Beyond Technology: Rethinking Low-Cost Instructional Media for Meaningful Learning in Islamic Religious Education
DOI:
https://doi.org/10.71392/ejip.44i2.175Keywords:
Low-Cost Instructional Media, Islamic Religious Education, Conceptual Understanding, Pedagogical StrategiesAbstract
Islamic Religious Education requires accessible instruction that supports conceptual understanding, engagement, and practical application of religious knowledge. However, educational resource disparities and abstract religious concepts complicate effective instruction. This study examines the implementation, contributions, and challenges of low-cost media in Islamic Religious Education. A descriptive qualitative literature review examined recent publications on instructional media and Islamic education. Literature was analyzed through thematic coding, comparative synthesis, and source criticism. The synthesis identified visuals, instructional cards, and physical teaching aids as accessible media categories. Their educational value depended primarily on alignment with learning objectives rather than technological sophistication. Card-based activities offered opportunities to organize religious concepts and support interactive learning. Visual and concrete representations potentially clarified abstract ideas and procedural knowledge. Meaningful activities and teacher feedback emerged as important conditions for conceptual understanding. Student engagement and motivation appeared promising but remained distinct from demonstrated learning gains. Implementation challenges included teacher preparedness, preparation time, learner diversity, and contextual constraints. The study proposes a framework linking pedagogical alignment, meaningful activities, inclusive engagement, and formative evaluation. This framework offers practical guidance for resource-constrained classrooms while highlighting the need for comparative empirical validation.
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