top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 26 September 2023

Promoting Religious Moderation Among Post-Conflict Students’: A Need Analysis of Gamification Interactive Multimedia

Nur Fajar Arief, Tono Viono, Akhmad Tabrani

Islamic University of Malang, Indonesia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.03.780

Pages: 260-276

Keywords: Discussion Text, Gamification, Interactive Multimedia, Multicultural Education, Religious Moderation

Abstract

Implementing multicultural education in Indonesia experiences various obstacles, including the emergence of opposition to the socialization and internalization of multicultural education values among conservative groups. Several conflicts have arisen in religious life due to a lack of multicultural awareness. Internalizing the value of religious moderation within the framework of multicultural education is an alternative approach for schools. This research aims to develop a gamified interactive multimedia integrated with religious moderation in learning discussion texts. The method used adapts Borg and Gall's research development methods. In analyzing students' needs, a data collection technique in the form of an intercultural sensitivity questionnaire was used. Teacher needs analysis used the Delphi technique with a consensus questionnaire instrument. Curriculum analysis in the form of literature and document studies. Analysis of the learning environment using direct observation techniques. Based on the needs analysis, students' cross-cultural communication beliefs need to be improved. Teachers need multicultural awareness by the framework of inclusive education in the applied curriculum. There are two specific profiles in the product's development, namely gamification and integration of religious moderation. Study results revealed that the development product is in accordance with the religious moderation needs of post-conflict students in Aceh. Behind the limitations of the research, further dissemination is needed to find out the picture of the developed product through further experimentation to find out a comprehensive description of the resulting product.

References

  1. Achmad, N.  (2023). Radicalism movement in higher education in Indonesia: Students’  understanding and its prevention. Kasetsart Journal of Social Sciences,  44(1), 123–128. https://doi.org/10.34044/j.kjss.2023.44.1.13

  2. Akob, B.  (2016). The Development of Multicultural Discourse in the Historical Learning:  A Case Study on Samudra University Langsa Aceh. International Journal of  Multicultural and Multireligious Understanding, 3(5).  https://doi.org/10.18415/ijmmu.v3i5.51

  3. Ambarwati,  A., Eko Yulianto, W., & Wahyuni, S. (2023). Writing spice-themed poetry  for COVID-19 prevention campaign for Indonesian children. Journal of Poetry  Therapy. https://doi.org/10.1080/08893675.2023.2185825

  4. Arief, N.  F. (2011). Model for Optimising Cultural Enculturation in Indonesian Discourse  Learning in Primary and Secondary Schools. Jurnal Penelitian Al-Buhuts.

  5. Arsiyana,  M., & Edi Wibowo, S. (2023). Developing an integrated Local Culture Padlet  Based Writing Course Using Systemic Functional Linguistics Genre Based  Pedagogy. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 46(1).  https://ojs.unm.ac.id/eralingua

  6. Bagir, Z.  A., & Mubarok, H. (2021, November 30). Religious freedom, harmony or  moderation? Government attempts to manage diversity. Indonesia At  Melbourne.

  7. Baihaqi,  M., Sunan, U., & Surabaya, G. (2021). Implementation of Multicultural  Education in Indonesia. Journal of Education and Technology, 4(3).

  8. Sustainable  Development Goal (SDG) Indonesia, (2022).

  9. BSKAP.  (2022). Capaian Pembelajaran Pada Pendidikan Anak Usia Dini, Jenjang  Pendidikan Dasar, dan Jenjang Pendidikan Menengah Pada Kurikulum Merdeka. In Kementerian  Pendidikan, Kebudayaan, Riset, dan Teknologi.

