The Principal’s Role and Islamic Education Learning at Muhammadiyah Elementary School during the Covid-19 Pandemic

Lukman Asha

Abstract


The purpose of this study was to examine the principal's managerial role in ensuring that learning processes at Muhammadiyah primary school continue desirably and effectively during the Covid-19 pandemic. Additionally, this study intended to depict learning processes in Islamic education. The principal and six Islamic education instructors were purposefully chosen as informants in this investigation. The data were gathered via documentation, observation, and interviews in order to ensure the data's credibility. Following the data collection and analysis was conducted using an interactive model. This study established that, during the covid19 epidemic, the principal used a combination of remote and face-to-face learning as a manager. Certain classes are held online and offline learning as scheduled one at a time on specific days. Through the use of such a learning system, processes and activities for instilling students' religious, moral, and social values may be conducted. Apart from offline learning, the principal and teachers collaborated with students' parents to supervise students' or children's learning processes at home. To preserve the quality of teachers, the principal encouraged teachers to participate in training on creating learning films as an engaging medium for students to comprehend the contents presented during class readily.


Keywords


The principal’s management, Blended learning, Face-to-face learning, Distance learning, Teacher-student active engagement

Full Text:

PDF

References


Abraukhova, V. (2020). Development of creative orientation of future teachers based on a research approach. E3S Web of Conferences, 210(Query date: 2021-08-05 01:41:18). https://doi.org/10.1051/e3sconf/202021018067

Adams, J. (2021). Understandings of creative practice and pedagogy by teacher education communities in West Bank, Palestine, and North West England. Discourse, 42(3), 408–424. https://doi.org/10.1080/01596306.2019.1708706

Adiguzel, F. B. (2021). Examining the creative drama-based lesson plans of the prospective turkish language and literature teachers. Eurasian Journal of Educational Research, 2021(91), 205–236. https://doi.org/10.14689/ejer.2021.91.10

Al-Dababneh, K. A. (2019). The creative environment: Teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity. Early Child Development and Care, 189(10), 1620–1637. https://doi.org/10.1080/03004430.2017.1400969

Alea, L. A. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8

Almarashdeh, I. (2016). Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course. Computers in Human Behavior, 63(Query date: 2021-08-04 20:59:30), 249–255. https://doi.org/10.1016/j.chb.2016.05.013

Amirova, A. (2020). Creative and research competence as a factor of professional training of future teachers: Perspective of learning technology. World Journal on Educational Technology: Current Issues, 12(4), 278–289. https://doi.org/10.18844/wjet.v12i4.5181

Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2021). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2021.1890634

Barberà, E., Gómez-Rey, P., & Fernández-Navarro, F. (2016). A cross-national study of teacher’s perceptions of online learning success. Open Learning: The Journal of Open, Distance and e-Learning, 31(1), 25–41. https://doi.org/10.1080/02680513.2016.1151350

Barclay, C., Donalds, C., & Osei-Bryson, K. M. (2018). Investigating critical success factors in online learning environments in higher education systems in the Caribbean. Information Technology for Development, 24(3), 582–611. https://doi.org/10.1080/02681102.2018.1476831

Ben, X. (2016). On the distance metric learning between cross-domain gaits. Neurocomputing, 208(Query date: 2021-08-04 20:59:30), 153–164. https://doi.org/10.1016/j.neucom.2016.01.098

Bielousova, R. (2017). Developing materials for English for Specific Purposes online course within the blended learning concept. TEM Journal, 6(3), 637–642. https://doi.org/10.18421/TEM63-28

Bunga, B. N., Adu, A. A., Damayanti, Y., Takalapeta, T., Pello, S. Ch., & Kiling, I. Y. (2021a). Synchronous vs. Asynchronous: Photovoice Study on Indonesian Youth’s Online Learning Experience. Child & Youth Services, 1–14. https://doi.org/10.1080/0145935X.2021.1901572

Bunga, B. N., Adu, A. A., Damayanti, Y., Takalapeta, T., Pello, S. Ch., & Kiling, I. Y. (2021b). Synchronous vs. Asynchronous: Photovoice Study on Indonesian Youth’s Online Learning Experience. Child & Youth Services, 1–14. https://doi.org/10.1080/0145935X.2021.1901572

Chang, X. (2016). Application of virtual reality technology in distance learning. International Journal of Emerging Technologies in Learning, 11(11), 76–79. https://doi.org/10.3991/ijet.v11i11.6257

Creswell, John. (2007). Qualiitative Inquiry and Research Design. Sage.

