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p-Index From 2021 - 2026
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All Journal JISEI: Journal of Islamic Studies and Educational Innovation
Nur Azizah
Sekolah Tinggi Agama Islam Ibnurusyd, Kotabumi Lampung
Religion Education Languange, Linguistic, Communication & Media Other

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Methodology and Evaluation of Contemporary Islamic Learning: Between Tradition, Innovation, and Contextualization Nur Azizah; Pipin Marti; Suparmita Suparti
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.187

Abstract

Times, technological advances and changing societal needs require Islamic education to continue to adapt through the development of learning methodologies and evaluations that are relevant to the contemporary context. Islamic education not only functions as a means of transferring knowledge, but also as a medium for forming students' character, spirituality and social abilities. This research aims to analyze the methodology and evaluation of contemporary Islamic learning from the perspectives of tradition, innovation and educational contextualization. The research method used is a literature study with a descriptive-analytical approach through the study of various scientific literature, books and Islamic education journals. The research results show that contemporary Islamic learning methodology is experiencing a transformation from traditional approaches to more participatory and contextual learning, such as student centered learning, problem based learning, and the use of digital technology. On the other hand, learning evaluation is also developing through the application of authentic assessments, competency-based evaluations, as well as Islamic character assessments which cover cognitive, affective and psychomotor aspects in a balanced manner. Contextualization of learning is important so that Islamic values ​​remain relevant to the challenges of globalization without abandoning sharia principles. Thus, methodological innovation and evaluation are important strategies in improving the quality of Islamic education that is adaptive, humanistic and oriented towards the formation of human beings.
Analysis of the Implementation of Micro Teaching in Developing the Pedagogical Competence of Prospective Student Teachers in Higher Education Pipin Danu Marti; Nur Azizah; Riski Apriansyah; Siti Afifatun
JISEI: Journal of Islamic Studies and Educational Innovation Vol. 2 No. 2 (2026): JISEI: Journal of Islamic Studies and Education Innovation (June 2026)
Publisher : LP3M Pascasarjana STAI Ibnurusyd

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61094/jisei.v2i2.198

Abstract

Micro teaching serves as a strategic learning approach in teacher education programs to strengthen the pedagogical competence of prospective teachers through structured teaching practice, reflection, and feedback. This study aims to analyze the implementation of micro teaching in developing the pedagogical competence of prospective student teachers in higher education. The research employed a qualitative case study design involving lecturer supervisors and prospective student teachers participating in a micro teaching course. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with triangulation to ensure data credibility. The findings indicate that the implementation of micro teaching contributes significantly to the development of pedagogical competence by improving lesson planning, instructional delivery, classroom management, learning media utilization, communication skills, and reflective teaching practices. Furthermore, continuous feedback from lecturers and peers encourages self-evaluation and professional growth among prospective teachers. Despite challenges such as limited teaching time, performance anxiety, and varying levels of teaching readiness, the program effectively prepares students for authentic classroom experiences. The study concludes that systematic and reflective micro teaching is an essential component of teacher education programs, fostering pedagogical competence and enhancing the professional readiness of prospective teachers in higher education.
Co-Authors Pipin Danu Marti Pipin Marti Riski Apriansyah Siti Afifatun Suparmita Suparti