Analysis for Learning Module Development (EfIS and MELT B) at Sabira International

Islamic Boarding School

By :

Risyaf Nabiel (06020522056)

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN

UIN SUNAN AMPEL SURABAYA

2024
Background of Study

Risyaf Nabiel is a student at Islamic State University (UIN) of Sunan Ampel in Surabaya,
majoring in English Education (PBI) under the Faculty of Tarbiyah and Teacher Training (FTK).
Author intends to convey the basic competencies (KD) that students must master. The details are
as follows:

1. Point (1.10) contains knowledge about Mecca and the origin of its name.

2. Point (2.10) contains the geographical location of the city of Mecca and the countries
bordering Mecca.

3. Point (3.10) explains the condition of Mecca before the advent of Islam or during the
Jahiliyyah period.

4. Point (4.10) analyzes the substance, strategies, and causes of the success of the Prophet
Muhammad's (PBUH) preaching in Mecca.

Research Question

The research question of this journal is :

1. What are the effects of implementing the EfIS and MELT B learning modules on students'
understanding of the History of Mecca at Sabira International Islamic Boarding School?

2. How do the EfIS and MELT B learning models contribute to students' acquisition of
knowledge regarding the historical significance and cultural heritage of Mecca within the
educational context of Sabira International Islamic Boarding School?

3. What are the main module used in this research?

4. What kind of impact for Sabira International Islamic Boarding School student who already
knows the History of Mecca with text and audio resource?

Literature Review
This literature review aims to examine existing studies related to the development and
implementation of learning modules focusing on the history of Mecca, specifically within the
context of Islamic boarding schools. Author also reviewing the strengths and weaknesses
identified in the literature, this review seeks to provide insights for the analysis of learning
module development at Sabira International Islamic Boarding School.

1. Al-Harbi, K. (2018). The Role of History Education in Fostering Religious Identity: A Case
Study of Islamic Schools in Saudi Arabia. Arabiyah, 4(2), 115-132.

Strengths: Al-Harbi's study emphasizes the significance of history education in shaping religious
identity among students in Islamic schools. The findings underscore the importance of
integrating historical narratives, such as the history of Mecca, into the curriculum to strengthen
students' connection to their religious heritage.

Weaknesses: The study primarily focuses on the Saudi Arabian context, which may limit its
generalizability to other settings. Additionally, while it highlights the importance of history
education, it does not specifically analyze learning module development or provide detailed
insights into pedagogical approaches.

2. Rahman, A., & Khalid, A. (2019). Integrating Digital Learning Resources in Islamic
Education: Opportunities and Challenges. International Journal of Islamic Education, 3(2), 87-
101.

Strengths: Rahman and Khalid explore the potential benefits of integrating digital learning
resources, such as multimedia materials, in Islamic education. Their findings suggest that digital
resources can enhance students' engagement and understanding of complex historical topics,
including the history of Mecca.

Weaknesses: The study primarily focuses on the opportunities and challenges of digital learning
resources and does not specifically address the development of traditional learning modules.
Furthermore, it may overlook potential barriers to access digital resources in certain educational
settings.
3. Abdullah, A., & Hamzah, N. (2020). Enhancing Historical Understanding through Project-
Based Learning: A Case Study of Islamic Schools in Malaysia. IIUM State Journal, 6(1), 45-60.

Strengths: Abdullah and Hamzah's research highlights the effectiveness of project-based learning
approaches in enhancing students' historical understanding in Islamic schools. Project-based
learning can provide students with hands-on experiences and opportunities to explore various
aspects of historical topics, including the history of Mecca.

Weaknesses: While the study demonstrates the benefits of project-based learning, it may not
specifically address the development and analysis of learning modules focusing on the history of
Mecca. Additionally, the findings may be limited to the Malaysian context and may not fully
capture the experiences of students in other regions.

4. Khan, F., & Haq, I. (2017). Curriculum Development in Islamic Boarding Schools: Challenges
and Strategies. Journal of Education and Learning, 6(4), 123-137.

Strengths: Khan and Haq discuss the challenges and strategies involved in curriculum
development in Islamic schools. Their study provides insights into the importance of aligning
curriculum content with religious values and principles, which is relevant to the development of
learning modules focusing on the history of Mecca.

Weaknesses: While the study addresses curriculum development broadly, it does not specifically
focus on the history of Mecca or analyze learning module development. Additionally, it may lack
detailed exploration of pedagogical approaches and instructional strategies specific to historical
education.

5. Ahmad, S., & Ali, R. (2021). Integrating Authentic Resources in Teaching History: A Case
Study of Islamic Boarding Schools in Indonesia. Tarbiyah Journal, 10(2), 211-228.

Strengths: Ahmad and Ali investigate the integration of authentic resources, such as primary
historical texts and artifacts, in teaching history in Islamic boarding schools. Their study
highlights the importance of using authentic resources to provide students with a deeper
understanding of historical events, including the history of Mecca.
Weaknesses: While the study addresses the use of authentic resources in historical education, it
may not specifically analyze the development and implementation of learning modules focusing
on the history of Mecca. Additionally, it may not fully explore the challenges and limitations
associated with integrating authentic resources in educational settings.

Research Method

1. Research Design:

The research employed a mixed-methods approach to investigate the development and

effectiveness of learning modules (EfIS and MELT B) focusing on the history of Mecca at Sabira
International Islamic Boarding School. This approach allowed for the collection and analysis of
both quantitative and qualitative data to gain comprehensive insights into the research topic.

2. Primary Data Collection:

Author takes two different ways to obtain primary data like qualitative and quantitative method.
Both of these data will be used as the main sources for writing the discussion conducted in this
study. With these two data, the authors can determine what samples were obtained from the
study.

Qualitative data were collected through pre- and post-module assessments to measure students'
academic performance and comprehension of the history of Mecca. Additionally, surveys were
administered to gather feedback on the perceived effectiveness and relevance of the learning
modules.

Quantitative data were obtained through semi-structured interviews with teachers to explore their
experiences, challenges, and insights regarding the development and implementation of the
learning modules. Classroom observations were also conducted to observe the dynamics of
teaching and learning during module delivery. This quantitative data also obtained from surveys
based on google form which taken by Sabira IIBS student.

4. Data Analysis:
Quantitative data analysis involved descriptive statistics to summarize students' performance on
pre- and post-module assessments. Paired-samples t-tests were conducted to determine the
significance of changes in students' academic achievement following module implementation.
Qualitative data analysis followed thematic analysis techniques, where interview transcripts and
observational notes were coded and categorized into themes and patterns. Interpretation of the
qualitative data provided deeper insights into the perceptions, experiences, and challenges
associated with the learning module development process.

The following module which used in this method was Youtube video based on Simply Talk
Channel and National Geography Channel. Those channel was reviewed history of Mecca and
give some example about Traditional Arabic had been. Author will also uses some questions to
make an introduction about this theme, like :

1. What do you know about the city of Mecca?

2. Is the city of Mecca located in the Arabian Peninsula and situated in the Middle East?

3. Why is the city of Mecca considered a holy city in the Quran?

4. Do you know the term "Arab Jahiliyah"?

5. What was the condition of the city of Mecca before the Prophet Muhammad was sent there?

6. What are the changes brought by Prophet Muhammad to the city of Mecca?