Analysis of Student Product Quality in Integrative, Collaborative, and Project-Based Learning Viewed from Islamic Religious Education in Higher Education
Abstract
In the globalisation era, universities in Indonesia, including Universitas Mataram, are required to produce graduates who are not only technically competent but also capable of incorporating religious values into their professional and social lives. Islamic religious education, as a compulsory subject, plays a strategic role in shaping students’ character through the understanding and application of Islamic values. One of the approaches employed is integrative, collaborative, and project-based learning (ICPBL), which provides students with opportunities to internalise religious values while developing practical skills. This study employs a qualitative descriptive method, focusing on Islamic religious education at Universitas Mataram. We collected data through document analysis of students’ articles and assessment rubrics, and through in-depth interviews with students and teaching professors. Source triangulation and member checks were used to ensure the data were correct. Thematic analysis was used to identify important patterns. The findings indicate that ICPBL learning produces student outputs that demonstrate a profound understanding of Islamic values, such as justice, compassion, and knowledge. We successfully linked these values to contemporary social issues, such as gender equality and mental health. However, we identified weaknesses in aspects of creativity, depth of analysis, and article structure, underscoring the need for further guidance. The ICPBL approach also makes a significant contribution to strengthening students’ understanding of Islamic values and collaborative skills. Social-issue-based projects not only internalise Islamic principles in practice but also enhance the relevance of religious teachings in real-life contexts.
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