Rekonstruksionalisme Pendidikan Formal sebagai Agen Utama dalam Tatanan Sosial

Abstract

The position of Islamic religious education is very important and strategic in the implementation of education at every level and type of education. However, in reality, the implementation of Islamic religious education organized by schools/madrasas is still reaping problems and criticism from various parties. And to overcome all the shortcomings and weaknesses of the practice of Islamic religious education in the field, at least a path of change must be taken. For this reason, it is necessary to build and review through what is called the reconstruction of Islamic religious education. These efforts can be carried out through: first, interconnecting Islamic religious education with other lessons; second, doing or creating a religious atmosphere in schools/madrasas. Science is a knowledge that must be owned by a person. Science is taught to a person or student who is researched by universities where the community must also play a role in education, in each study it usually has sub-disciplines and each one is often artificial. the curriculum which is marketing oriented, even to the delinquency of students. All the problems or problems seemed to only be poured out on one party, namely the place of education, while as if not realizing that he had been a student there. There is a sense of dissatisfaction with the performance of national education.

Progresivisme dan Rekonstruksionisme dalam Perspektif Pendidikan Islam

“…Dalam lingkup pendidikan, aliran rekonstruksionisme bertujuan meningkatkan kesadaran peserta didik terhadap problematika sosial, politik, dan ekonomi yang dialami manusia secara global. Aliran ini memberi binaan pada peserta didik serta membekali mereka dengan kemampuan-kemampuan dasar supaya mampu menangani persoalan-persoalan terkait sosial, politik, dan ekonomi (Ma'ruf & Assegaf, 2021). Aliran rekonstruksionisme menghendaki pembelajaran sebagai usaha sadar peserta didik untuk menyikapi setiap perkembangan dalam rangka membangun pengetahuan, pengalaman, dan keterampilan baru (Purnamasari, 2015).…”

Implementasi Strategi Everyone Is a Teacher Here Dalam Mata Pelajaran Pendidikan Agama Islam Di Sekolah Menengah Atas Negeri 1 Cikarang Barat

“…Dengan strategi ini, siswa yang selama ini tidak mau terlibat akan ikut serta dalam pembelajaran secara aktif. [8] Dari beberapa pengertian tentang Strategi Everyone is a Teacher here diatas dapat disimpulkan bahwa yang dimaksud dengan Strategi pembelajaran everyone is a teacher here adalah suatu strategi untuk mendapatkan partisipasi atau meningkatkan aktivitas dalam proses pembelajaran. Dalam proses belajar mengajar, tidak harus semua dari guru, siswa hanya duduk dan mendengarkan ceramah dari guru, akan tetapi siswa bisa saling mengajar dengan siswa lainnya.…”