Khoirawati Khoirawati, Lalu Nurul Yaqin, Abduhakim Kajee Yamkee

Innovating Islamic History Education: Implementing the Inquiry-Transactional Learning Model to Enhance Learning Quality in Vocational Schools

Introduction

Innovating islamic history education: implementing the inquiry-transactional learning model to enhance learning quality in vocational schools. Enhance Islamic history education in vocational schools. This study develops and assesses the Inquiry-Transactional Learning Model, significantly boosting student understanding, engagement, and critical thinking.

Abstract

The teaching of Islamic history in Vocational High Schools still predominantly relies on conventional lecture methods, which often result in low student engagement and comprehension. This study aims to develop and assess the effectiveness of the Inquiry-Transactional Learning Model in improving students' understanding of Islamic history. Applying a Research and Development (R&D) approach based on the Borg & Gall model, the study utilized observations, interviews, questionnaires, and pre-test and post-test evaluations. Data were analyzed using a paired sample t-test and qualitative analysis techniques. The results showed a significant improvement in students' understanding, as indicated by higher post-test scores compared to pre-test scores. Additionally, students demonstrated increased engagement, critical thinking, and motivation in learning Islamic history. The Inquiry-Transactional Learning Model has proven to be an effective and innovative approach in vocational school education, promoting active exploration and student-teacher interaction. Future research could focus on integrating this model with digital media to further enhance learning outcomes.

Review

The paper addresses a pertinent issue in Islamic history education within vocational schools, where traditional pedagogical approaches often hinder student engagement and comprehension. The authors propose and evaluate the Inquiry-Transactional Learning Model (ITLM) as an innovative solution. The abstract effectively highlights the study's objective to enhance learning quality and presents compelling findings: a significant improvement in post-test scores, coupled with increased student engagement, critical thinking, and motivation. This suggests a valuable contribution towards more effective teaching methodologies in a subject area often perceived as dry or difficult by students, thereby improving the overall quality of education. The methodological approach, utilizing a Research and Development (R&D) design based on Borg & Gall, is appropriate for developing and testing an educational model. The combination of quantitative (pre-test/post-test with paired sample t-test) and qualitative (observations, interviews, questionnaires) data collection methods provides a robust framework for assessing both learning outcomes and student perceptions. While the abstract indicates a "significant improvement," a reviewer would typically look for the specific effect size or statistical values (e.g., t-value, p-value, mean differences) in the full paper to fully gauge the magnitude of the impact. Additionally, details regarding the sample size, the specific vocational school context, and the duration and intensity of the ITLM intervention would be crucial for evaluating the study's generalizability and practical applicability. The findings strongly support the efficacy of the Inquiry-Transactional Learning Model, positioning it as a promising pedagogical tool for Islamic history education in vocational settings. Its emphasis on active exploration and student-teacher interaction directly addresses the stated limitations of conventional methods, fostering deeper learning and higher-order thinking skills. The study's implications extend beyond Islamic history, suggesting that such inquiry-based, interactive models could be adapted for other content-heavy subjects in vocational or general education. The suggestion for future research to integrate the ITLM with digital media is particularly timely and relevant, aligning with contemporary trends in educational technology and potentially amplifying the model's reach and impact. Overall, this work presents a compelling case for shifting pedagogical paradigms in history education.

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