2

Analysis of Online Learning Needs of Islamic Study Materials in

The North Zone of Malaysia Polytechnics

*Ahmad Fkrudin Mohamed Yusoff1, Azmil Hashim2, Norhisham Muhamad3

1,2,3
Fakulti Sains Kemanusiaan, Universiti Pendidikan Sultan Idris, Jalan Keliling Upsi,
35900 Tanjong Malim, Negeri Perak, Malaysia
*a.fkrudin@gmail.com

ABSTRACT: This study was conducted with the purpose to identify the
level of readiness and needs of the students towards the development of a
mobile portal which applied problem-based learning for the Islamic Studies
course in polytechnics. This study had implemented the method of survey
and quantitative in nature. The number of 228 students who were enrolling
the Islamic Studies course from five Malaysia polytechnics in the North
Zone were selected randomly as sample. A set of questionnaires was used as
research instrument. The data obtained were analysed descriptively using
frequency, percentage and mean score in order to identify the level of
readiness and needs of the students. The study found that students’
readiness level is very good, with 100% of the respondents owned mobile
devices and 93.5% out of total respondents had experience in using the
mobile devices for more than 3 years. The level of skill in using the mobile
device also was good as all items had reached high level of mean score
(3.82 – 4.14). Another criteria of readiness obtained from the data was
students’ readiness towards problem-based learning strategy which all
items had reached high level of mean score (3.94 – 4.20). Overall, the
finding of this research showed that the level of students’ needs was high
towards the development of this module as an effort to create an alternative
pathway for the pedagogy of Islamic Studies.

Penelitian ini bertujuan untuk mengidentifikasi tingkat kesiapan siswa dan

kebutuhan untuk pengembangan modul portal seluler menggunakan
pendekatan pembelajaran berbasis masalah untuk kursus studi Islam
politeknik. Penelitian ini menggunakan desain desain survei menggunakan
pendekatan kuantitatif. Sebanyak 228 siswa yang belajar studi Islam di lima
politeknik Malaysia utara yang menawarkan program studi dipilih secara
acak sebagai sampel penelitian. Seperangkat kuesioner digunakan sebagai
instrumen penelitian. Sementara itu, metode analisis data adalah deskriptif
dengan menggunakan skor frekuensi, skor persentase dan skor rata-rata
untuk menentukan kesiapan dan kebutuhan siswa. Temuan penelitian
menunjukkan bahwa siswa sangat siap untuk menggunakan teknologi
seluler, 100% responden memiliki perangkat seluler dan 93,5% responden
memiliki pengalaman menggunakan perangkat seluler selama minimal 3
tahun. Selain itu, dalam hal keterampilan siswa dalam penggunaan
perangkat seluler, sangat baik bahwa semua item berada pada level tinggi
(3.82-4.14). Selain kesiapan siswa untuk strategi pembelajaran berbasis
masalah untuk menunjukkan persepsi positif, setiap item dalam konstruk
 Analysis of Online Learning Needs of Islamic Study Materials… – Ahmad Fkrudin Mohamed Yusoff 20

menunjukkan nilai rata-rata 3,94 hingga 4,20. Secara keseluruhan temuan

menunjukkan bahwa ada kebutuhan besar untuk pembangunan modul ini
untuk menciptakan salah satu pendekatan alternatif untuk pedagogi di
bidang studi Islam.

Keywords: Needs analysis, mobile technology, problem-based learning,

active learning, Islamic study.

Received: March 11, 2020; Revised: June 11, 2020; Accepted: June 11, 2020

I. INTRODUCTION
The use of information technology and communication in the arena of education has
given new breath to educators in the effort of upgrading the quality of education
towards the 21st Century. Applying technology in education is seen positively effective.
Present learning process is not confined only to the classroom setting, yet it also covers
the outside physical class (Traxler & Kukulska-Hume, 2005), global and life-long in
nature (Muslimin, 2018). Technology-based learning methods is considered as time-
savvy for students at the time of completing assignments (Benton, 2012), have a very
positive impact on achievement (Othman, 2007), attract students’ attention (Ismail &
Nordin, 2011), increase motivation (Mohamed Yusoff et al. 2019), create conducive
learning environment (Lay Ah Nam, 2017) and boost students’ interest in seeking
knowledge (Sung & Mayer, 2013) especially to the young generations (Chen, 2013).

Technology has continued to evolve over time, creating a new learning concept in
today's educational system called mobile learning. Mobile learning is defined as an
information technology-assisted learning process with the use of the latest mobile
devices such as smartphones, laptops, PC tablets and PDAs (Traxler & Kukulska-
Hume, 2005; Liu et al. 2010), wireless that enables people-to-people communication
(Haag 2011), regardless of place and location (Al-hujran et al. 2014).

