Browsing by Author "Mariam Ulpah"

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    Exploring lecture's perception and approaches of critical thinking skill in Islamic higher education : a case study
    (Universitas Islam Internasional Indonesia, 2023) Mariam Ulpah; Tati Lathipatud Durriyah; Destina Wahyu Winarti
    Integrating critical thinking into religious beliefs can give rise to a paradox between contexts that promote it and conventional methods that rely more heavily on doctrinal approaches. Critical thinking, being an important skill for navigating globalization, necessitates further research in Indonesian Islamic higher education. The primary emphasis of this study should be on exploring the importance of lecturers' perspectives and their approaches in aiding students' advancement of critical thinking skills, along with the challenges they come across. This research employs qualitative research methods, with a case study design. The data collection process are semi-structured interviews, classroom observations, post-observation interviews, and analysis of relevant documents, including the curriculum, lesson plans, and student assignments. Thematic analysis is then applied to the collected data. The research findings reveal that lecturers hold three distinct perceptions regarding critical thinking: (1) critical thinking as a skill; (2) critical thinking as a disposition; and (3) critical thinking as a combination of both skills and dispositions. Throughout their teachings, the lecturers consistently emphasize the integration of critical thinking with Islamic religious education, drawing from their respective specializations. This study identifies the concept of "respectful" as a disposition, which can be further categorized as intellectual humility. Consequently, the findings indicate that the lecturers perceive and recognize the significance of respect within the context of critical thinking. The infusion approach is used when integrating critical thinking. The infusion approach to critical thinking encompasses four primary themes. 1), pedagogical approaches 2), assessment methods 3), student engagement, and participation. 4). Instructional methods. This study presents a comprehensive of the challenges encountered by lecturers in teaching critical thinking skills with categorizing into three distinct categories-student-related, lecturer-related, and methodology- related this research provides a comprehensive framework for comprehending the complexities involved in this educational process. This study provides valuable insights into the perceptions and approaches of lecturers regarding critical thinking in the realm of Islamic higher education. The results contribute to the current body of knowledge about teaching methods in Islamic education, underscoring the significance of fostering critical thinking abilities to cultivate inquisitive and self-reliant individuals within the context of Islamic teachings. Subsequent investigations should center on comprehending instructors' viewpoints and methods concerning critical thinking in religious teaching. investigating how cultural and religious elements influence critical thinking within religious establishments, and evaluating the lasting consequences of incorporating critical thinking into the religious institution's curriculum on student achievements.
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    Indonesian and Tunisian Constitutional Frameworks : The Impact on the Development of Higher Education Curriculum
    (Universitas Islam Internasional Indonesia Press, 2022-12-28) Mariam Ulpah
    Education has a critical role in the development of a new generation of individuals. It all depends on the constitutional frameworks and norms around which educational institutions and educational praxis are founded, and education is one of the tools to maintain national identity. The quality of education cannot simply be measured by the percentage of GDP spent on education. According to the World Data Bank, Tunisia spends 26.63 percent of its budget on education, while Indonesia spends only 20.50 percent. However, this does not guarantee that the quality of education in Tunisia is higher than in Indonesia due to the cultural and constitutional framework disparities between the two countries. The aim of this study is to compare the higher education curricula in Tunisia, which was developed from the French secular, or laicite, system, with that in Indonesia, which is founded on the ideology of Pancasila. Moreover, this study aims to analyze how the laicite system and Pancasila ideology have an impact on higher education curriculum design. The method used is a qualitative approach with a comparative case study analysis. Data was obtained from interview sessions with policy makers on curriculum as well as from the handbooks of curriculum in the Faculty of Culture at Indonesia University and the curriculum of the Faculty of Humanities and Social Sciences at Tunis University and focuses on the learning method and outcomes, as well as other journal and mass media pieces that are relevant. The data shows that disparities between constitutional frameworks and ideological contrasts between Pancasila and the laicite system have a significant impact on the religious component of the curriculum development process. In Tunisia, in particular, the curriculum has yet to achieve the government’s goal of developing critical consciousness. In Indonesia, the curriculum is based on the process model design, while in Tunisia, it is based on the product model design.
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    Understanding The Complexities of Teaching Marginalized Groups And Promoting Inclusive Education in Masjid Terminal School : Teachers’ Perspective
    (Universitas Islam Internasional Indonesia Press, 2024-06-28) Wiwin Indiana; Mariam Ulpah
    Behind the success of the government programs, various educational phenomena in Depok City must still be resolved, one of which is education for marginalized communities. “Marginalized people” is a more accurate description of the urban poor. Consequently, the paramount task for the government is to harness the potential of these underprivileged individuals through the promotion of inclusive education. The Masjid Terminal School (Master School) is one of the schools in Depok that provides inclusive education. A qualitative method with a case study approach is used in this study. Semi-structured interviews, classroom observations and post-observation interviews were conducted to collect the data. The findings of this study revealed that the challenges faced by students at Master School differ significantly from those encountered at other schools. Given that Master School is tailored for underprivileged students, economic hardships emerge as one of their most formidable obstacles. Nevertheless, students at Master School are afforded opportunities to enhance their capacities and skills while enrolled, as the school not only provides tuition-free lessons but also offers a variety of extracurricular activities open to all students. Furthermore, teachers and staff at Master School actively support students with a strong desire to pursue higher education, with many students having secured scholarships to study abroad.