ISLAMIC VALUE INTEGRATION IN EFL SPEAKING CLASSES: A LEARNING DESIGN FOR A PROJECT-BASED LEARNING MODEL
DOI:
https://doi.org/10.18623/rvd.v22.n2.3254Palavras-chave:
Project-Based Learning, Islamic Values, EFL Speaking Skills, Moral EducationResumo
This study addresses the dual challenge of linguistic barriers (grammar, vocabulary, pronunciation) and psychological obstacles (low confidence, fear of mistakes) faced by EFL learners in Islamic higher education. It aims to design an innovative English speaking instruction model integrating Project-Based Learning (PjBL) with Islamic moral values, bridging pedagogical and spiritual learning gaps. A mixed-methods approach was employed with 47 students from three Islamic universities in East Java. Data collection combined closed-ended questionnaires (quantitative) and semi-structured interviews (qualitative), analyzed via descriptive statistics and thematic analysis. The study evaluated student perceptions of PjBL and Islamic value integration to develop a preliminary instructional model. Results showed: (1) 89% student awareness of speaking skills’ importance, (2) 82% preference for contextual, collaborative learning, and (3) statistically significant acceptance (p<0.05) only for Islamic value integration through thematic content. The proposed model operationalizes four values—Fathanah (wisdom), Amanah (trustworthiness), Shiddiq (truthfulness), and Tabligh (conveying truth)—across PjBL stages. While the model holistically addresses linguistic, affective, and moral needs, findings are context-bound to Islamic universities in East Java. Generalizability requires validation across diverse Muslim-majority educational settings. This study pioneers a dual-focused framework enhancing both speaking proficiency and Islamic character development. It offers educators a culturally responsive pedagogical tool, aligning 21st-century skills with spiritual values. Future research should test the model’s efficacy through longitudinal classroom implementation.
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