Teaching and learning strategies that are aligned with the content of the syllabus and
students’ characteristics are needed to create an excellent generation, not only in
academics but also possessing noble values. According to Din (2017) the use of
appropriate teaching and learning strategies can enhance student thinking through the
use of; i) intellectually challenging teaching and learning materials; ii) the connection
of knowledge with the skills and students’ experience; iii) implementing the concept of
lifelong education; and iv) the implementation of student-centered learning methods.

The value-added PBL method by adapting to the latest technology in the delivery
method can facilitate the process of finding information online and provide a faster
communication medium through mobile applications. Ismail & Tamil Selvan (2015)
suggested that the integration of technology in teaching with problem-based learning
approach (e-PBL) can create a more conducive environment and an innovative
foundation for learning. Based on the findings of the study conducted by Din (2017)
(Ikhwan, Farid, Rohmad, & Syam, 2020), it is easier to implement learning using the
hybrid approach; a combination of virtual learning and conventional system, because
the paradigms in the teaching and learning process can be gradually changed.

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DOI: https://doi.org/10.35723/ajie.v4i1.86
21 Al-Hayat: Journal of Islamic Education (AJIE)
e-ISSN: 2599-3046 (online) | Volume 4, Issue 1 | January - June 2020
p-ISSN: 2657-1781 (print)

However, the adoption of technology is only an additional value, so the use of PBL
should not depend solely on mobile applications. The dependence on the medium can’t
fulfil the benefit acquired from face-to-face meetings and lecturer-mentoring
(facilitators). Therefore, the role of technology in a PBL model should be examined
and refined by any educator who wants to use it to meet the goals of the actual PBL
approach (Ismail & Tamil Selvan, 2015).

II. LITERATURE REVIEW

The rapid development of mobile device technology has now enabled teachers-
students, students-students and students-internet resources interactions. The use of
mobile devices facilitates the process of teaching and learning, in addition, encourage
students to be more actively involved in the learning process (Saleh & Siraj, 2016).
The advantages of using a mobile device can fill the gap of teaching and learning
methods which turns lecturer-centered to student-centered learning (Ikhwan, 2020).

It is observed that lecturers in public higher education are still using conventional
teaching and learning methods (Wan Mahmud et al. 2012; Mohamed Yusoff et al.
2014; Yee Mei et al. 2018), course-centered and focusing on memorization (Ashaari et
al. 2011). In addition, lectures and talks become the most popular methods among
lecturers to deliver general courses in higher education institutions (HEIs) (Ahmad et
al. 2004; Muhammad 2007; Mohamad Yusak & Abdull Samad, 2013; Mohd Burhan
& Tamuri, 2013; Ahmad Kassim, 2015).

In a study conducted by Talib et al. (2010) on the teaching of TITAS course in HEIs,
they found that the teaching of TITAS in HEIs was too academically and exam-
oriented, making their students less interested in TITAS course. This finding was
verified by the findings of Abu Bakar et al. (2012), who found that 78% of the
students suggested that the teaching method of this course should be improved.

Therefore, teaching methods and approaches to learning need to be enhanced to meet

students’ needs, as well as the module of Islamic Education itself. Researchers such as
Saharudin et al. (2017) suggests that Islamic Education lecturers need to provide a
learning space using interactive medium and practical experience to address the above
issues. Technology integration enables the content of lessons to be presented in a more
engaging, creative and interactive way, based on the learning objectives and skills set
in the syllabus (Robby & Patrick 2008). In addition, the latest Web 2.0 application
technology enables teaching and learning to be actively and collaboratively
implemented, especially outside the classroom (Embi, 2012).

To implement a developing curriculum in reality, the element of critical thinking

should be placed next to technology. This is because critical thinking element is
needed to help students build their lives as Muslims, so that they can have better
understanding on the Quranic verses and the Islamic principles prior to the context of
current situations (Hussien, 2007). Hence, students also can integrate existing
experiences with the understanding on Islamic principles to critically make appropriate
judgments when dealing with problems in daily life (Hussien 2007; Hashim et al.
2014).

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DOI: https://doi.org/10.35723/ajie.v4i1.86
 Analysis of Online Learning Needs of Islamic Study Materials… – Ahmad Fkrudin Mohamed Yusoff 22

The study of Yahya et al. (2011) explained the lack of emphasis on critical skills in
engineering-based teaching. The following findings show that lecturers' methods of
teaching provide less opportunity for students to create an active teaching and learning
environment in the classroom. The study of Md. Din and Amir (2016) on attitudes
towards critical thinking skills and their relationship to academic performance among
students in one public university showed that the level of critical thinking among
students was moderate. According to Buntat and Mohamed (2007), critical thinking
can be taught through variety of delivery methods to encourage students to think and
master the content.

