online activies. According to
the researcher, one of the teachers does not have a good understanding of
technology, which causes online learning to be inefficient, and the other element
is a lack of resources. According to the researcher, one of the teachers does
not have a good understanding of technology, so online learning is tough, and
the other impediment is a lack of funds, so having a limited internet capacity
can also make holding online discussions difficult. While the learning system
is online, nevertheless, the use of the internet network or the purchase of
data quotas grows. Since many instructors and parents have not been able to put
aside a budget to purchase packages or internet data caps, this is also one of
the impediments to implementing the efficacy of online discussion learning. Finally, because students' learning
motivation is poor, online discussion learning does not function efficiently
because students do not have a desire to learn.
3.
Role online discussion in Upgrade motivation study participant educate
class XI in field Islamic Religious Education Studies
Students are mandated to conduct learning
at home during the COVID-19 pandemic, but the execution of learning at home is
unquestionably different from learning at school. Learning at home often causes
students to be less enthusiastic and disciplined in their participation in the
learning process. Additionally, studying at home causes students to grow bored,
as a result of which they become lazy to study, and their learning motivation
suffers as a result. To get past this, kids will need an engaging learning
technique, even if they are doing their homework at home.
The online discussion method is one that
is very appropriate to be used at this time, especially in the process of
increasing students' learning motivation, because the discussion method
provides opportunities for students to solve problems they are facing, and
students will become accustomed to speaking in front of others through
discussion. Public speaking is undeniably one of the vocations that frequently
causes stage fear. As a result of the discussion approach, students will learn
how to communicate their thoughts to others, as well as how to construct an
instructive statement for a large group of people.
Learn to persuade people of the validity
of their ideas by bolstering the facts or theories that support them. Because
students are expected to talk while thinking about how to address a problem
that they are facing together, the discussion technique will also educate
students how to tolerate differences of opinion, hence enhancing student
learning motivation.
According to studies, the online
discussion method is extremely beneficial for teachers in their efforts to
improve students' learning motivation, particularly in Islamic religious
education.
CONCLUSION
An unreliable internet network, variances in student
character, and a learning environment that was not suitable were identified to
be restricting factors in the adoption of online conversations in this study. A
solid internet network, a setting or atmosphere favorable to learning
activities, and student learning motivation are all supporting variables in the
implementation of the online discussion technique so that it functions
smoothly.
Based on the findings of this study, it can be
concluded that online discussions on Islamic religious education subjects are
effective in increasing students' learning motivation. This is supported by the
findings of the observations, which show that students are very enthusiastic
about participating in discussion activities. In this case, students'
enthusiasm and enthusiasm grows with each meeting, as evidenced by more active
students asking and answering every question posed by the discussion opponent,
and students are more daring in expressing their opinions during the
discussion, and do not feel ashamed or awkward as they did in previous cycles. As a result of the use of online
discussion methods, students' learning motivation in Islamic religious
education subjects has increased significantly.
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Copyright holders:
Agus Saepul Milah (2022)
First publication right:
Devotion - Journal of Community Service
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