COLLABORATIVE PARTNERSHIPS FOR DIGITAL EDUCATION TO IMPROVE STUDENTS' LEARNING ACHIEVEMENT AT THE INSTITUTE OF ISLAMIC RELIGION OF SULTAN MUHAMMAD SYAFIUDDIN SAMBAS, INDONESIA
Abstract
This study examined the implementation and impact of collaborative partnerships for digital education in improving students' learning achievement at the Institute of Islamic Religion of Sultan Muhammad Syafiuddin Sambas in Indonesia. Digital technologies have become integral to education, offering new opportunities to enhance teaching and learning experiences. The research employed a qualitative approach, utilizing interviews, observations, and document analysis to collect data. Participants, including educators, administrators, technology providers, and students, were selected using purposive sampling. Thematic analysis was conducted to identify key themes related to collaborative partnerships and their influence on learning achievement. The findings revealed that successful partnerships significantly improved students' learning achievement. These partnerships facilitated access to digital resources, provided pedagogical support, and offered technical assistance. Moreover, they fostered a collaborative learning environment, empowering students to engage with digital tools and resources actively. The partnerships also encouraged innovative teaching practices and technology integration into the curriculum. The study's outcomes contribute to the existing literature on collaborative partnerships in digital education and provide insights for educational institutions, policymakers, and practitioners aiming to enhance students' learning achievement through effective collaborations. The findings highlight the importance of establishing sustainable partnerships and leveraging digital technologies to promote quality education and facilitate student success in the Indonesian context. Further research is recommended to explore additional factors influencing the effectiveness of collaborative partnerships in digital education and their long-term impact on students' learning outcomes.
References
Armstrong, P. (2015). Effective school partnerships and collaboration for school improvement: A review of the evidence. London: Department for Education.
Arnadi, A., Aslan, A., & Mahbu, M. (2021). UPAYA GURU PENDIDIKAN AGAMA ISLAM DALAM MENGIMPLEMENTASIKAN KURIKULUM 2013 MADRASAH IBTIDAIYAH SE-KKM 2 SAMBAS. Inspiratif Pendidikan, 10(2), Article 2. https://doi.org/10.24252/ip.v10i2.18571
Aslan & Hifza. (2019). Kurikulum Pendidikan Masa Penjajahan Jepang Di Sambas. Edukasia Islamika, 4(2), 171–188. https://doi.org/10.28918/jei.v4i2.2295
Aslan, A. (2023b). KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR. JURNAL PENDIDIKAN DAN KEGURUAN, 1(1), Article 1.
Aslan, A., & Pong, K. S. (2023). Understanding the Trend of Digital Da’wah Among Muslim Housewives in Indonesia. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 16(1), Article 1. https://doi.org/10.37812/fikroh.v16i1.681
Aslan. (2023a). Pengantar Pendidikan. Mitra Ilmu. https://id.scribd.com/document/630551603/Sampel-Buku-Pengantar-Pendidikan
Burchardt, C., & Maisch, B. (2019). Digitalization needs a cultural change–examples of applying Agility and Open Innovation to drive digital transformation. Procedia Cirp, 84, 112-117.
Carreon, J. R., & Aquino, J. T. (2021). The Advent of Disruptive Innovation in the New Normal Educational Landscape: Challenges and Future Directions. International Journal in Information Technology in Governance, Education, and Business, 3(1), 16-29.
Castro, R. (2019). Blended Learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523–2546.
Chu, H. C. (2014). Potential adverse effects of mobile Learning on students' learning achievement and cognitive load—A format assessment perspective. Journal of Educational Technology & Society, 17(1), 332–344.
Coelho, M., & Menezes, I. (2021). University social responsibility, service learning, and student's personal, professional, and civic education. Frontiers in Psychology, 12, 617300.
Epstein, J. L. (2013). Perspectives and previews on research and policy for school, family, and community partnerships. In Family-school links (pp. 209–246). Routledge
Erwan, E., Aslan, A., & Asyura, M. (2023). INTERNALISASI BUDAYA RELIGIUS OLEH GURU AKIDAH AKHLAK UNTUK MENUMBUHKAN SIKAP AKHLAK MULIA DI MIS BINA DHARMA PARIT RABU. JURNAL PENDIDIKAN DAN KEGURUAN, 1(6), Article 6.
Fine, A. H., Tedeschi, P., & Elvove, E. (2015). Forward-thinking: The evolving field of human–animal interactions. In Handbook on animal-assisted therapy (pp. 21-35). Academic Press.
Frolova, E. V., Rogach, O. V., & Ryabova, T. M. (2020). Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis. European Journal of contemporary education, 9(2), 313-336.
Gwilym, B. L., Ambler, G. K., Saratzis, A., Bosanquet, D. C., Stather, P., Singh, A., ... & Al-Samarneh, T. (2021). Groin wound infection after vascular exposure (GIVE) risk prediction models: development, internal validation, and comparison with existing risk prediction models identified in a systematic literature review. European Journal of Vascular and Endovascular Surgery, 62(2), 258-266.
Hendren, K., Newcomer, K., Pandey, S. K., Smith, M., & Sumner, N. (2023). How qualitative research methods can be leveraged to strengthen mixed methods research in public policy and public administration? Public Administration Review, 83(3), 468-485.
