Effectiveness of Contextual Learning in Islamic Religious Education Lessons at Sma

Abstract

The purpose of this study is to determine the inhibiting factors for the implementation of contextual learning in Islamic religious education subjects related to dressing according to Islam at SMA Kartika I-2 High School Medan Helvetia District, then to determine the supporting factors for implementing contextual learning in Islamic religious education subjects related to the implementation of contextual learning in Islamic religious education subjects SMA Kartika I-2 High School Kecamatan Medan Helvetia, and the last one is to find out the performance of contextual learning on Islamic religious education subjects at SMA Kartika I-2 High School Kecamatan Medan Helvetia. This type of research is qualitative research with a case study approach, namely research that seeks to describe events in the field as they are. And data collection techniques used are interviews, observation, and documentation. The primary sources in this research are Islamic religious education teachers at SMA Kartika 1-2 Medan. Data analysis using the Miles and Huberman model includes data collection, data reduction, data presentation, and concluding (verification).

Penerapan Model Contextual Teaching and Learning pada Pembelajaran Pendidikan Agama Islam di SMK Negeri 02 Kota Bumi Kabupaten Lampung Utara

“…Pembelajaran kontekstual juga menuntut guru untuk mampu membawa situasi dunia nyata ke dalam kelas dan mendorong siswa untuk membuat hubungan antara pengetahuan mereka dan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. (Nurmawati, Usiono, and Elis Ariska 2021). Menurut Wina Sanjaya, pembelajaran kontekstual merupakan strategi yang melibatkan siswa secara penuh dalam proses pembelajaran.…”

Analysis of the Relationship of Religious Character, Perseverance and Learning Motivation of Junior High School Students

“…As a planned effort to prepare students to know, understand, have faith, be pious, have noble character, and realize religious values that harmonize their mastery in science, technology, and art, the main source of which is the holy book al-Quran and hadits (Saputra et al, 2021;Remiswal et al, 2022;Suwarma & Apriyani, 2022). Islamic religious education is normative and theoretical so that it is closely related to character values that are special characteristics of individuals that make them different from other individuals (Nurmawati et al, 2021;Wahyani et al, 2022).…”