ارزیابی روش تدریس و یادگیری در مطالعات اسلامی

During the last century, there have been critiques targeted at methodology related to teaching and learning of Islamic studies, in particular towards the failure to effectively respond to the challenges brought by contemporary needs in this modern world. As a religion embraced by one fifth of the world's population, there is a real need for Islamic studies to re-vamp its methodology and approach in order to ensure its continuous relevance and as a response to the demands exerted by the globalization and presented by the modernity. Since the late 1970s, Islamic scholars have seriously discussed this failure and have suggested a multitude of action plans to address the weakness. This paper discusses various stands taken by Islamic scholars in this issue and suggests ways to improve the method of teaching and learning of Islamic studies.

Ideally, Islamic studies should be able to respond the challenges brought by the modernity at the level of theory and application. Therefore, teaching and learning Islamic studies should be developed as the relevant subject to cope the contemporary needs of the modern world in light of the principles as stated in al-Quran and al-Sunnah. Indeed, Islam should become part of global modernity and should be brought into line with the age. Proud with the glory of the past Islamic civilization but stagnancy with innovating new ideas at the practical level do not help Islam to be seen as the relevant subject in this modern world. Islamic studies have to retain all principles of Islam and to inspire all human beings on the ways to live in this modern world in coexistence and peace. Unfortunately, the current situation of the Muslim Ummah indicates the failure of Islamic studies to address these challenges comprehensively that leads Muslims linked to backwardness and stagnation. Scholars relate the failure of Islamic studies to the inability of Islamic education to nurture the critical thinking among students (Rosnani, 2005; Ramadan, 2004) that led Islamic education freeze and dormant; and failure to cope challenges of the contemporary world. Actually, to develop an appropriate method of teaching and learning the Islamic studies to solve the above failure has been voiced since the early in the past decade by some Muslim scholars such as Abduh (1905M) and al-Afghani (1897M). Since late 70s Muslim scholars have seriously discussed this failure and in 1977 a conference was held in Mecca to identify main problems and to give solutions. Although some resolutions of this conference have been implemented such as the formation of the International Islamic University of Malaysia; the situation of Muslim Ummah remains. This article is intended to discuss ways to enhance the method of teaching and learning Islamic studies.

Ideally, Islamic education is holistic where knowledge is produced by revelation and human experience, the knowledge could transform through various human faculties such as mind, heart and soul, the domain of knowledge are interconnected and produce Khalifah who might rule the world with justice and peace. Based on this holistic view of education, Islamic studies, its curriculum, transformation of knowledge and learning process should be determined. The existing models of teaching Islamic studies are supplemented with modern science teaching methods. A scientific research is needed in order to measure the success of an eclectic approach in teaching Islamic studies which gives options the students to select a Major in Islamic studies and a minor in social sciences or other way. The lived practice method also is required a study to understand its practicality and the success. The modern educational parameters to measure the success of teaching which is known as taxonomy can be applied to evaluate the success of knowledge, cognitive and affective domains. The development of soft skills also can be determined through taxonomy. However, spiritual and emotional developments are needed to be evaluated in their practical life and their commitment to Islam. The improvement in Islamic studies needs to be updated with problem base system of teaching method. In which, the students, as Imam Abu Hanifah (699-767M), Imam Ghazzali (1058–1111M) and Ibnu Rushd (1126-1198M) practiced, are given an opportunity to face contemporary problem and find out the solution. For instance, the teaching of Hadith should not be theoretically and reading of the classical texts but also supplemented with contemporary rational and critical thinking. In order to do so, students will follow the following steps: 1. The student will be asked to understand the hadith without referring to the classical texts; 2. Then, he or she refer to classical text in order to understand the different method of understanding certain hadith; 3. Then he or she compares his understanding of hadith with traditional ulama and find out similarities and differences; 4. Then read about its implications in different historical settings; 5. Finally, come to a conclusion and put it into the contemporary world. Reading hadith only from classical text will closed critical thinking domain and its implications in different historical condition. Therefore, the student will not know its implication in contemporary life. Thus, improvement in Islamic education should consider this supplement structure.