A NEW MODEL FOR BLENDED LEARNING IN ISLAMIC HIGHER EDUCATION

Abstract

High-order thinking skills are crucial in pursuing competency mastery within Islamic higher education. A viable approach to attain these educational goals is implementing the Peer Instruction strategy. Nevertheless, a comprehensive model for peer instruction in blended learning environments remains insufficiently developed. This research seeks to create a model for instructional system design that outlines learning procedures, integrating the Peer Instruction strategy within a blended learning framework informed by a just-in-time teaching methodology. The built model is intended to guide instructors in creating learning to stimulate learners' higher-order thinking skills. The development process follows the formative evaluation procedure, consisting of several stages, such as selecting a design theory, designing an instance of the theory, collecting and analyzing formative data on the instance, revising the instance, repeating the data collection and revision cycle, and offer tentative revisions for the theory. The resulting product has also undergone several validity tests by experts, including instructional designers, blended learning experts, lecturers, and students. The product's effectiveness in improving critical thinking and problem-solving was carried out through a test instrument for students. Validation and effectiveness tests showed that this product was valid, practical, and effective in improving critical thinking and problem-solving skills.