Thus, the approach to learn the Islamic Studies course needs to be diversified so that
their implementation can integrate the skills required by students based on the content
of the course syllabus (Ikhwan, 2019). This learning process gives students the
opportunity to create a fun and stimulating learning space through their experiences
(Nik Kar & Saleh, 2012). Learning should enhance students' interest and motivation to
master critical thinking skills, which emphasis on the lifelong learning (Huda et al.,
2019).

Therefore, in the era of new technology in education today, we believe that there is a
need to build a module with the integration of technology and active learning approach
in the course of Islamic Studies. Therefore, an empirical needs analysis should be
carried out to measure students' acceptance on the use of mobile devices and the PBL
strategies in Islamic Studies course.

III. METHOD
This study was conducted quantitatively through the survey design and questionnaires
formed by Muslimin (2018) and Tamil Selvan (2015) were used as the instrument.
Creswell (2008) stated that the survey design is a study conducted on a sample or an
entire population to illustrate the attitude, opinion, behaviour, or characteristics of the
population. The study respondents consisted of students taking Islamic Studies course
in the North Zone of Malaysia polytechnics, which involved 5 polytechnics offering
the Islamic Studies course for the December 2018 session. A total of 228 respondents
were involved in the study. The data were descriptively analysed using Statistical
Package for Social Sciences (IBM SPSS Statistic 23) software. The interpretation of
mean score based on Pallant (2007) is shown as follow; The mean scores of 0.00 to
1.66 are considered low, the mean scores of 1.67 to 3.32 are average, while the mean
scores between 3.33 and 5.00 are high.

IV. RESULT AND DISCUSSION

Table 1: The characteristics of mobile devices owned by students
No. Item Frequency Percentage
1. Do you have a mobile device?
i. Yes 228 100
ii. No 0 0
2. What type of mobile device do you
always bring to class?
i. Laptop 78 34.2

Copyright (c) 2020 by Al-Hayat. All Right Reserved

DOI: https://doi.org/10.35723/ajie.v4i1.86
23 Al-Hayat: Journal of Islamic Education (AJIE)
e-ISSN: 2599-3046 (online) | Volume 4, Issue 1 | January - June 2020
p-ISSN: 2657-1781 (print)

ii. Smartphone/tablet/IPAD 228 100

iii. Both 35 15.4
iv. Others 0 0
3. Experience in using mobile devices
i. Less than a year 4 1.8
ii. 1 to 2 years 11 4.8
iii. 3 to 4 years 51 22.4
iv. 5 years and above 162 71.1
4. What is the amount of time allotted
for mobile device use in one week?
i. 0 to 5 hours 0 0
ii. 5 to 6 hours 26 11.4
iii. 7 to 9 hours 39 17.1
iv. 10 to 20 hours 63 27.6
v. More than 20 hours 100 43.9
5. The main method of accessing to
the internet
i. 3G/4G/5G 175 76.8
ii. Wifi 53 23.2
6. The type of mobile operating
system (platform) used
i. Android 172 75.4
ii. IOS 54 23.7
iii. Windows 2 0.9
n=228

Table 1 shows the analysis of the characteristics of mobile devices owned by students.
Item 1 indicates that all students had mobile devices (n = 228). The students also had
experience using mobile devices, and only four out of the total respondents (1.8%) had
less than one year experience. The rest 71.1% (n = 162) had more than 5-year
experience in using mobile device. Regarding to the allocation of time using the
mobile device in a week shows that 71.5% of the students consumed more than 10
hours per week. The students were also found to use their own internet data (76.8%)
than wifi (23.2%).

Table 2: The Level of Students' Skills in the Use of Mobile Technology

No. Items Mean SD
1. I am ready to use the online learning at any time. 4.14 .692
2. I always use online learning methods. 3.82 .701
3. I am always learning how to use the online learning. 4.00 .67
4. I have skills in using the online learning method. 4.06 .66
5. I am ready to try using the online learning method in
4.11 .57
my learning process.
6. I am ready to face the challenge of using the online
3.87 .54
learning.
7. I did not face any obstacle when I was using the online
4.06 .66
learning.

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DOI: https://doi.org/10.35723/ajie.v4i1.86
 Analysis of Online Learning Needs of Islamic Study Materials… – Ahmad Fkrudin Mohamed Yusoff 24

8. I always try to get learning materials through online

4.11 .55
learning.
9. I am very comfortable with the online learning method. 3.94 .60
3.97 .410

The results in table 2 show that students have positive perception towards the use of
mobile technology (items 1, 5 and 8) and item 1 “I am ready to use the online learning
at any time.” scored the highest (Mean=4.14, SD=.692). This is because the students
often used mobile devices in learning based on item 2, "I always use online learning
methods." (Mean=3.82, SD=.701). Overall, the respondents have given positive
perception towards all items in this construct (M> 3.3, SD <.90).

