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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Islam
David D Perrodin
Institute for Population and Social Research, Mahidol University
Education Languange, Linguistic, Communication & Media

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The perceptions of tertiary students and lecturers regarding CLIL-based critical reading material employing interactive multimedia Fitrawati Fitrawati; Hermawati Syarif; Muhammad Zaim; David D Perrodin
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.36838

Abstract

Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.
Developing a Religious Moderation-Based Curriculum Module for Laboratory Madrasah Tsanawiyah in Islamic Higher Education Muhammad Kosim; Martin Kustati; Wahida Raihan Sirait; Suryadi Fajri; Suci Ramadhanti Febriani; Mufti Mufti; David D Perrodin
Jurnal Pendidikan Islam Vol 10 No 2 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i2.39163

Abstract

Religious moderation is a key element in fostering tolerance and harmony in a diverse society, and its integration into Islamic education is crucial for achieving these goals. This study aimed to develop a curriculum model based on religious moderation for madrasas, utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to ensure its comprehensive integration. The research involved identifying existing practices at MTs Pembangunan UIN Jakarta, designing a curriculum model incorporating religious moderation into intracurricular, extracurricular, co-curricular, and madrasa culture activities, and piloting the developed module. The results revealed that while MTs Pembangunan UIN Jakarta did not explicitly implement religious moderation in its character and moral development programs, the school exhibited implicit practices aligned with these values. The curriculum developed in this study was assessed as highly valid in terms of content, presentation, graphics, and language, with a particular focus on its practical implementation in fostering students’ attitudes toward religious moderation. The findings emphasize the importance of a multi-faceted approach to embedding religious moderation in all aspects of madrasa life. This study provides valuable insights into how curriculum design can be an effective tool for promoting religious moderation, with implications for improving Islamic education by integrating these values into both formal and informal educational settings.
Co-Authors Fitrawati Fitrawati Hermawati Syarif M. Zaim Martin Kustati Mufti Mufti Muhammad Kosim Suci Ramadhanti Febriani Suryadi Fajri Wahida Raihan Sirait