STUDENT REFLECTIONS ON THE ISLAMIC EDUCATION COURSE: EVALUATING PEDAGOGICAL READINESS AND LEARNING CHALLENGES

DOI: https://doi.org/10.33650/edureligia.v10i2.15572
Authors

(1)  Abdullah Abdullah   (Universitas Islam Negeri Palangka Raya)  
        Indonesia
(2)  Muhammad Redha Anshari   (Universitas Islam Negeri Palangka Raya)  
        Indonesia
(3) * Siti Norhidayah   (Universitas Islam Negeri Palangka Raya)  
        Indonesia
(4)  Norheni Aulia   (Universitas Islam Negeri Palangka Raya)  
        Indonesia
(*) Corresponding Author

Abstract


This study aimed to describe the reflections of Islamic Education students on the implementation of the “Islamic Education Curriculum and Instruction for Senior High School” course, and to identify aspects of learning that need to be strengthened. The study employed a mixed-methods approach with an embedded design. Data were collected through a Likert-scale questionnaire, structured interviews, and documentation. Quantitative data were analyzed descriptively using percentages, while qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results indicated that students provided positive reflections on the course implementation. A total of 96.9% of students stated that the lectures provided meaningful learning experiences and helped them understand Islamic Education instruction in high school, while 100% of students assessed the material as relevant to the needs of prospective Islamic Education teachers. However, students still faced challenges in understanding the material, connecting theory with practice, and building self-confidence during teaching practice. Students also expressed a desire for enhanced teaching practice, the use of educational media and technology, as well as more interactive and contextual learning. This study underscored the importance of reflective and experience-based learning in the education of prospective Islamic Education teachers.

Keywords

Student Reflection, Islamic Education Course, Pedagogical Readiness, Learning Challenges







References


Abdullah, A., Saudah, S., Yuwandi, M. F., & Norhidayah, S. (2026). Metode Pembelajaran Pendidikan Agama Islam dalam Mengembangkan Higher Order Thinking Skills (HOTS) pada Implementasi Kurikulum Merdeka di SMA Negeri 1 Kuala Pembuang. Jurnal Penelitian Multidisiplin Bangsa, 2(12), 1805–1812. https://doi.org/10.59837/jpnmb.v2i12.806

Abdullah, A., & Sya’roni, A. (2026). Pendampingan Praktik Pengamalan Ibadah (PPI) Keterampilan Hitung Waris Melalui Aplikasi pada Mahasiswa Program Studi Pendidikan Agama Islam FTIK UIN Palangka Raya. Jurnal Pengabdian Sosial, 3(5), 586–591. https://doi.org/10.59837/82yvjm30

Adhinugraha, R. B. A., Hardhienata, S., Sunaryo, W., & Zaini, A. W. (2024). Transformative Strategies to Enhance Teacher Innovativeness: Addressing Challenges Through Strengthening Organizational Culture, Transformational Leadership, Self-Efficacy, and Achievement Motivation. Managere: Indonesian Journal of Educational Management, 6(2), 219–232. https://doi.org/10.52627/managere.v6i2.520

Aira, C. A. G. O. M., & Doom, S. A. T. E. O. (2025). Culture and Clinical Social Work. Reflections from Zimbabwe, Ghana, Chile, and Indonesia. Szociális Szemle, 18(2), 56–65. https://doi.org/10.15170/SocRev.2025.18.02.06

Alam, J., & Ogawa, K. (2024). Future-Readiness and Employable ICT Skills of University Graduates in Bangladesh : An Analysis During the Post-Covid Era. Cogent Social Sciences, 10(1), 1–18. https://doi.org/10.1080/23311886.2024.2359014

Amaliah, A., Clorion, F. D. D., & Pasaribu, G. (2024). The Importance of Mastering Teacher Pedagogical Competence in Improving the Quality of Education. PEBSAS: Jurnal Pendidikan Bahasa Dan Sastra, 2(1), 29–37. https://doi.org/10.61721/pebsas.v2i1.346

Ariyani, N., Ajahari, A., & Abdullah, A. (2025). Self-Efficacy as a Predictor of Students' Qur’anic Memorization Achievement through Tte Sima’an and Talaqqi Methods. Edureligia: Jurnal Pendidikan Agama Islam, 9(2), 240–249. https://doi.org/10.33650/Edureligia.V9I2.13520

Arraziq, M. I., & Nurchalis, N. (2025). Reflective Practice in Islamic Teacher Education: Insights from PAI Teaching Practicum for the Formation of Professional and Pedagogical Identity. At-Turats, 19(2), 206–217. https://doi.org/10.24260/atturats.v19i2.5051

Assalihee, M., Bakoh, N., Boonsuk, Y., & Songmuang, J. (2024). Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand. Education Sciences, 14(9), 1029. https://doi.org/10.3390/educsci14091029

Bayram, İ. (2024). Experiential Learning. In Exploring Adult Education Through Learning Theory. IGI Global.

