Abstract:

Instructional materials are tools and resources used to facilitate students' learning and teachers' teaching. In Religious Culture and Ethics classes, these materials, like in other subjects, enhance efficiency by providing tangible, lasting, engaging, easy, and cost-effective means of learning and teaching. They capture students' interest and attention, thus increasing their class participation. To realize the expected benefits of instructional materials in religious education, it depends on Religious Culture and Ethics teachers using these materials effectively and collaboratively. One of the principles for effective use of instructional materials is for teachers to collaborate with various individuals and institutions in the process of material utilization. This principle entails teachers collaborating with educational stakeholders when designing, developing, preparing, or using instructional materials. This collaborative effort is seen as an essential aspect of the material utilization process. Therefore, by examining the collaborative interactions of Religious Culture and Ethics teachers in the process of using instructional materials, we can reveal their needs, deficiencies, and expectations on the subject and propose solutions for potential issues. Existing literature lacks research on this topic, indicating a gap in the field of literature. Hence, the goal of this study is to determine the collaborative situations of Religious Culture and Ethics teachers during the process of using instructional materials. This study is important as it provides insights into needs and deficiencies related to the subject. Additionally, the research data, obtained through both participant perspectives and researcher observations, is unique in its approach. The research was designed to align with qualitative methods, employing a case study pattern. It involved nine Religious Culture and Ethics teachers selected through purposive sampling and was conducted across six different secondary schools. The study utilized semi-structured interview forms and observation forms as data collection tools. The collected data underwent content analysis, and themes were deduced and interpreted. These themes were categorized into two main areas: individuals/institutions collaborated with and encountered problems. In the category of individuals/institutions collaborated with, participants were found to collaborate with various stakeholders, including Religious Culture and Ethics teachers, students, teachers from different fields, school administration, muftis, and the Directorate of Religious Affairs. They collaborated for purposes such as material procurement, information exchange, and obtaining permissions. In the problem category, it was determined that educational stakeholders showed indifference toward collaboration and engaged in such activities infrequently. Consequently, participants were found to collaborate with only a limited number of individuals and institutions among educational stakeholders, primarily within the school context. This suggests that participants are open to improving their attitudes and skills for collaborating with individuals and institutions beyond the school setting. The collaboration of the participants primarily focused on material procurement and preparation, and teachers were found to lack sufficient knowledge, interest, and skills for effective collaborative efforts in the material utilization process. In this context, it is recommended that experts in the field provide teachers with in-service training on collaborating in the process of material utilization.

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