Analysis Of Educational Interaction Patterns Of Islamic Religious Education And Character Teachers In Cooperative Learning At Nahdlatuth Thalabah Yasinat Wuluhan Vocational School, Jember

Renaldhy Sugiarto; Mustajab; Lailatul Usriyah

doi:10.63922/ijevss.v5i03.5481

Renaldhy Sugiarto Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Mustajab Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Lailatul Usriyah Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5481

Keywords: Educational Interaction Patterns, Islamic Religious Education and Character, Cooperative Learning; Teacher–Student Interaction, Character Education, Vocational School

Abstract

This study aimed to analyze the educational interaction patterns of Islamic Religious Education and Character teachers in cooperative learning at Nahdlatuth Thalabah Yasinat Wuluhan Vocational School, Jember. The research focused on three main aspects: the planning, implementation, and evaluation of educational interaction patterns during cooperative learning activities. A qualitative descriptive approach with a case study design was employed to obtain an in-depth understanding of teacher–student interactions in the classroom. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that the planning stage involved systematic preparation of learning objectives, cooperative learning strategies, heterogeneous group formation, and the integration of Islamic values into instructional activities. During implementation, teachers effectively utilized one-way, two-way, and multi-way communication patterns to facilitate active student participation, collaborative learning, and meaningful teacher–student interactions. The evaluation stage demonstrated that authentic assessment methods, including classroom observation, peer assessment, self-assessment, and reflective feedback, successfully measured students' academic achievement, communication skills, collaboration, and character development. The study concludes that well-planned, effectively implemented, and continuously evaluated educational interaction patterns significantly enhance cooperative learning by promoting students' religious understanding, communication competence, teamwork, critical thinking, leadership, and Islamic character. These findings contribute to the development of effective pedagogical practices for Islamic Religious Education and Character teachers in vocational education while providing practical implications for strengthening student-centered learning and character education

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