Febby Adinda, Fery Darmawan, Candra Wijaya

Analisis Penggunaan Strategi Pembelajaran dalam Pembelajaran Aqidah Akhlak di SDIT Nurul Ilmi Medan Estate

Introduction

Analisis penggunaan strategi pembelajaran dalam pembelajaran aqidah akhlak di sdit nurul ilmi medan estate. Analisis strategi pembelajaran Aqidah Akhlak di SDIT Nurul Ilmi Medan Estate. Temukan metode efektif (ceramah, storytelling, diskusi, visual) untuk membentuk karakter Islami siswa, serta tantangan dan solusinya.

Abstract

Aqidah Akhlak learning at the elementary school level plays a strategic role in shaping the Islamic character and personality of students from an early age. The learning strategies used by teachers are crucial in determining the effectiveness of instilling values of faith and morality in students. This study aims to analyze the use of learning strategies in the Aqidah Akhlak subject at SDIT Nurul Ilmi Medan Estate. This research employed a descriptive qualitative approach with data collected through observation, in-depth interviews with two teachers and the principal, as well as documentation of learning activities. The results show that teachers in this school apply a variety of learning strategies, including interactive lectures, storytelling, group discussions, visual media (videos), and contextual case studies. These strategies are tailored to the characteristics and needs of students and are aligned with the learning objectives of Aqidah Akhlak, namely to shape students who are able to internalize and practice Islamic teachings in daily life. However, teachers still face several challenges, such as differences in student characteristics, limited learning resources, and time constraints. Efforts to overcome these obstacles include individualized approaches to students, adaptive teaching methods, and reflective forums and teacher training provided by the school. This study concludes that effective learning strategies in Aqidah Akhlak must be varied, reflective, and capable of addressing the affective aspects of students, so that value-based education can take place meaningfully.

Review

This paper, "Analisis Penggunaan Strategi Pembelajaran dalam Pembelajaran Aqidah Akhlak di SDIT Nurul Ilmi Medan Estate," addresses a highly pertinent topic: the application of learning strategies in Aqidah Akhlak education at the elementary school level. The abstract effectively highlights the strategic role of this subject in shaping students' Islamic character, underscoring the critical importance of effective pedagogical approaches. The study's aim to analyze the use of these strategies is commendable, offering valuable insights into the practical implementation of value-based education. The choice of a descriptive qualitative approach is well-suited to exploring the nuances of teaching practices within a specific educational context, promising a rich understanding of the phenomenon. The methodology employed observation, in-depth interviews with two teachers and the principal, and documentation, providing a robust triangulated data collection strategy for a qualitative study. The findings reveal that teachers at SDIT Nurul Ilmi Medan Estate utilize a diverse array of strategies, including interactive lectures, storytelling, group discussions, visual media, and contextual case studies. These strategies are thoughtfully tailored to student characteristics and learning objectives, aiming to foster internalization and practical application of Islamic teachings. The abstract also transparently acknowledges challenges faced by teachers, such as diverse student characteristics, resource limitations, and time constraints, alongside proactive efforts to mitigate these through individualized approaches and professional development initiatives. This balanced presentation of successes and challenges provides a realistic overview of the instructional environment. While the abstract provides a strong overview of current practices and challenges, a deeper elaboration on *how* each strategy specifically targets affective aspects or fosters internalization would further enrich the discussion within the full paper. For instance, the mechanisms through which storytelling or visual media contribute to value-based education could be explored in more detail. The conclusion that effective strategies must be varied, reflective, and capable of addressing affective aspects is sound, and the mentioned efforts to overcome obstacles provide useful practical examples. This study offers a valuable contribution to the understanding of Aqidah Akhlak pedagogy, providing practical insights for educators and school administrators in similar contexts and laying a foundation for future research into the long-term impact and scalability of these strategies.

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