Muhammad Salpi Dahsur, Syahdianra, Gusmaneli

Peran Guru Dalam Mendesain Pembelajaran Pendidikan Agama Islam Yang Menarik Dan Bermakna

Introduction

Peran guru dalam mendesain pembelajaran pendidikan agama islam yang menarik dan bermakna. Kaji peran guru dalam mendesain pembelajaran Pendidikan Agama Islam (PAI) yang menarik & bermakna. Tingkatkan motivasi, pemahaman nilai Islam, dan bentuk karakter religius peserta didik.

Abstract

Penelitian ini membahas pentingnya desain pembelajaran Pendidikan Agama Islam (PAI) yang dirancang secara menarik dan bermakna agar peserta didik lebih aktif, termotivasi, serta memahami nilai-nilai keislaman secara mendalam. Selama ini, pembelajaran PAI sering dianggap monoton dan kurang menumbuhkan minat belajar karena metode yang digunakan masih berpusat pada guru. Dengan menggunakan metode library research, penelitian ini menelaah berbagai sumber literatur yang relevan untuk mengkaji konsep dasar desain pembelajaran PAI, peran guru sebagai desainer pembelajaran, serta prinsip pembelajaran yang menarik dan bermakna. Hasil kajian menunjukkan bahwa guru memiliki peran strategis dalam merancang pembelajaran yang kontekstual, interaktif, dan berbasis nilai Islam dengan memanfaatkan media digital serta metode aktif. Desain pembelajaran seperti ini tidak hanya meningkatkan kualitas proses belajar, tetapi juga membentuk karakter religius dan akhlak mulia peserta didik.

Review

The article, "Peran Guru Dalam Mendesain Pembelajaran Pendidikan Agama Islam Yang Menarik Dan Bermakna," addresses a highly pertinent issue within Islamic Religious Education (PAI) pedagogy. It critically examines the prevailing challenges of monotonous PAI instruction and low student engagement, proposing that a well-designed, engaging, and meaningful learning experience is crucial for fostering active participation, motivation, and deep comprehension of Islamic values. Utilizing a library research methodology, the study effectively compiles and synthesizes existing literature to build a conceptual framework for effective PAI instructional design, positioning the teacher as a pivotal agent in this transformation. A significant strength of this research lies in its clear articulation of the teacher's strategic role in curriculum design. The findings underscore the importance of crafting learning experiences that are contextual, interactive, value-based, and effectively integrate digital media and active learning methodologies. The paper successfully argues that such an approach not only enhances the quality of the learning process but also plays a vital role in shaping students' religious character and noble ethics (akhlak mulia). By shifting the focus from teacher-centered to student-centered, engaging strategies, the study offers valuable insights and practical directions for PAI educators seeking to revitalize their teaching practices. The literature review approach is well-suited for establishing a strong theoretical foundation for these recommendations. While the conceptual framework presented is robust and well-supported by literature, a common limitation of purely library-based research is the absence of empirical validation. Future iterations or subsequent studies could significantly strengthen these findings by incorporating empirical data, perhaps through action research, case studies of best practices, or experimental designs within actual PAI classrooms. This would provide concrete evidence of the proposed design principles' efficacy and impact on student outcomes. Additionally, while the paper mentions digital media and active methods, a deeper dive into specific examples, frameworks, or practical implementation guidelines for PAI context could further enhance its utility for practitioners. Nevertheless, this paper makes a valuable theoretical contribution by highlighting the critical importance of instructional design in PAI and empowering teachers to take a leading role in creating more impactful learning environments.

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