Integrating Islamic and Civic Education through Project-Based Learning for Digital Civility in Distance Higher Education
DOI:
https://doi.org/10.37812/fikroh.v19i3.2517Keywords:
Digital Citizenship, Digital Civility, Distance Higher Education, Islamic Religious Education, Pancasila Education, Project-Based LearningAbstract
This study examined how a project-based model that integrates Islamic Religious Education, Pancasila Education, and Civic Education can foster digital civility among students of an Indonesian open university, and what limits the model faces in distance learning. A convergent mixed-methods case study was conducted in six pilot online tutorial classes (137 active students, 30 teams) at Universitas Terbuka from October to December 2024. Data came from design documents, tutors' class reports, project reports and outputs, tutorial completion records, and a reflection questionnaire answered by 28 students. Three findings emerged. First, the respondents reported clear understanding of the project and perceived improvements in applied understanding and critical thinking (M = 3.55 of 4); these are the perceptions of 28 respondents, not of the whole cohort. Second, integration of the three courses was uneven: in the most complete class, two of five teams combined an Islamic analysis, Pancasila values, and a civic action, and only one team reached an offline audience. Third, participation narrowed towards the end of the course, group discussion was the weakest-rated aspect, and only a third of teams documented a public output; working students' time constraints, geographic dispersion, and infrequent guidance explain much of this. The study contributes a conceptual model in which Islamic values provide the ethical foundation, Pancasila the national orientation, and civic education the framework for social action, together with five design principles for project-based learning in distance higher education.
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