Transforming Higher Education Pedagogy: Multi-Site Evidence for an Integrative-Reflective Blended Learning Model in Islamic Religious Education
DOI:
https://doi.org/10.59966/begfdy15Keywords:
blended learning, Islamic Religious Education (PAI), flipped classroom, higher education, multi-site case study, digital pedagogyAbstract
Purpose - This study aims to investigate the impact of blended learning implementation strategies on the effectiveness of Islamic Religious Education (PAI) courses in higher education, addressing a critical gap in empirical multi-institutional research. The research seeks new insights into how instructional design, digital integration, and value-based pedagogy interact within blended learning environments, contributing to a deeper understanding of technology-mediated religious education in contemporary universities.
Design/Methodology/Approach - The study employs a qualitative descriptive approach using a multi-site case study design. Data were collected from lecturers of PAI, students, and curriculum administrators at two universities (UIN Sunan Gunung Djati and Telkom University) through in-depth interviews, classroom observations (hybrid and online), and document analysis of course plans (RPS) and Learning Management Systems (LMS). Data were analyzed using cross-case analysis techniques, including data reduction, data display, and conclusion drawing to identify patterns, similarities, and differences across sites.
Findings - The results reveal that the most effective strategy is an integrative-reflective flipped classroom model, combining structured online preparation with value-oriented face-to-face discussions. The findings indicate that successful implementation depends on digital infrastructure readiness, lecturer digital literacy, student engagement, and institutional policy support. However, challenges such as digital divide, limited technological competence among some lecturers, and the difficulty of maintaining spiritual and ethical formation in online settings remain significant barriers. These findings provide evidence that blended learning in PAI is most effective when technological integration is balanced with character and value reinforcement, offering significant implications for instructional design and Islamic higher education pedagogy.
Originality/Value - This research offers a novel perspective on blended learning in Islamic Religious Education by providing empirical comparative evidence from multiple higher education institutions. The study’s findings contribute to the advancement of strategic instructional models for PAI in the digital era, highlighting practical recommendations for lecturers, curriculum developers, and university leaders, as well as identifying directions for future research in blended and value-based higher education learning environments.
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