Bui, N. T.-N., & Yarsi, P. (2023). Go-deep: A Potential Reflection Model for Experiential Learning. International Journal of Learning, Teaching and Educational Research, 22(7), 240–257. https://doi.org/10.26803/ijlter.22.7.13

Chan, M. L. (2024). Learning to Read in Hebrew and Arabic: Challenges and Pedagogical Approaches. Education Sciences, 14(7), 765. https://doi.org/10.3390/educsci14070765

Chen, L., & Shuib, T. R. Bin. (2026). Communicative Language Teaching (CLT) in English as Foreign Language (EFL) Classrooms: A Systematic Review of Its Pedagogical Effectiveness and Classroom Implementation. International Journal of Research and Scientific Innovation, 13(1), 651–660. https://doi.org/10.51244/IJRSI.2026.13010056

Coelho, F., Rando, B., Aparício, D., Pontífice-Sousa, P., Gonçalves, D., & Abreu, A. M. (2025). The Impact of Educational Gamification on Cognition, Emotions, and Motivation: A Randomized Controlled Trial. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00366-x

Creswell, J. W., & Creswell, J. D. (2023). Reserach Design Qualitative, Quantitative, and Mixed Methods Approaches (Sixth Edit). Sage Publications, Inc.

Demir, F. (2024). Examination of Pre-Service Teachers’ Experiences on Student-Centered Instruction. Sakarya University Journal of Education, 14(1), 92–112. https://doi.org/10.19126/suje.1363540

Hannon, J., Brown, A., Birbock, D., Crockett, J., Panadgoo, S., & Nawas, A. (2024). Interdisciplinary Reflection by Higher Education Academics Using Teaching Squares: A Scoping Review. Nurse Education Today, 142(1), 1–25. https://doi.org/10.1016/j.nedt.2024.106353

Harahap, H. N., & Ritonga, A. A. (2023). The Effect of Using Project Based Learning Model with Autoplay Media Studio on Learning Achievement. Edureligia : Jurnal Pendidikan Agama Islam, 07(01), 99–111. http://doi.org/10.33650/edureligia.v7i1.6103 THE

Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2024). Development and In-Depth Investigation of Pre-Service Teachers’ Digital Competencies Based on Digcompedu: A Case Study: T. Haşlaman et al. Quality & Quantity, 58(1), 961–986. https://doi.org/10.1007/s11135-023-01674-z

Hill, A., Emery, S., & Dyment, J. (2023). Introduction to the Australian Curriculum Sustainability Cross-Curriculum Priority. Geographical Education, 33(2), 8–10. https://search.informit.org/doi/10.3316/informit.593627849941446

Liu, Q., Wang, Y., & Chang, Y. (2025). Exploring the Effects of Scaffolded Reflective Learning on Student Teachers’ Design Performance and Reflective Thinking. Thinking Skills and Creativity, 56, 101709. https://doi.org/10.1016/j.tsc.2024.101709

Mawardi, Munawar, A., Putri, E. E., Hambali, Ayob, H. B., & Novita, M. (2025). Spiritual Motivation and Institutional Support: Impact on Volunteer Teacher Efficacy in Jambi’s Boarding School. Edureligia : Jurnal Pendidikan Agama Islam, 09(01), 166–180. http://dx.doi.org/10.33650/edureligia.v9i1.10719

Mensah, K., Wieck, C., & Rudloff, B. (2024). Sustainable Food Consumption and Sustainable Development Goal 12 : Conceptual Challenges for Monitoring and Implementation. Sustainable Development, 32(2), 1109–1119. https://doi.org/10.1002/sd.2718

Nurhidayah, M. I., & Wirza, Y. (2024). Reflective Practice in the Teaching Practicum Program: Pre-Service English Teachers’ Reflections. Journal of Applied Studies in Language, 8(1), 11–20. https://doi.org/10.31940/jasl.v8i1.11-19

Oktam, M. G., Rustam, N. D., Bakhtiyo, T. N., & Husniddin, I. F. (2025). Enhancing Professional-Pedagogical Readiness of Higher Education Students: Mechanisms for Effective Teacher Preparation. Indonesian Journal of Multidiciplinary Research, 5(1), 213–222. https://doi.org/10.17509/ijomr.v5i1.82708

Pilcher, N., & Cortazzi, M. (2024). “Qualitative” and “Quantitative” Methods and Approaches Across Subject Fields: Implications for Research Values, Assumptions, and Practices. In Quality and Quantity (Vol. 58, Issue 3). Springer Netherlands. https://doi.org/10.1007/s11135-023-01734-4

Plack, M. M., & Driscoll, M. (2024). Reflection and Questions: Critical Thinking for Continuous Improvement in Practice. In Teaching and Learning in Physical Therapy (pp. 29–56). Routledge.

