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the students. Therefore, in the assembling process of
RPS there are several parts that need careful attention,
those are:
Formulating the objectives of the lesson
Designing the learning process
Designing evaluation activities; and
Developing lesson materials.
The first thing that needs more attention in
designing classroom activities is formulating the
objective of IRES course. Related to the study, this
course is directed to shape students’ attitude of
tolerance toward diversity. ‘The diversity’ here is
limited by khilafiyah issue in Islam in the field of
Fiqih.
As we know, Indonesia is a country with the
largest Muslim population in the world thus having
various understanding of Fiqih. The diversity of those
understandings represented by at least three massive
religious mass organizations, namely Nahdhatul
Ulama (NU), Muhammadiyah, and Persatuan Islam
(Persis). For that reason, the IRES course as a part of
religious education plays a role in learning toleration.
At least, through IRES course the students are
introduced to the diversity of understanding in Islam
and taught to handle the matter wisely.
In the next step, the researcher designed a lecture
design which focused on students’ need in accordance
with the objectives of the course that have been
formulated before. The lecture design is developed by
combining Problem-Based Learning Model
(Barrows, 1986; Severy and Duffy, 1995), Discovery
Learning (Bruner, 1997), and Social Learning Theory
(Bandura, 1977) by integrating those three learning
models the IRES course is designed to be able to teach
students both independently and collectively in a
group. Moreover, the students are trained to think
critically by doing research about various religion-
based problems that occurs in the society and set the
massive mass organizations mentioned before as the
primary courtesy related to the religion-based
problems which became the main topic of the
research. The combination of the three learning
models is called by me as a Research Based Learning
(RBL). From three types of religious education
enforcement introduced by Grimmit (1981; 1987;
The International Association for Religious Freedom,
2002), this model is developed by using ‘learning
from religion’ approach. This approach put the
students as learners (Anwar, 2015) and religion
function as a tool to develop students’ attitude toward
diversity (Walshe and Teeceb, 2013).
After designing the course, the other thing that
needs to be noticed is the learning evaluation design.
In IRES course the learning evaluation embraces
overall aspect of the study and enforces as long as the
learning activity is in session. Each activity is
appreciated and becomes the object of evaluation
process. The students’ involvement form in the
evaluation process is designed in a form of self-
assessment and sociometrist.
The fourth thing that needs attention while
designing SSP is the lesson materials. In this phase,
the lesson materials are arranged in the form of multi-
theme studies related to the religion issues in society,
the themes are: education, culture, da’wah, politics,
law, technology, and science. As example the theme
can be about: Islam and Education, Islam and
Technology, etc. Those themes in the next phase will
be changed into many different research topics. The
process to convert the theme into specific topics is
conducted by involving the students.
3.2 Process and Lecture Steps
As a normal lecture, in a semester there are 16
meetings maximum including mid-term and final-
term exam. In a RBL model of IRES course, all of
those sixteen meetings are divided into three stages,
namely: research planning and design, research
implementation, and seminar and research reporting.
In table 2 we can see the process and steps in doing
IRES course using RBL.
3.2.1 First Phase: Planning and Designing
Research
The first stage of IRES course using RBL is research
planning and design. This stage was implemented in
the first four meetings at the beginning of the course.
However, before starting this stage, the lecturer must
have created the course timeline which has been
adjusted to the current calendar year. In addition, the
possibility of interrupted session by national holiday
or graduation ceremony, etc., should be considered
while composing the course timeline.
The first session of the course filled with the IRES
lecture orientation (see figure 1). All things related to
the course, especially the course design planning,
need to be informed to the students. The objective of
the orientation is to synchronize the perception about
IRES course among the lecturer and the students
which will be held in that semester. After completing
the course orientation, the lecturer randomly divided
the students into eight research groups. The session is
ended by giving the first group assessment in the form
of group discussion, the groups must discuss about at
least three research topics based on the course themes
available which will be discussed in the next meeting
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