Zainudin Fahmi

Pendekatan Kontekstual dalam Pembelajaran Pendidikan Agama Islam melalui Metode Karyawisata

Introduction

Pendekatan kontekstual dalam pembelajaran pendidikan agama islam melalui metode karyawisata. Pendekatan kontekstual dan karyawisata efektif tingkatkan pemahaman serta antusiasme siswa SD Kyai Abdullah Ubaid II dalam PAI. Studi kasus praktik sholat Dhuha.

Abstract

This study applies a descriptive qualitative approach with data gathered through observation, interviews, and documentation. It aims to outline the planning and execution of a contextual approach in learning Islamic religious education by applying the field trip method and examining outcomes prior to and after its use to Islamic religious education learning at SD Kyai Abdullah Ubaid II Surabaya. Strategy of contextual method was selected since it can link learning material’s of Islamic religious education with real experiences, so that students can understand religious values ​​in a more applicable way. The subjects of this research include PAI teachers, class IV students and school principals. Data analysis employed the Miles and Huberman framework, covering reduction, presentation, and inference. The study of result shows that Islamic religious education teacher’s at Kyai Abdullah Ubaid II Elementary School have implemented a strategy of contextual approach effectively, particularly through Islamic religious education learning activities based on students' real-life experiences. This approach was implemented through planned field trips, such as practicing the dhuha prayer’s at the Ya'qub Mosque. A contextual approach combined with a field trip method has been proven to increase the enthusiasm and engagement of fourth-grade students at Kyai Abdullah Ubaid II Elementary School, Surabaya. They demonstrated a better understanding in the context of Islamic education learning, and the PAI teacher’s helped students understand Islamic values in a practical way by inviting fourth-grade students to perform ablution before practicing the Dhuha prayer during PAI learning at the Ya'qub Mosque.

Review

This study presents a pertinent exploration into the application of contextual learning within Islamic Religious Education (PAI) through the innovative use of field trips. The title, "Pendekatan Kontekstual dalam Pembelajaran Pendidikan Agama Islam melalui Metode Karyawisata," clearly sets the stage for a practical investigation into how real-world experiences can enhance religious understanding. The abstract effectively conveys the rationale behind this approach, emphasizing its potential to bridge theoretical knowledge with students' lived realities, thereby fostering a more applicable grasp of religious values. This focus on experiential learning is particularly relevant in contemporary education, making the study's aim to outline and evaluate such an approach a valuable contribution to the field. Methodologically, the study employs a descriptive qualitative approach, utilizing a robust data collection strategy encompassing observation, interviews, and documentation, analyzed through the established Miles and Huberman framework. This methodology is well-suited for a nuanced understanding of implementation and outcomes within the specific context of SD Kyai Abdullah Ubaid II Surabaya, involving PAI teachers, Class IV students, and school principals. The findings indicate successful implementation, with PAI teachers effectively integrating contextual strategies, particularly through planned field trips such as practicing Dhuha prayer at the Ya'qub Mosque. Crucially, the research demonstrates tangible positive outcomes, including increased student enthusiasm, engagement, and a better understanding of Islamic education concepts, evidenced by practical application like ablution before prayer. While the study offers compelling evidence for the efficacy of contextual learning via field trips in a specific setting, its generalizability could be further explored. Future research might consider replicating this approach in diverse educational environments or examining its impact across different religious education topics and age groups. Additionally, a deeper exploration into the long-term retention of these practically acquired religious values would further strengthen the understanding of this method's sustained benefits. Nevertheless, this paper provides a strong case for the integration of real-world experiences into PAI pedagogy, offering practical insights for educators seeking to make religious education more engaging and meaningful for students.

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