Developing and validation of religious education curriculum in preschool

Ashrafi Soltan-Ahmadi, Zeinab; Maleki Avarsin, Sadegh; Keyhan, Javad; Yari, Jahangir

doi:10.22034/jmep.2024.445421.1326

Developing and validation of religious education curriculum in preschool

Document Type : Original Article (Mixed)

Authors

Zeinab Ashrafi Soltan-Ahmadi ¹

Sadegh Maleki Avarsin ²

Javad Keyhan ³

jahangir yari ⁴

¹ PhD student in Curriculum Planning, Tabriz Branch, Islamic Azad University, Tabriz, Iran

² Associate Professor, Educational Sciences Department, Tabriz Branch, Islamic Azad University. .Tabriz. Iran

³ Associate Professor, Department of Educational Sciences, Urmia Branch, Islamic Azad University

⁴ Assistant Professor, Faculty of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

https://doi.org/10.22034/jmep.2024.445421.1326

Abstract

Abstract
The purpose of this research is to compile and validate the curriculum of religious education in the preschool period. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage. The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Extended abstract
Introduction
Education is the most important and basic aspect of human life. In addition to the role and function of the family as an effective and important factor in children's issues and problems (Abbass Ghorbani & Naghdi, 2020), today the role of educational systems, especially education, is not limited only in learning science, developing skills, cognitive abilities, and preparing children and teenagers to entering higher education degrees, but its cultural and educational function is very important in the progress and development of societies (Nasiri et al, 2022). Considering the role of education and the duties of the school in achieving religious goals and responding to the needs of society, religious education has been considered as the most important goal in the current educational and official systems (Vaghari Zamharir et al, 2017). Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of the prophets, and the most basic duty of the divine parents and guardians and educators of the Islamic human society. Religious education, so to speak, is an aspect of the educational process that oversees the development of cognitive, emotional, and practical (experiential) dimensions in terms of commitment to religious standards; in other words, religious education is the development and strengthening of religious beliefs, religious moods and emotions, and adherence to rituals, and it considers religious customs to realize a civilized personality (Keyhan, 2021). In the current research, an attempt is made to answer the question: what is the design of the religious education curriculum model at the preschool level in Iran's education?
Theoretical framework
Desired Religious education has always been one of the main concerns of education systems. Religious education or divine education is the most important part of Islamic education and the philosophy of the mission of prophets and the most basic duty of divine guardians and guardians and educators of Islamic human society (Ashrafi Soltan-Ahmadi et al, 2021). Religious education is to provide natural and introspective opportunities for people to discover the sublime brilliance of religion through personal experience and inspiration from their nature (Sharifi Darvaze et al, 2021). In another definition, religious education considers the growth and strengthening of religious beliefs, religious moods and emotions, and adherence to religious rites and customs to realize a civilized personality (Kiyomarthi, 2013).
Samadi (2022) in his research on the causes of the vulnerability of the educational system in developing students' religious identity, came to the conclusion that the policy weakness of the educational system in the training of human resources, religious education curriculum, and lack of attention to developmental requirements of students and poor performance of religious institutions, media and peer groups are among the vulnerability factors in developing religious identity.
Zare et al, (2022) investigated the analysis of religious education in students. The results indicated that special attention should be paid to the exemplary role of the teacher, scientific and religious competence, acceptability and popularity of the teacher for the students, and they also emphasized on expressing religious issues in a simple and understandable way and in the form of specific behaviors and using various educational tools such as books as well as holding attractive ceremonies and competitions.
Research methodology
The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage.
Research findings
The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).
Conclusion
The present research was conducted with the aim of compiling and validating the religious education curriculum in the preschool period. The results of this research is aligned with the results of Aghili et al, (2019), Naderi et al, (2019), Rahayu & Munadi (2019), Mansoorian (2022), Shamshiri & Nowzari (2018), Placklé et al, (2014), Maleki (2013), and Mikailo & Sultan Al-Goraei (2015). Mansoorian (2022) has emphasized in his research that by using the problem solving method, students' understanding and perception can be brought to the level of abstract perception. It means that they should not consider what they learn as reserved; but they understand and touch those contents with all their being. Shamshiri & Nowzari (2018) in presenting the local model of religious education for preschool children emphasized and necessitated the method of grounding by providing practical learning activities for the active participation of children in the process of religious education.

