IMPLEMENTASI MODEL CONTEXTUAL TEACHING AND LEARNING PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM
DOI:
https://doi.org/10.35719/adabiyah.v5i2.980Keywords:
Contextual Teaching and Learning, Islamic Religious Education, Contextual Learning, Religious ValuesAbstract
Penelitian ini bertujuan untuk mengetahui implementasi model Contextual Teaching and Learning (CTL) dalam pembelajaran Pendidikan Agama Islam (PAI) di MI Muhammadiyah Karangkajen Yogyakarta. Penelitian ini merupakan studi lapangan dengan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi model CTL dalam pembelajaran PAI dilakukan melalui tujuh komponen utama: konstruktivisme, bertanya, menemukan, masyarakat belajar, pemodelan, refleksi, dan penilaian autentik. Guru berhasil mengaitkan materi PAI dengan konteks kehidupan nyata siswa, seperti lingkungan keluarga dan masyarakat. Implementasi CTL berdampak positif terhadap keterlibatan siswa, pemahaman nilai-nilai keagamaan, dan pembentukan karakter. Kendala yang dihadapi antara lain keterbatasan waktu dan kesiapan guru dalam merancang pembelajaran berbasis konteks. Namun demikian, pendekatan ini dinilai efektif dalam meningkatkan kualitas pembelajaran PAI yang bermakna.
This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) model in Islamic Religious Education (IRE) at MI Muhammadiyah Karangkajen Yogyakarta. It is a field research with a qualitative descriptive approach. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The results show that CTL implementation in IRE involves seven key components: constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Teachers successfully connect IRE materials to students’ real-life contexts, such as family and community environments. CTL implementation positively impacts student engagement, understanding of religious values, and character development. Challenges include limited time and teacher preparedness in designing context-based lessons. Nevertheless, the CTL approach proves effective in enhancing meaningful and quality IRE learning.
References
Agustini, R., & Sastrawijaya, D. (2013). Penerapan Contextual Teaching and Learning (CTL) untuk meningkatkan hasil belajar siswa pada mata pelajaran ekonomi. Jurnal Pendidikan Ekonomi Undiksha, 1(1), 1–9.
Alsa, A., & Hamdani, R. (2021). The challenges of religious education in the era of globalization. Journal of Islamic Education Studies, 4(1), 45–60.
Anggreni, W., Yensy, N. A., & Muchlis, E. E. (2020). Penerapan model pembelajaran contextual teaching and learning (CTL) untuk meningkatkan hasil belajar matematika. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS), 4(2), 229–237.
Arief, M. B. (2018). Peningkatan kemampuan berfikir reflektif untuk meningkatkan retensi pada mata pelajaran Pendidikan Agama Islam di SMP Islam Brawijaya Mojokerto. Journal of Islamic Religious Instruction, 2(2), 79–84.
Bashir, A., & Malik, K. (2020). Reflective learning in Islamic education: A case from the UK. British Journal of Religious Education, 42(3), 310–322.
Budiyanti, N. (2021). Problematika dan tantangan pembelajaran Pendidikan Agama Islam di perguruan tinggi umum. Inovatif, 7(1), 47–56.
Departemen Agama Republik Indonesia. (2013). Qur'an Karim: Terjemahan, makna perkata & tadabbur ayat. Cahaya Qur’an.
Elihami, E., & Syahid, A. (2018). Penerapan pembelajaran Pendidikan Agama Islam dalam membentuk karakter pribadi yang islami. Jurnal Edumaspul, 2(1), 79–96.
Fauzi, I., & Nabila, F. N. (2022). Pembelajaran Amtsilati sebagai upaya pembinaan kemampuan membaca kitab kuning di sekolah. Ma’alim: Jurnal Pendidikan Islam, 3(2), 119–123.
Fitriyanti, S., Harun, H., & Gani, A. (2019). The effect of contextual teaching and learning (CTL) approach toward students’ learning outcomes in social studies subject. International Journal for Educational and Vocational Studies, 1(5), 417–421.
Habibah, R., Putra, N., & Mufit, F. (2023). Pemikiran KH Imam Zarkasyi tentang pendidikan Islam modern dan implikasinya di pesantren. Al-Adabiyah: Jurnal Pendidikan Agama Islam, 4(2), 280–290.
Hajar, Y. (2018). Analisis kemampuan berpikir reflektif siswa SMP ditinjau dari disposisi matematis siswa. Jurnal Pembelajaran Matematika Inovatif, 1(1), 80–90.
