A NEW MODEL FOR BLENDED LEARNING IN ISLAMIC HIGHER EDUCATION: INTEGRATING PEER INSTRUCTION WITH JUST-IN-TIME TEACHING
Abstract
High-order thinking skills are crucial in pursuing competency mastery within Islamic higher education. A viable approach to attain these educational goals is implementing the Peer Instruction strategy. Nevertheless, a comprehensive model for peer instruction in blended learning environments still needs to be developed. This research seeks to create a model for instructional system design that outlines learning procedures, integrating the Peer Instruction strategy within a blended learning framework informed by a just-in-time teaching methodology. The built model is intended to guide instructors in creating learning to stimulate learners’ higher-order thinking skills. The development process follows the formative evaluation procedure, consisting of several stages, such as selecting a design theory, designing an instance of the theory, collecting and analyzing formative data on the instance, revising the instance, repeating the data collection and revision cycle, and offer tentative revisions for the theory. The resulting product has also undergone several validity tests by experts, including instructional designers, blended learning experts, lecturers, and students. The product’s effectiveness in improving critical thinking and problem-solving was carried out through a test instrument for students. Validation and effectiveness tests showed that this product was valid, practical, and effective in improving critical thinking and problem-solving skills.
Keywords
Instructional system design Peer instruction Just-in-Time Teaching Higher order thinking skills.
References
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- Alfadda, H., Afzaal, M., Mahdi, H., Alaudan, R., & Curle, S. (2022). Influence of psychological autonomy support of peer instruction: A novel interactive approach using Instagram in language learning. Frontiers in Psychology, 13(September), 1–12. https://doi.org/10.3389/fpsyg.2022.866354
- Alsmadi, M. A., Tabieh, A. A. S., Alsaifi, R. M., & Al-Nawaiseh, S. J. (2023). The Effect of the Collaborative Discussion Strategy Think-Pair-Share on Developing Students’ Skills in solving Engineering Mathematical Problems. European Journal of Educational Research, 12(2), 1123–1135. https://doi.org/10.12973/eu-jer.12.2.1123
- Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (First; L. w. ANDERSON, D. R. KRATHWOHL, P. W. AIRASIAN, K. A. CRUIKSHANK, R. E. MAYER, P. R. PINTRICH, … M. C. WITTROCK, Eds.). New York: Longman.
Abstract
References
- Abdul-jabbar, W. K., & Makki, Y. (2024). Integrating Intercultural Philosophy into the High School Curriculum : Toward a Deliberative Pedagogy of Tadabbur in Diasporic Muslim Education Integrating Intercultural Philosophy into the High School Diasporic Muslim Education. Religions, 15(189), 0–13. https://doi.org/https://doi.org/10.3390/rel15020189
- Akbar, S. (2017). Instrumen Perangkat Pembelajaran (5th ed.). Bandung: Remaja Rosdakarya.
- Alfadda, H., Afzaal, M., Mahdi, H., Alaudan, R., & Curle, S. (2022). Influence of psychological autonomy support of peer instruction: A novel interactive approach using Instagram in language learning. Frontiers in Psychology, 13(September), 1–12. https://doi.org/10.3389/fpsyg.2022.866354
- Alsmadi, M. A., Tabieh, A. A. S., Alsaifi, R. M., & Al-Nawaiseh, S. J. (2023). The Effect of the Collaborative Discussion Strategy Think-Pair-Share on Developing Students’ Skills in solving Engineering Mathematical Problems. European Journal of Educational Research, 12(2), 1123–1135. https://doi.org/10.12973/eu-jer.12.2.1123
- Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (First; L. w. ANDERSON, D. R. KRATHWOHL, P. W. AIRASIAN, K. A. CRUIKSHANK, R. E. MAYER, P. R. PINTRICH, … M. C. WITTROCK, Eds.). New York: Longman.
Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum and Instration (Other) |
| Journal Section | Articles |
| Authors | |
| Publication Date | July 1, 2025 |
| Submission Date | August 14, 2024 |
| Acceptance Date | December 2, 2024 |
| Published in Issue | Year 2025 Volume: 26 Issue: 3 |