Improving the Quality of Learning Islamic Values in Madrasah Through Collaborative Methods

Abstract

This study examines the application of collaborative methods in teaching Islamic values in madrassas and their implications for educational effectiveness. The design of this study involved subjects from several madrasas who had adopted a collaborative method, which was selected through purposive sampling to ensure participants who had first-hand experience in this approach. Data collection was carried out using three main methods: in-depth interviews, participatory observation, and document analysis. The data analysis followed a phenomenological procedure to capture the participants' lived experiences. To ensure the validity and reliability of the data, source triangulation techniques and member checks are used. The analysis shows that the collaborative method significantly increases the involvement of students, teachers, and parents in the learning process, as well as deepens the understanding and application of Islamic values by students. Challenges in implementing these methods, such as resource limitations and resistance to change, can be overcome through comprehensive training and strong policy support. These findings indicate the need for curriculum revision in madrasas to accommodate collaborative methods and the development of technological infrastructure that supports collaborative learning. This research is expected to contribute to improving the quality of Islamic education in madrassas through innovative strategies involving various related parties