  10. Burhanuddin,  N., & Khairuddin, K. (2022). The Radicalism Prevention through Academic  Policies at State Islamic Higher Education in Indonesia. Ulumuna, 26(2),  363–391. https://doi.org/10.20414/ujis.v26i2.511

  11. Chen,  G.-M., & Starosta, W. J. (2000). The Development and Validation of the  Intercultural Sensitivity Scale. Human Communication, 3, 1–15.  https://digitalcommons.uri.edu/com_facpubs

  12. Chugh, R.,  & Turnbull, D. (2023). Gamification in education: A citation network  analysis using CitNetExplorer. Contemporary Educational Technology, 15(2),  ep405. https://doi.org/10.30935/cedtech/12863

  13. Daheri, M.,  Warsah, I., Morganna, R., Putri, O. A., & Adelia, P. (2023). Strengthening  Religious Moderation: Learning from the Harmony of Multireligious People in  Indonesia. Journal of Population and Social Studies, 31,  571–586. https://doi.org/10.25133/JPSSv312023.032

  14. Dalton, E.  M., Lyner-Cleophas, M., Ferguson, B. T., & McKenzie, J. (2019). Inclusion,  universal design and universal design for learning in higher education: South  Africa and the United States. African Journal of Disability, 8.  https://doi.org/10.4102/ajod.v8i0.519

  15. Davids, N.  (2017). Islam, moderation, radicalism, and justly balanced communities. Journal  of Muslim Minority Affairs, 37(3), 309–320.  https://doi.org/10.1080/13602004.2017.1384672

  16. Dell, C.  A., Dell, T., & Blackwell, T. (2015). Applying Universal Design for  Learning in Online Courses:Pedagogical and Practical Considerations. The  Journal of Educators Online, 12(2), 166–192.  https://doi.org/10.9743/JEO.2015.2.1

  17. Fakhriati,  F., Farida, A., & Iswanto, A. (2022). The Roots of Religious Moderation in  Indonesia: As-Singkili and Langgien’s Works on Tolerance. International  Symposium on Religious Literature and Heritage.

  18. Farid  Hasyim, M. A. (2016). Islamic Education With Multicultural Insight An Attempt  of Learning Unity in Diversity. Global Journal Al Thaqafah, 6(2),  47–58. https://doi.org/10.7187/GJAT11320160602

  19. Fernando,  J., Sarwoprasodjo, S., Muljono, P., & Farady, M. R. (2023). Raising of  Tolerance Consciousness Through Multicultural Education in Post-Conflict  Regions of Indonesia. Education Quarterly Reviews, 6(2).  https://doi.org/10.31014/aior.1993.06.02.753

  20. Firdaus,  F., Anggreta, D. K., & Yasin, F. (2020). Internalizing Multiculturalism  Values Through Education: Anticipatory Strategies for Multicultural Problems  and Intolerance in Indonesia. Jurnal Antropologi: Isu-Isu Sosial Budaya,  22(1). https://doi.org/10.25077/jantro.v22.n1.p131-141.2020

  21. Hadza, C.,  Sesrita, A., & Suherman, I. (2020). Development of Learning Media Based on  Articulate Storyline. Indonesian Journal of Applied Research (IJAR), 1(2).  https://doi.org/10.30997/ijar.v1i2.54

  22. Heliawati,  L., Lidiawati, L., & Pursitasari, I. D. (2022). Articulate Storyline 3  multimedia based on gamification to improve critical thinking skills and  self-regulated learning. International Journal of Evaluation and Research  in Education, 11(3). https://doi.org/10.11591/ijere.v11i3.22168

  23. Hossein-Mohand,  H., Trujillo-Torres, J. M., Gómez-García, M., Hossein-Mohand, H., &  Campos-Soto, A. (2021). Analysis of the use and integration of the flipped  learning model, project-based learning, and gamification methodologies by  secondary school mathematics teachers. Sustainability (Switzerland), 13(5).  https://doi.org/10.3390/su13052606

  24. Hussein,  E., Kan’an, A., Rasheed, A., Alrashed, Y., Jdaitawi, M., Abas, A., Mabrouk,  S., & Abdelmoneim, M. (2023). Exploring the impact of gamification on  skill development in special education: A systematic review. Contemporary  Educational Technology, 15(3), ep443.  https://doi.org/10.30935/cedtech/13335

  25. Islamy, A.,  & Amirullah. (2022). Religious Moderation in The Paradigm of Religious  Conflict Reconciliation in Jayapura - Papua. Jurnal 12 Waiheru, 8(1).