Table 3: Student's readiness for Problem-based Learning Strategies

No Item Mean SD
1. Provides challenging problem-solving activities 3.94 0.55
2. Provides learning activities that resemble the real life 4.03 0.50
3. Provides active learning activities 4.00 0.59
4. Provides learning activities that will assist in current 4.20 0.49
and future life practices
5. Provides opportunities for self-assessment. 4.14 0.49
6. Provide discussion space with friends. 4.18 0.57
7. Provides learning activities that allow for teamwork 4.11 0.59
8. Provides additional facilities (search button or 4.12 0.52
glossary) for finding additional information
9. Gives freedom to choose your own learning method 4.05 0.65
10. Provides facilities for organizing information 4.10 0.55
4.09 .404

Table 3 shows students' readiness for the PBL strategies. The results indicate that
every item in this construct shows a very positive perception based on the mean high
score (3.94 to 4.20) with small overall dispersion (SD <.90). High mean score for item
“Provides learning activities that will assist in current and future life practices.”
(Mean=4.20, SD=0.49) indicates that the students hope to acquire practical knowledge
which can be applied in their daily lives and to overcome challenges in the future. To
sum, the findings stated in Table 3 show students' desire for active learning by
integrating mobile technology into their teaching and learning processes.

V. CONCLUSION
In order to produce good learning material, the aspects of students’ readiness and
needs are very important. Based on the finding of the first objective on the
characteristics of mobile devices, students have shown that all respondents have
mobile devices. According to the MCMC (2015) report, it is found that in 2014 mobile
phone users in Malaysia were dominated by 20- to 24-year-old consumers by 18.8%.
According to Garrison and Anderson (2000), technology devices that students own can
be used by lecturers as learning mediums because these technology devices have
advantages over other learning media. While looking at the aspects of experience in

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DOI: https://doi.org/10.35723/ajie.v4i1.86
25 Al-Hayat: Journal of Islamic Education (AJIE)
e-ISSN: 2599-3046 (online) | Volume 4, Issue 1 | January - June 2020
p-ISSN: 2657-1781 (print)

mobile device use, respondents were more experienced as they have owned the mobile
devices since high school. In addition, almost all students with mobile devices were
equipped with 3G / 4G / 5G networks to access the internet and those using wifi were
just a few. Therefore, it is not a burden if a hybrid teaching and learning approach is
adopted.
The second objectives of the study measures students' skills in using mobile
technology. It shows that the students have a very positive perception of using mobile
technology in learning. From the findings, it is shown that over 80% of the students
have applied online learning methods either to get information or materials, to talk
with friends or lecturers and to carry out additional activities for reinforcement. This
finding is in line with the study of A. Rahim (2013) that the level of students’
readiness at one of the public universities for mobile learning is high. According to
Hartshorne & Ajjan (2009) who believe that the use of technology in teaching
improves the quality of teaching and learning as well as students-lecturers interaction.
In other words students are prepared and have the skills to use the online learning
methods using mobile devices. Finally, the finding of the third objective show that the
students have positive perception towards the readiness for PBL. This demonstrates
the willingness of students to engage in the PBL approach. According to Mel
Silberman (2004), the extent to which a learning activity is active depends on students’
engagement using their mind to get involved in the learning activities planned by the
lecturer. This finding complements the principle within the PBL, which is a more
student-centered rather than lecturer-centered. Shahbodin (2010) postulated that in
PBL, students are responsible entities who; i) determine learning objectives, ii) choose
appropriate learning methods; and iii) can measure sufficient knowledge of a learning
activity with the help of a lecturer as facilitator.
Students have positive perception towards the combination of the use of mobile
technology and the PBL approach in the teaching and learning process for the Islamic
Studies course. This finding can then serve as a basis for designing a learning module
of the Islamic Studies course using a mobile portal based on the PBL approach in
Polytechnic. The overall findings of the needs analysis indicate that there is a need to
develop a mobile module combining with the PBL approach for the Islamic studies
course. This is in line with the social life of students who use technology a part of their
daily activities (Omar, 2017). Therefore, lecturers need to utilise this opportunity to
build a learning environment by integrating technology into teaching and learning
process. It is hope that the combination of mobile technology and problem-based
approaches to the teaching and learning process will enhance students' interest,
motivation, achievement and critical thinking in learning Islamic Studies course.

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