STUDENT REFLECTIONS ON THE ISLAMIC EDUCATION COURSE: EVALUATING PEDAGOGICAL READINESS AND LEARNING CHALLENGES

Abstract

This study aimed to describe the reflections of Islamic Education students on the implementation of the “Islamic Education Curriculum and Instruction for Senior High School” course, and to identify aspects of learning that need to be strengthened. The study employed a mixed-methods approach with an embedded design. Data were collected through a Likert-scale questionnaire, structured interviews, and documentation. Quantitative data were analyzed descriptively using percentages, while qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results indicated that students provided positive reflections on the course implementation. A total of 96.9% of students stated that the lectures provided meaningful learning experiences and helped them understand Islamic Education instruction in high school, while 100% of students assessed the material as relevant to the needs of prospective Islamic Education teachers. However, students still faced challenges in understanding the material, connecting theory with practice, and building self-confidence during teaching practice. Students also expressed a desire for enhanced teaching practice, the use of educational media and technology, as well as more interactive and contextual learning. This study underscored the importance of reflective and experience-based learning in the education of prospective Islamic Education teachers.