  26. Jamarudin,  A., Ulya, M., Abdul Fatah, R., & Wage, W. (2022). Implementing Religious  Moderation Using the Perspective of the Qur’an. KnE Social Sciences,  579–590. https://doi.org/10.18502/kss.v7i8.10776

  27. Javaid, R.  (2020). The effect of curriculum integrated technology-based universal design  of learning approach on academic achievement of elementary school students. Advances  in Intelligent Systems and Computing, 1211, 343–349. https://doi.org/10.1007/978-3-030-50896-8_49

  28. Jayadi, K.,  Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education  paradigm in Indonesia. Heliyon, 8(1), e08828.  https://doi.org/10.1016/j.heliyon.2022.e08828

  29. Jayanti, K.  (2018). Vertical Conflict Between the Free Aceh Movement in Aceh and the  Central Government in Jakarta, 1976-2005. Buletin Al-Turas, 19(1).  https://doi.org/10.15408/bat.v19i1.3698

  30. Jojor, A.,  & Sihotang, H. (2022). Analysis of the Merdeka Curriculum in Overcoming  Learning Loss during the Covid-19 Pandemic (Case Study Analysis of Educational  Policy). EDUKATIF : JURNAL ILMU PENDIDIKAN, 4(4), 5150–5161.  https://doi.org/10.31004/edukatif.v4i4.3106

  31. Karacabey,  M. F. (2019). The attitudes of teachers towards multicultural education. European  Journal of Educational Research, 8(1), 383–393.  https://doi.org/10.12973/eu-jer.8.1.383

  32. Kemenag.  (2019). Religious Moderation (1st ed.). Kementerian Agama.

  33. Kurniati,  P., Lenora Kelmaskouw, A., Deing, A., & Agus Haryanto, B. (2022). The  Independent Curriculum Innovation Process Model Implications for 21st Century  Students and Teachers. Jurnal Citizenship Virtues, 2(2),  408–423.

  34. Marzuki.  (2020). Multicultural education in salaf pesantren and prevention of religious  radicalism in Indonesia. Cakrawala Pendidikan, 39(1), 12–25.  https://doi.org/10.21831/cp.v39i1.22900

  35. Muhaemin.  (2023). Religious Moderation in Islamic Religious Education as a Response to  Intolerance Attitudes in Indonesian Educational Institutions. Journal of  Social Studies Education Research, 14(2), 253–274.

  36. Nasir, M.,  & Rijal, M. K. (2021). Keeping the middle path: mainstreaming religious  moderation through Islamic higher education institutions in Indonesia. Indonesian  Journal of Islam and Muslim Societies, 11(2), 213–241. https://doi.org/10.18326/ijims.v11i2.213-241

  37. Ningsih, I.  W., Mayasari, A., & Ruswandi, U. (2022). Concept of Multicultural  Education in Indonesia. Edumaspul: Jurnal Pendidikan, 6(1).  https://doi.org/10.33487/edumaspul.v6i1.3391

  38. Nugraha, T.  S. (2022). Independent Curriculum for Learning Crisis Recovery . Inovasi  Kurikulum, 19(2). https://ejournal.upi.edu/index.php/JIK

  39. Ou, A. W.,  & Malmström, H. (2023). ‘It becomes increasingly complex to deal with  multiple channels’: materialised communicative competence and digital  inequality in English-medium higher education in the digital era. Journal  of Multilingual and Multicultural Development.  https://doi.org/10.1080/01434632.2023.2222102

  40. Priyatni,  E. T. (2014). Indonesian Language Learning Design in Curriculum 2013 (1st ed.). Bumi Aksara.

  41. Rahman, A.,  Wibawa, B., & Sumantri, S. (2022). Developing English for Tourism Learning  Model Based on Hypermedia. Education Quarterly Reviews, 5(4).  https://doi.org/10.31014/aior.1993.05.04.670

  42. Rahman, Y.,  Al Walid, K., & Humaidi, H. (2022). Critical Thinking And Religious  Moderation: Instilling Religiously Moderate Values through the Teaching of  Islamic Philosophy in Indonesia. JOURNAL OF INDONESIAN ISLAM, 16(1),  49. https://doi.org/10.15642/JIIS.2022.16.1.49-74

  43. Raihani.  (2017). Islamic Education on Multicultural Citizen (S. M. Asyari, Ed.;  1st ed.). Pustaka Pelajar.

  44. Rismawati,  S. D. (2021). The Legal Politics of Religious Moderation in Indonesia:  Responsive or Repressive? Journal of Legal, Ethical and Regulatory Issues,  24(4), 1–8.