Keywords

curriculum

religious education

educational goals

educational content

evaluation

Subjects

Education Management

Ashrafi Soltanahmadi, Z., & KEYHAN, J., & MALEKI AVARSIN, S., & YARI, J. (2021). Designing an Optimal Pattern for Religious Education Curriculum at a Preschool. JOURNAL OF APPLIED ISSUES IN ISLAMIC EDUCATION, 5(1 (18)), 7-30. SID. https://sid.ir/paper/412099/en. (In Persian).

Abbass ghorbani, M., & Naghdi, F. (2020). The relationship between parenting style and family functioning with preschool children’s behavioral problems 2(1), 71-86 https://doi.org/10.22034/jmep.2020.235295.1018. (In Persian).

Abiazi, Kh. (2009). Investigating the element of time in the accounting curriculum from the perspective of curriculum partners, master's thesis in the field of curriculum planning, Shahid Beheshti University. (In Persian).

Aghili, S.R., & Alamolhoda, J., & Fathivajargah, K. (2019). Designing a curriculum model for moral education in the Elementary school of the Iran's Educational System. Journal of Research in Teaching, 6(4), 1-23. (In Persian).

Alipour, N., & Noroozi, D., & Nourian, M. (2018). Synthesis study the components affecting the quality of learning environments. Educational Technologies in Learning, 4(14), 71-103. doi: 10.22054/jti.2020.45197.1281. (In Persian).

Ashrafi Soltan-Ahmadi, Z., & Keyhan, J., & Maleki-Avarsin, S., & Yari, J. (2021). Designing an Optimal Pattern for Religious Education Curriculum at a Preschool, Applied Isuues in islamic Education, 6(1), 7-30. doi:10.52547/qaiie.6.1.7 (In Persian).

Bahonar, N. (2010). Education and the unknown religious world of children, Islam and educational research, 1(2), 203-235. doi:10.30486/jsre.2022.1952485.2090 (In Persian).

Davari, A., & Rezazadeh, A. (2015). Structural Equation Modeling with PLS. Jehad University. (In Persian).

Demirel, M., & Ozmat, D. (2016). Primary school teachers’ perceptions about character education. Educational Research and Reviews, 11(17):1622-1633. doi: 10.5897/ERR2016.272

ErKan, S., & AKyol, T. (2017). A Study on the Views of Preschool Teachers and Teacher Candidates about the Concepts of Learning and participation. Educational Research and Review, 12(16), 373-379. doi:10.5897/ERR2017.3138

Fathi Vajargah, K. (2015). Principles and concepts of curriculum development. Tehran, Bul Publications. (In Persian).

Garmabi, H. A., & Maleki, H., & Beheshti, S., & Afhami, R. (2015). designing and validating of native model for elementary curriculum based on aesthetics and art components. Preschool and Elementary School Studies, 1(2), 1-32. (In Persian).

Ghazizade Fard, M, A., Abul Maali al-Husseini, Kh., Saberi, H., & Ebrahimi Moghadam, H. (2023). Design and Validation of Creativity Education Program for Preschool Children. Creativity Journal in Human Sciences, 12(4), 1-30. (In Persian).

Habibi, A., & Kolahi, B. (2023). Structural equation modeling and factor analysis. Second edition, Tehran. Jihad University. (In Persian).

Heick, T. (2014). 10 Characteristics Of A Highly Effective Learning Environment.

Heiphetz, L., & Lane, J. D., & Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. doi.org/10.1111/cogs.12232.

