Development of an IREC Learning Model Based on Reliable Practices to Boost the Character Achievement of Elementary Students

Ismuningsih Mulyawati; M. Hajar Dewantoro; Mohamad Joko Susilo

doi:10.56741/ijlree.v3i03.571

Authors

Ismuningsih Mulyawati Public Elementary School of Banyakan Piyungan
M. Hajar Dewantoro Islamic University of Indonesia https://orcid.org/0000-0002-2974-2839
Mohamad Joko Susilo
209131301@uii.ac.id
Islamic University of Indonesia https://orcid.org/0000-0003-0127-8533

DOI:

https://doi.org/10.56741/ijlree.v3i03.571

Keywords:

Elementary School, IREC, Islamic Education, Learning Model, Student Character

Abstract

The character crisis of elementary school students since online learning during the COVID-19 pandemic requires Islamic education teachers to improve the quality of learning models that can boost character achievements. This research aims to determine the factors that influence the development of the IREC model and the quality of the IREC model. IREC is the subject matter of Islamic Religious Education and Character. This development research uses the Research and Development model with the stages of definition, design, development, and dissemination. Data collection techniques include interviews, questionnaires, and documentation as well as Focus Group Discussions. Qualitative descriptive data analysis techniques are carried out by analyzing, describing, and summarizing events from data obtained through the interview process, documentation, and observation. The research results show that the success of implementing the IREC model is influenced by supporting factors, namely competent Islamic education teachers, active participation of students, and material moral support from the Principal, Teachers, and parents. The inhibiting factor is the lazy attitude of students. The reliable practice-based IREC model has met the quality of feasibility based on assessments by material and media experts and has been feasible in wide-scale testing. The implementation of the reliable practice-based IREC model can increase the achievements of religious character, responsibility, honesty, discipline, tolerance, and independence.

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Author Biographies

Ismuningsih Mulyawati, Public Elementary School of Banyakan Piyungan

is an Islamic Studies Teacher at Elementary School of Banyakan Piyungan, Bantul, Indonesia. She likes teaching Al Qur’an and writing scientific papers and she has become an organizer for the community of Islamic studies teachers. The research paper she has written contains the development of learning models, learning outcomes, and the character of elementary school students. (email: ismuningsihmulyawati52@guru.sd.belajar.id).

M. Hajar Dewantoro, Islamic University of Indonesia

is a lecturer in the Islamic Religious Studies Masters Program, Faculty of Islamic Studies, Indonesian Islamic University, Yogyakarta. He was born in Sumenep on July 24, 1963. He graduated from the 1989 PAI Study Program, MIAI 2000 Master's Degree from FIAI UII, and 2020 Doctoral Degree from UMY. His field of expertise includes Islamic education and education management. The books that have been successfully published include (book chapter) Eksistensi Pendidikan Islam: Basis Nilai, Perspektif, and Inovasi Pengembangannya. Kepemimpinan Profetik; dan Buku Kecerdasan Profetik. Several scientific papers have also been published in national and international journals. (email: hajar.dewantoro@uii.ac.id).

Mohamad Joko Susilo, Islamic University of Indonesia

is a lecturer in the Islamic Religious Studies Masters Program, Faculty of Islamic Studies, Indonesian Islamic University, Yogyakarta. He is also a book writer, consultant, and motivator. His research interests include the development of educational curricula, educational evaluation, education management, teaching and learning, and the development of learning media. (email: 209131301@uii.ac.id).

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