Ponomariovienė, J., & Jakavonytė-Staškuvienė, D. (2024). Experiences of Setting Short-Term Learning Goals for Primary School Students and Reflecting on their Implementation: A Case Study Of One Lithuanian School. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2438595

Raman, R., Lathabhai, H., Pattnaik, D., Kumar, C., & Nedungadi, P. (2024). Discover Sustainability Research Contribution of Bibliometric Studies Related to Sustainable Development Goals and Sustainability. Discover Sustainability, 5(7), 1–39. https://doi.org/10.1007/s43621-024-00182-w

Reimers, F. M. (2024a). The Sustainable Development Goals and Education, Achievements and Opportunities. International Journal of Educational Development, 104(1), 1–3. https://doi.org/10.1016/j.ijedudev.2023.102965

Reimers, F. M. (2024b). The Sustainable Development Goals and Education, Achievements and Opportunities and Opportunities. International Journal of Educational Development, 104(2), 1–5. https://doi.org/10.1016/j.ijedudev.2023.102965

Rosen, S. M., Jacobs, C. E., Whitelaw, J., Mallikaarjun, V. R., & Rust, F. (2024). Justice-Centered Reflective Practice in Teacher Education: Pedagogy as a Process of Imaginative and Hopeful Invention. Education Sciences, 14(4), 376. https://doi.org/10.3390/educsci14040376

Saini, M., Sengupta, E., Singh, M., & Singh, H. (2023). Sustainable Development Goal for Quality Education (SDG 4): A Study on SDG 4 to Extract the Pattern of Association Among the Indicators of SDG 4 Employing A Genetic Algorithm. In Education and Information Technologies. Springer US. https://doi.org/10.1007/s10639-022-11265-4

Succarie, A. (2024). Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools. Education Sciences, 14(11), 1192. https://doi.org/10.3390/educsci14111192

Sugiyono. (2023). Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta.

Taabudillah, M. H., Masitoh, E. S., & Aura, A. (2025). Refleksi Pembelajaran sebagai Langkah Strategis dalam Perbaikan Metode Mengajar. Ulumuddin: Journal of Islamic Studies, 1(2), 162–170. https://doi.org/10.62824/xx7wx180

Taufik, O. A., Lisyawati, E., & Ahmad, A. C. (2025). Teacher Self-Efficacy as the Key to Success Inclusive Education : Case Study at Madrasahs in Banten. Mozaic Islam Nusantara, 11(2), 137–146. https://doi.org/10.47776/ mozaic.v11i2.1804

Tiainen, O., Lutovac, S., & Korkeamäki, R.-L. (2024). Rethinking Approaches to Reflection in Initial Teacher Education. Educational Research, 66(3), 245–262. https://doi.org/10.1080/00131881.2024.2346088

Tournaki, N., Woodcock, S., & Ehrich, J. (2024). Tale of the Tape : Psychometric Investigation of Two Popular Teacher Self-Efficacy Scales. Teaching Education, 35(2), 127–144. https://doi.org/10.1080/10476210.2023.2239714

Woodcock, S., Tournaki, N., & Ehrich, J. (2025). Teacher Self­Efficacy : Validating a New Measurement Scale to Capture the Elusive Construct. British Educational Research Journa, 9(March), 2229–2255. https://doi.org/10.1002/berj.4163

Zul, Z., Najihul Huda, M., Fuad, Z., & Abdullah, M. (2026). Integration of Islamic Ethics in Modern Education Curriculum: Challenges and Opportunities-a Systematic Literature Review. British Journal of Religious Education, 16(1), 1–24. https://doi.org/10.1080/01416200.2026.2621177

Zvereva, E. (2023). Digital Ethics in Higher Education: Modernizing Moral Values for Effective Communication in Cyberspace. Online Journal of Communication and Media Technologies, 13(2). https://doi.org/10.30935/ojcmt/13033


Dimensions, PlumX, and Google Scholar Metrics

10.33650/edureligia.v10i2.15572


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Abdullah Abdullah, Muhammad Redha Anshari, Siti Norhidayah, Norheni Aulia

Creative Commons License
 

Edureligia : Jurnal Pendidikan Agama Islam
Published by Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.