Hemat-Banari, A. (2002). A look at the pathological factors of the religious education of teenagers and young people with an emphasis on the harmful factors in the education system. Center for Islamic Education Studies. (In Persian).

Hosseinkhah, A., & Abbasi, E., & Mosapour, N. M. (2016). pre-school pathology of Iran. Preschool and Elementary School Studies, 2(6), 1-31. doi: 10.22054/soece.2018.22077.1127. (In Persian).

Keyhan, J. (2020). Designing a model of religious education strategies for preschool children in the family (mixed research). Quarterly Journal of Applied Islamic Education and Training, 5(1), 61-92. doi:10.29252/qaiie.5.1.61 (In Persian).

Kiyomarthi, Gh, A. (2013), The Basics and Principles of Religious Education and Its Difference with Religious Education. Tehran, Madreseh Publications. (In Persian).

Lancaster, R. W. (2017). A Comparison Of Student-Centered And Teacher-Centered Learning Approaches In One Alternative Learning Classroom Environment. Arkansas State University.

Mahdavi-Hazuveh, M., & Maleki, H., & Mehrmohammadi, M., & Abbus Pour, A. (2016). Hayat Tayyaba, a vision for children's education: providing a conceptual framework to explain the characteristics of the primary school teacher. Research in Islamic Education and Training, 24(30), 139-167(In Persian).

Maleki, H. (2013). an introduction to the goals, principles and methods of education in the Quran. research and thought, (19), 3-16. (In Persian).

Mansoorian, F. (2022). A Study of the Role of Active Teaching Methodology with a Problem-Solving Approach to the Religious Training of Students. Research in Islamic Education and Training, 2(2), 107-122. doi: 10.22034/riet.2022.11151.1111 (In Persian).

Mastali, S., & Khosravi, A., & Poushneh, K., & khorshidi, A. (2023). Designing a paradigm model for the development of public culture in the primary school curriculum with a data-based approach. Management and Educational Perspective, 5(2), 102-124. doi: 10.22034/jmep.2023.382273.1182. (In Persian).

Marzoogi, R. A., & Dehghani, Y. (2019). Evaluation of religious education of secondary school students: a case study of Shiraz city. Islamic Education and Training, 4(2), 99-122. doi:10.29252/qaiie.4.2.99 (In Persian).

Mcneil, D. (2006). Contemporary curriculum in thought and action. Hobokaen, Nj: John Wiley & Sons, Inc.

Mikailo, Gh., & Sultan Al-Goraei, Kh. (2015). Goals and methods of education from the perspective of Islam. Islamic Insight and Education, 12(35), 97-121. (In Persian).

Mohammadi, Y., & Kikha, A. R., & Alipourmoghadam, Kh. (2016). Designing a balanced curriculum with the approach of natural and spiritual curriculum planning. Research in Islamic Education and Training, 24(32), 109-135. (In Persian).

Naderi, F., & Golkari, S., & Aiati, M. (2019). Phenomenological investigation of preschool teachers' perception of curriculum elements (challenges and solutions). the 16th conference of the Iranian Curriculum Studies Association, Mazandaran University, Mazandaran. (In Persian).

Nasiri, R., & Abbasian, H., & Abdollahi, B., & Zeinabadi, H. (2022). designing and validating a model for an entrepreneurial school. Management and Educational Perspective, 4(3), 18-47. doi: 10.22034/jmep.2022.354581.1131(In Persian).

Nikseresht, A., & Ansarinejad, Kh. (2016). Recognizing religious education and analyzing its damages in the present era. 2 International Conference on Research in science and technology, Istanbul – Turkey.

Placklé, I., & Könings, K. D., & Jacquet, W., & Struyven, K., & Libotton, A., & Van Merriënboer, J. J., & Engels, N. (2014). Students’ preferred characteristics of learning environments in vocational secondary education. International Journal for Research in Vocational Education and Training (IJRVET), 1(2), 107-124. doi:10.13152/IJRVET.1.2.2.