Hifza & Aslan. (2019). Problematika Pendidikan Islam Melayu Patani Thailand. Al-Ulum, 19(2), 387–401. https://doi.org/10.30603/au.v19i2.864
Jie, Z., & Pearlman, A. M. G. (2018). Expanding access to international education through technology-enhanced collaborative online international Learning (COIL) courses. International Journal of Technology in Teaching and Learning, 14(1), 1-11.
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 Higher education edition (pp. 1–50). The New Media Consortium.
Le Ha, P., & Barnawi, O. Z. (2015). Where English, neoliberalism, desire, and internationalization are alive and kicking: Higher education in Saudi Arabia today. Language and Education, 29(6), 545-565.
Lockyer, B., Islam, S., Rahman, A., Dickerson, J., Pickett, K., Sheldon, T., ... & Bradford Institute for Health Research Covid‐19 Scientific Advisory Group. (2021). Understanding COVID‐19 misinformation and vaccine hesitancy in context: Findings from a qualitative study involving citizens in Bradford, UK. Health Expectations, 24(4), 1158–1167.
Lowe, K. (2017). Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge. The Australian Educational Researcher, pp. 44, 35–54.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during the lockdown period of the COVID-19 pandemic. International journal of educational research open, p. 1, 100012.
Nurhayati, N., Aslan, A., & Susilawati, S. (2023). PENGGUNAAN TEKNOLOGI GADGET SEBAGAI MEDIA PEMBELAJARAN PADA ANAK USIA DINI DI RAUDHATUL ATFHAL AL-IKHLAS KOTA SINGKAWANG. JIP: Jurnal Ilmu Pendidikan, 1(3), Article 3.
O’Dowd, R., & Dooly, M. (2022). Exploring teachers' professional development through participation in the virtual exchange. ReCALL, 34(1), 21–36.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, pp. 42, 533–544.
Pan, G., Seow, P. S., Shankararaman, V., & Koh, K. (2021). The essence of partnership management in project-based Learning: Insights from a university's global project program. Journal of International Education in Business, 14(2), 297-319.
Portuguez Castro, M., & Gomez Zermeno, M. G. (2020). Challenge-based Learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability, 12(10), 4063.
Putra, P., Liriwati, F. Y., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The Students Learning from Home Experiences during Covid-19 School Closures Policy In Indonesia. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(2), Article 2. https://doi.org/10.25217/ji.v5i2.1019
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of education studies.
Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5.
Ramani, S., & Mann, K. (2016). Introducing medical educators to qualitative study design: Twelve tips from inception to completion. Medical teacher, 38(5), 456-463.
Rambe, P., & Moeti, M. (2017). Disrupting and democratizing higher education provision or entrenching academic elitism: Towards a model of MOOC adoption at African universities. Educational Technology Research and Development, 65(3), 631-651.
Sahakian, M., & Seyfang, G. (2018). A sustainable consumption teaching review: From building competencies to transformative Learning. Journal of cleaner production, 198, 231-241.
Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4).
Saka, O. A. (2021). Can teacher collaboration improve students’ academic achievement in junior secondary mathematics? Asian Journal of University Education, 17(1), 33–46.
Sarker, M. N. I., Wu, M., Cao, Q., Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453-461.
Sharples, M., Adams, A., Ferguson, R., Mark, G., McAndrew, P., Rienties, B., ... & Whitelock, D. (2014). Innovating Pedagogy 2014: Exploring new teaching, Learning, and assessment forms to guide educators and policymakers. The Open University,
Shea, N. A., Mouza, C., & Drewes, A. (2016). Climate change professional development: Design, implementation, and initial outcomes on teacher learning, practice, and student beliefs. Journal of Science Teacher Education, pp. 27, 235–258.
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE Handbook of qualitative research in Psychology, pp. 2, 17–37.
Tolchah, M., & Mu'ammar, M. A. (2019). Islamic Education in the Globalization Era. Humanities & Social Sciences Reviews, 7(4), 1031-1037.
Tubagus, M., Haerudin, H., Fathurohman, A., Adiyono, A., & Aslan, A. (2023). THE IMPACT OF TECHNOLOGY ON ISLAMIC PESANTREN EDUCATION AND THE LEARNING OUTCOMES OF SANTRI: NEW TRENDS AND POSSIBILITIES. Indonesian Journal of Education (INJOE), 3(3), Article 3.
Tuhuteru, L., Misnawati, D., Aslan, A., Taufiqoh, Z., & Imelda, I. (2023). The Effectiveness of Multimedia-Based Learning To Accelerate Learning After The Pandemic At The Basic Education Level. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), Article 1. https://doi.org/10.31538/tijie.v4i1.311
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and Learning? A call to action. Journal of Computer-assisted Learning, 29(1), 4-14.
Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational psychology review, 29, 119-140.
Wiek, A., Xiong, A., Brundiers, K., & Van der Leeuw, S. (2014). Integrating problem-and project-based Learning into sustainability programs: A case study on the School of Sustainability at Arizona State University. International Journal of Sustainability in Higher Education, 15(4), 431-449.
Yusuf, S. F. G., Popoola, O. O., Gwala, L., & Nesengani, T. (2021). Promoting University–Community Alliances in the Experiential Learning Activities of Agricultural Extension Postgraduate Students at the University of Fort Hare, South Africa. Sustainability, 13(18), 10411.
Downloads
Published
Versions
- 2023-09-18 (3)
- 2023-10-05 (2)
- 2023-09-18 (1)
Issue
Section
License
Copyright (c) 2023 International Journal of Teaching and Learning
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
