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Teacher identity, Islamic behavior, and project-based learning methods for madrasah teachers: A phenomenological approach

Cakrawala Pendidikan · Vol. 43 No. 2 (2024) · hlm. 344–357

DOI
10.21831/cp.v43i2.51909
ISSN
2442-8620, 0216-1370
Terbit
2024-05-31
Penerbit
LPMPP Universitas Negeri Yogyakarta
Bahasa
eng

Abstrak

A project-based learning method is required to develop students' scientific thinking in akidah akhlak (moral theology). This study employed a phenomenological approach to investigate whether and to what extent identity processes and Islamic behavior are developing project-based learning methods for madrasah aliyah teachers of moral theology. It involved twenty moral theology teachers and in-depth interviews to reveal the narrative of teachers' practice in using project-based learning methods. Thematic analysis of twenty teachers' two-group interviews showed that teachers' personal beliefs provided a religiously motivated narrative framework that aided in interpreting one's experiences. Individual Islamic behavior, religiosity, and identity creativity play a role in developing project-based learning methods for moral theology. In addition to attributing creativity from a God-given personality to learning in moral theology, the primary bond in developing project-based learning methods is the application of Islamic principles and Islamic behavior. Following the learning of moral theology, students' identities, Islamic behavior, and scientific thinking, the use of project-based learning methods by madrasah teachers experienced a significant increase in quality. Finally, the findings of this exploratory study indicate that Islamic behavior and personal identity can enhance project-based learning methods. Large-scale research could provide more evidence to reconsider the role of religious education in teacher training as an essential factor in developing project-based learning methods for moral theology teachers.

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  • Universitas Islam Negeri Sultan Syarif Kasim Riau
  • Université Ibn-Tofail
  • McGill University
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Khairil AnwarAfiliasi tidak diketahui1
Ilyas HustiUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Alwizar AlwizarUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Asmal MayUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Amril MansurUniversitas Islam Negeri Sultan Syarif Kasim Riau1
Makhfuzat MakhfuzatUniversitas Islam Negeri Sultan Syarif Kasim Riau1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Teacher identity, Islamic behavior, and project-based learning methods for madrasah teachers: A phenomenological approach</dc:title>
	<dc:creator>Zamsiswaya, Zamsiswaya</dc:creator>
	<dc:creator>Mounadil, Abdelaziz Ibrahim</dc:creator>
	<dc:creator>Abdel-Latief, Sara</dc:creator>
	<dc:subject xml:lang="en-US">Islamic behavior</dc:subject>
	<dc:subject xml:lang="en-US">identity process</dc:subject>
	<dc:subject xml:lang="en-US">moral theology</dc:subject>
	<dc:subject xml:lang="en-US">project-based learning method</dc:subject>
	<dc:description xml:lang="en-US">A project-based learning method is required to develop students' scientific thinking in akidah akhlak (moral theology). This study employed a phenomenological approach to investigate whether and to what extent identity processes and Islamic behavior are developing project-based learning methods for madrasah aliyah teachers of moral theology. It involved twenty moral theology teachers and in-depth interviews to reveal the narrative of teachers' practice in using project-based learning methods. Thematic analysis of twenty teachers' two-group interviews showed that teachers' personal beliefs provided a religiously motivated narrative framework that aided in interpreting one's experiences. Individual Islamic behavior, religiosity, and identity creativity play a role in developing project-based learning methods for moral theology. In addition to attributing creativity from a God-given personality to learning in moral theology, the primary bond in developing project-based learning methods is the application of Islamic principles and Islamic behavior. Following the learning of moral theology, students' identities, Islamic behavior, and scientific thinking, the use of project-based learning methods by madrasah teachers experienced a significant increase in quality. Finally, the findings of this exploratory study indicate that Islamic behavior and personal identity can enhance project-based learning methods. Large-scale research could provide more evidence to reconsider the role of religious education in teacher training as an essential factor in developing project-based learning methods for moral theology teachers.</dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2024-05-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/51909</dc:identifier>
	<dc:identifier>10.21831/cp.v43i2.51909</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 43 No. 2 (2024): Cakrawala Pendidikan (June 2024); 344-357</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/51909/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Zamsiswaya Zamsiswaya</dc:rights>
</oai_dc:dc>