Pournikbakhti, K. (2013). Explanation and pathology of religious education and its relationship with developmental psychology. Tarbiat Tablighi Research Journal, No.1

Qahir, K. (2015). Religion-baed conflict Resolution. In plural societies. Through provision of Education to the public.

Oladhamzehzadeh, A., & Oladiyan, M., & Safari, M. (2024). Designing an educational model based on identity development with an Iranian-Islamic approach for primary school students.. Management and Educational Perspective, (), -. doi: 10.22034/jmep.2023.408353.1219. (In Persian).

Rahayu, W,. & Munadi, M. (2019). Inculcation Religiosity in Preschoolers Local content curriculum, Jurnal Pendidikan Usia Dini, Volume 13 Edisi 2. doi:10.21009/JPUD.132.01.

Rissanen, I., & Kuusisto, E., & Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education,47(1), 63–77. doi: 10.1080/03057240.2017.1374244.

Sadegh Zadeh Gamsari, A. R., & Hasani, M., & Keshavarz, S., & Ahmadi, A. (2011), Theoretical foundations of fundamental transformation in the official education system of the Islamic Republic of Iran. Tehran. Secretariat of the Supreme Council of Education. (In Persian).

Sajadieh, N., & Bagheri, Kh., & Madanifar, M. R. (2015). Mediational goals of education in childhood based on Islamic action approach. Biquarterly Journal of Islamic Education, 10(21), 29-55. (In Persian).

Samadi, M. (2022), Investigating the causes of the vulnerability of the educational system in developing students' religious identity. National Studies Quarterly, 23(3), 33-54. doi: 10.22034/RJNSQ.2022.317134.133 (In Persian).

Shamshiri, B., & Nowzari, M. (2018). Presenting the local model of religious education of preschool children through interviews with experts. Preschool Education Development Quarterly, 37, 47-42. (In Persian).

Sharifi Darvaze, M., & Nasre Esfahani, A. R., & Mirshah-Jaafari, S. I. (2021). Analyzing the methods of religious education based on the lived experience of teachers and specialists in religious and educational sciences. Islamic Education Quarterly, 15(34), 7-29. (In Persian).

Stanton, A., & Zandvliet, D., & Dhaliwal, R., & Black, T. (2016). Understanding Students Experiences of well-Being in Learning Environments. Higher Education Studies, 6(3), 90. doi:10.5539/hes.v6n3p90.

Supreme Council for Cultural Revolution. (2012). National curriculum document, Tehran. Supreme Council of Cultural Revolution. (In Persian).

Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children: A Case Study in Class SD Muhammadiyah. 6(1), 1–12.

Temli Durmus, Y. (2016). Effective Learning Environment Characteristics as a Requirement of Constructivist Curricula: Teachers' Needs and School Principals' Views. International Journal of Instruction, 9(2), 183-198. doi: 10.12973/iji.2016.9213a.

Thompson, R. (2015). Religion, Belief.Education and Discrimination. The Equal Righats review, Vol Fourtee (2015).

Walshe, K., & Teece, G. (2013), Understanding ‘religious understanding’ in religious education. British journal of religious education, 35(3), 313-325. doi:10.1080/01416200.2013.794913.

Zanganeh, A., & Vala, R., & Etemad, A. (2024). Designing the curriculum model of virtual schools in the second period of high school in Khaf city. Management and Educational Perspective, 5(4), 244-262. doi: 10.22034/jmep.2023.384820.1162. (In Persian).

Zare, Y., & Rahimi, S.F., & Emami Moghadam, K., & Agajari, R., & Moradifar, M. (2022). The way of religious education in students. Journal of Research in Psychology and Education, 4(21), 489-507.

Zolghadri, P., & Kian, M., & Aliasgari, M., & Elahi A. R. (2020). Pathology of the Implementation of Physical Education and Health Curriculum in First Level Secondary School, based on Aker Model. Research on Educational Sport. 7(17), 229-52. doi: 10.22089/RES.2019.5941.1475. (In Persian).