  45. Rosyada, D.  (2014). Multicultural Education in Indonesia A Conceptual View. Sosio  Didaktika, 1(1).

  46. Sahlan, M.,  Ilham, I., Amin, K., & Kamil, A. I. (2022). Cultural Approaches in Aceh  Political Conflict Resolution: A Reflective Note. Jurnal Sosiologi USK (Media  Pemikiran & Aplikasi), 16(1).  https://doi.org/10.24815/jsu.v16i1.25272

  47. Sari, D. M.  M., & Prasetyo, Y. (2021). Project-based-learning on critical reading  course to enhance critical thinking skills. Studies in English Language and  Education, 8(2). https://doi.org/10.24815/siele.v8i2.18407

  48. Seban, D.  (2022). The Effect of Genre-Specific Strategy Instruction on the Writing  Achievement of Fourth-Grade Students. Education Quarterly Reviews, 5(4).  https://doi.org/10.31014/aior.1993.05.04.612

  49. Skinner,  R., Nelson, R. R., Chin, W. W., & Land, L. (2015). The Delphi method  research strategy in studies of information systems. Communications of the  Association for Information Systems, 37, 31–63.  https://doi.org/10.17705/1cais.03702

  50. Subchi, I.,  Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious Moderation in  Indonesian Muslims. Religions, 13(5).  https://doi.org/10.3390/rel13050451

  51. Sugiyono.  (2010). Metode Penelitian Kuantitatif Kualitatif dan R & D.  Alfabeta.

  52. Suhendi, S.  (2020). Preventing Radicalism Through Integrative Curriculum at Higher  Education. Jurnal Pendidikan Islam, 6(1), 79–94.  https://doi.org/10.15575/jpi.v6i1.8498

  53. Sukmawati,  Z. (2022). Development of E-Modules Integrated with the Value of Religious  Moderation for Grade IV Students on the Exemplary Story of Wali Songo II [Thesis].  IAIN Batusangkar.

  54. Suntana, I.  (2022). The tough slog of a moderate religious state: Highly educated Muslims  and the problem of intolerance in Indonesia. HTS Teologiese Studies /  Theological Studies, 78(1). https://doi.org/10.4102/hts.v78i1.7933

  55. Suprapto.  (2020). Integration of Religious Moderation in Islamic Religious Education  Curriculum Development. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan  Keagamaan, 18(3), 355–368. http://jurnaledukasikemenag.org

  56. Suri, D.,  & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism  education based on local cultural values and character building for early  childhood education. Journal of Ethnic and Cultural Studies, 8(4).  https://doi.org/10.29333/ejecs/937

  57. Sutrisno,  E. (2019). Actualisation of Religious Moderation in Educational Institutions. Jurnal  Bimas Islam, 12(2). https://doi.org/10.37302/jbi.v12i2.113

  58. Syarif.  (2021). Understanding the Teaching of Religious Moderation from a Sufistic  Perspective and Its Implications for Student Performance. Journal of Social  Studies Education Research, 12(4), 320–343. www.jsser.org

  59. Syauki  Faznur, L., Fadly, A., & Alfiana Nufus, F. (2021). Development of BIPA  Digital Book Based on Islamic Moderation Value. Pena Literasi.  https://jurnal.umj.ac.id/index.php/penaliterasiEmail

  60. UNESCO.  (2009). Policy guidelines on inclusion in education.  https://unesdoc.unesco.org/ark:/48223/pf0000177849

  61. Uyun, M.,  & Warsah, I. (2022). Prospective Teachers’ Intercultural Sensitivity  alongside the Contextual Factors as the Affective Domain to Realize  Multicultural Education. International Journal of Instruction, 15(4),  555–576. https://doi.org/10.29333/iji.2022.15430a

  62. Widyanto,  A. (2017). Reformulating Strategies to Develop Democratization through Civic  Education in Aceh. Ulumuna, 21(1).  https://doi.org/10.20414/ujis.v21i1.1179

bottom of page