Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy
Abstract
This study examined the effectiveness of a flipped learning strategy (FLS) on self-regulated learning (SRL) skills among pre-service Islamic education teachers utilizing project-based learning (PBL). The study collected both quantitative and qualitative data from participants using a mixed-methods design. Questionnaires were used to collect quantitative data, while unstructured interviews and written reflections from participants were used to collect qualitative data. Most participants (79%) had a favorable opinion of the FLS project, and their experience designing and executing the project using the PBL strategy had a positive impact on their SRL skills. The participants reported that the project strengthened their resolve to adopt FLS as an instructional strategy. The study emphasizes the need for rigorous preparation programmes and early exposure to innovative practices to boost teachers’ sense of self-efficacy and SRL skills. The study also highlights the potential advantages of aligning educational programmes with refined-oriented practices to positively influence educators' perspectives and pedagogical strategies in the classroom. Despite the positive findings of the study, Islamic Studies instructors' capacity for self-regulation requires further investigation. Specifically, further research is required to investigate the impact of FLS on teachers' SRL skills in different subject areas and the long-term effects of FLS on teacher development and student outcomes.
https://doi.org/10.26803/ijlter.22.5.4
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