Handayani, R., & Sahabuddin, S. (2020). Enhancing students’ reflective thinking through contextual learning in Islamic education. Jurnal Pendidikan Islam, 9(1), 13–25.
Hermiwati, H. (2021). Contextual teaching and learning. Oase Pustaka.
Hermiwati, H. (2021). Model pembelajaran CTL dalam meningkatkan aktivitas dan hasil belajar peserta didik. Jurnal Pendidikan dan Pembelajaran, 10(2), 85–92.
Huda, M., & Rosyid, A. (2021). Authentic assessment and reflective learning in CTL model. International Journal of Instruction, 14(3), 135–152.
Huda, M., et al. (2020). Understanding modern learning in Islamic education through contextual teaching and learning. International Journal of Learning, Teaching and Educational Research, 19(6), 1–18.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Kurniawan, R., & Zain, A. (2022). Re-evaluating the role of Islamic religious education in character building: A field study in Indonesian secondary schools. Journal of Moral Education, 51(2), 139–154.
McLaughlin, M. W., & Talbert, J. E. (2010). Building school-based teacher learning communities: Professional strategies to improve student achievement. Teachers College Press.
Muslihah, N. N., & Suryaningrat, E. F. (2021). Model pembelajaran contextual teaching and learning terhadap kemampuan pemecahan masalah matematis. Plus Minus: Jurnal Pendidikan Matematika, 1(3), 553–564.
Mustofa, M., Rohmat, A., & Fahmi, M. (2023). Reflective practice in Islamic religious education: Building spiritual intelligence through CTL. Journal of Islamic Educational Thought, 5(1), 22–34.
Nurhasanah, S., Wulandari, A., & Hidayat, R. (2020). Building critical thinking through contextual learning in Islamic education. Journal of Social Studies Education Research, 11(2), 76–89.
Nurlaili, F., & Zamroni, Z. (2022). Implementasi contextual teaching and learning dalam meningkatkan keaktifan belajar siswa. Jurnal Ilmiah Pendidikan, 18(2), 112–119.
Piaget, J. (1972). The psychology of the child. Basic Books.
Putri, L. M., & Arifin, Z. (2023). Collaborative learning in CTL approach and its impact on students’ engagement. International Journal of Learning and Teaching, 15(1), 48–59.
Rahmawati, N., Azizah, A., & Nugroho, M. (2021). Pendidikan Agama Islam dan internalisasi nilai moral di era disrupsi. Ta’dib: Jurnal Pendidikan Islam, 10(1), 87–99.
Ramadhan, A., & Syamsudin, R. (2022). Reflective thinking in Islamic education: The role of inquiry-based learning. Tarbiya: Journal of Education in Muslim Society, 9(1), 33–47.
Sari, R., & Widodo, H. (2023). Contextual teaching and learning in Islamic religious education: A strategy to improve students' critical thinking. International Journal of Educational Research Review, 8(2), 97–108.
Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
Setiawan, E. (2022). Religious education and its role in modern society. International Journal of Islamic Studies and Humanities, 6(1), 25–38.
Shoimin, A. (2014). 68 model pembelajaran inovatif dalam Kurikulum 2013. Ar-Ruzz Media.
Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Suryani, I., Maulana, H., & Firdaus, R. (2021). Implementasi CTL dalam pembelajaran PAI dan pengaruhnya terhadap hasil belajar siswa. Jurnal Pendidikan Islam, 7(2), 101–115.
Susanto, H., & Widodo, W. (2021). Contextual teaching and learning: Strategi guru dalam pembelajaran IPS di SMP. Jurnal Pendidikan Sosial, 14(3), 88–95.
Trianto. (2010). Model pembelajaran terpadu: Konsep, strategi, dan implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Bumi Aksara.
Triyani, D. (2019). Pengaruh model CTL terhadap peningkatan motivasi dan hasil belajar siswa pada mata pelajaran PAI. Jurnal Pendidikan Agama Islam, 7(1), 56–66.
Trisnani, N. (2020). Tingkat kemampuan berfikir reflektif siswa sekolah dasar kelas tinggi. Jurnal Pendidikan Dasar, 4(2), 131–144.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zuliyanti, P., & Pujiastuti, H. (2020). Model contextual teaching learning (CTL) untuk meningkatkan kemampuan pemecahan masalah matematis siswa SMP. Prisma, 9(1), 101–110.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ummi Lailia Maghfiroh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