Erbil, D. G., & Kocabaş, A. (2018). Cooperative Learning as a Democratic Learning Method. Journal of Research in Childhood Education, 32(1), 81–93. https://doi.org/10.1080/02568543.2017.1385548

Feng, W. D. (2019a). Infusing moral education into English language teaching: An ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 40(4), 458–473. https://doi.org/10.1080/01596306.2017.1356806

Feng, W. D. (2019b). Infusing moral education into English language teaching: An ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 40(4), 458–473. https://doi.org/10.1080/01596306.2017.1356806

Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education, 37(2), 146–163. https://doi.org/10.1080/01587919.2016.1184396

Hermanto, H., Marini, A., & Sumantri, M. S. (2021). Studi Kebijakan Kepala Sekolah Dalam Pembelajaran Daring Bagi Siswa Sekolah Dasar di Era New Normal Pada Masa Pandemik Covid-19. Jurnal Basicedu, 5(3), 1502–1508. https://doi.org/10.31004/basicedu.v5i3.936

Hernández-Lara, A. B., & Serradell-López, E. (2018). Student interactions in online discussion forums: Their perception on learning with business simulation games. Behaviour & Information Technology, 37(4), 419–429. https://doi.org/10.1080/0144929X.2018.1441326

Huang, Q. (2019). Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3), 190–209. https://doi.org/10.1080/09588221.2018.1540434

Iskandar, N. (2020). Development of student worksheets as online english learning media at the Indonesian vocational school. International Journal of Engineering Research and Technology, 13(11), 3819–3824.

Lang, S. N. (2020). Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development, 31(7), 1112–1132. https://doi.org/10.1080/10409289.2020.1749820

Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37, 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (p. 341). SAGE Publications, Inc.

Nguyen, T. V. S. (2019). English curriculum reform and formative assessment policies: Cross-case analysis—Implications for alternative assessment research in Vietnam. Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice, Query date: 2021-08-04 16:59:47, 23–40.

Oktaviani, 16422164 Anindita Yumnaa. (2020). Internalisasi Nilai-Nilai Pendidikan Islam Anak Usia Dini Melalui Pembelajaran Daring Di Masa Pandemi Covid-19 (Studi Kasus Pada RA Masyithoh Kauman Wonosobo Jawa Tengah). https://dspace.uii.ac.id/handle/123456789/28602

Setyaningsih, K. D. (2020). Analisis Pelaksanaan Pembelajaran Jarak Jauh di SD Negeri Karangrena 03. Jurnal Riset Pendidikan Dasar (JRPD), 1(2).

Sulistiyo, U. (2020). Infusing moral content into primary school english textbooks: A critical discourse analysis. Indonesian Journal of Applied Linguistics, 10(1), 251–260. https://doi.org/10.17509/IJAL.V10I1.25067

Warsah, I. (2020a). Forgiveness Viewed from Positive Psychology and Islam. Islamic Guidance and Counseling Journal, 3(2), 2614–1566. https://doi.org/10.25217/igcj.v3i2.878

Warsah, I. (2020b). Jihad and radicalism: Epistemology of Islamic education at Pesantren Al-furqan in Musi rawas district. Jurnal Ilmiah ISLAM FUTURA, 1–18.

Warsah, I. (2020c). Religious Educators: A Psychological Study of Qur’anic Verses regarding al-Rahmah. Al Quds, 4(2), 275–298. https://doi.org/10.29240/alquds.v4i2.1762

Warsah, I. (2021). Islamic Religious Teachers’ Efforts To Motivate Students And Implement Effective Online Learning. Edukasi Islami: Jurnal Pendidikan Islam, 10(01), 383–383. https://doi.org/10.30868/ei.v10i01.1210

Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, & Afandi, M. (2021). The Impact of Collaborative Learning on Learners ’ Critical Thinking Skills. International Journal of Instruction, 14(2), 443–460.

Wei, H.-C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10–21. https://doi.org/10.1016/j.compedu.2014.12.013

Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin , Merriam , and Stake Three Approaches to Case Study Methods in Education: Yin , Merriam ,. The Qualitative Report, 20(2), 134–152.




DOI: https://doi.org/10.35445/alishlah.v13i3.931

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Lukman Asha

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:

    

 


 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.