Development Of M-Learning Hadith Model Based On Authentic Hadith Elements
The term m-learning was coined to describe an alternative learning environment. M-learning is required for subjects related to Islamic studies including hadith studies.This study aims to develop a hadith m-learning model based on authentic hadith elements. The construction of this model aims to show...
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| Summary: | The term m-learning was coined to describe an alternative learning environment. M-learning is required for subjects related to Islamic studies including hadith studies.This study aims to develop a hadith m-learning model based on authentic hadith elements. The construction of this model aims to show how m-learning is used in supporting teaching and learning sessions between lecturers and students. This model is expected to meet the needs of self-learning by combining the study of hadith with m-learning. This study conducted the “Design and Development Research” (DDR) that was introduced by Ritchey and Klein (2007). Guided by this method, the researcher has conducted two phases of the study, namely the needs analysis, and the design and development model. The first phase involved 200 fourth-year students from the Faculty of Quranic & Sunnah Studies, USIM, by using a questionnaire instrument to investigate the need to apply m-learning in the study of hadith and, subsequently, the development of the model. The data obtained was analysed through descriptive statistics and data interpretation based on frequency and percentage values. The second phase uses the “Interpretive Structural Modelling” (ISM) method to develop a model based on the views and consensus of seven experts. Interpretation of data is based on the model generated by the ISM software and through the classification and network of relationships between items for each element of the model. The overall findings from the first phase indicated that students had at least one mobile technology tool (100%, n = 200). This concludes that students are exposed to the use of technology required for m-learning. They also showed a high level of acceptance and intention to adapt to m-learning in the study of hadith. Therefore, studies for the development of models are needed. Findings from the second phase produce a model m-learning hadith that is divided into five elements that have several items in each. Elements of this model consist of information validity, source reliability, information exploratory, information analysis, and information evaluation. The development of this model proposes how the study of hadith can be combined practically through m-learning in guiding the lecturers to help students meet the learning needs. In conclusion, this study shows that all the experts in this study agree on the model elements and items for each element in the authentic hadith model and enables students to equip themselves with the necessary skills in integrating hadith studies and technology. |
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