Peran Guru Dalam Mewujudkan Tujuan Pembelajaran Pendidikan Agama Islam Di Sekolah

Abstract

The purpose of this study is to determine the role of teachers in realizing the objectives of Islamic Religious Education learning in schools. This present study employed a qualitative approach in the form of literature study. Based on the results of the study, the learning objectives of Islamic Religious Education were easily featured by the integration between the life of the world and the hereafter. Therefore, the Islamic Religious Education learning plans should be formulated in a different method compared to other subjects. In the learning processes of Islamic Religious Education, teachers were highly encouraged to be skillful in developing learning materials and methods. Accordingly, as the role of teachers, they were firstly encouraged to understand the pedagogical competence. Based on the material aspects, teachers were encouraged to have ability in developing Islamic Religious Education materials not only in the realms of cognitive understanding but also in the realms of practical good deeds. In addition, based on the methodological aspects, teachers were encouraged to courageously utilize Islamic education methods, such as the methods of Quranic education, riyadhah, rihlah, talaqi, halaqah, and many more. With respect to the learning evaluation, teachers were encouraged to assess the aspects of the attitudes and skills of students on a daily basis in practicing Islamic teachings since it is obvious that the essence of the objectives of learning Islamic Religious Education was to realize faithful, knowledgeable, and pious students.

Analisis Penerapan Model Problem Based Learning Terhadap Hasil Belajar Pai Siswa Sekolah Dasar

“…Hasil belajar dapat dilihat dengan adanya perubahan tingkah laku pada diri seorang siswa yang dapat diamati dan diukur dalam bentuk pengetahuan, sikap dan keterampilan (Pratami and Siregar 2020). Selaras dengan hasil penelitian Tatang yang menyatakan, dalam proses pembelajaran PAI, guru mesti terampil dalam mengembangkan materi dan metode pembelajaran, guru mesti mampu mengembangkan materi PAI bukan hanya dipahami dalam pengetahuan, tetapi materi tersebut harus mampu membuahkan amal perbuatan (Hidayat and Syafe'i 2018). Mata pelajaran PAI merupakan mata pelajaran yang memfokuskan pada pembentukan peserta didik yang memahami dan mampu melaksanakan hak-hak dan kewajibannya untuk menjadi peserta didik yang baik, yang cerdas, terampil dan berkarakter yang diharapkan oleh umat Islam (Ermanelis 2016).…”

Konsep Pendidikan Holistik Dalam Membina Karakter Islami

“…Pendidik mesti terampil dan mampu memahami kompetensi pedagogiknya dalam mengembangkan materi dan metode pembelajaran. 58 Pendidik yang profesional mampu mengajarkan bahasan yang sukar dengan bahasan yang mudah dimengerti, melalui penggunaan metode pembelajaran yang relevan dengan materi yang diajarkan. 59 Pendidik selain terampil dalam mengajar juga harus terampil dalam mendidik, dalam mengajar pendidik bertugas untuk mentransfer pengetahuan dan dalam mendidik pendidik bertanggung jawab dalam mentransfer nilai.…”

Designing Islamic Values Integration into Sociology Learning

“…This method allows students to solve problems together in the scientific framework . Teachers must be taught skill in developing learning materials and methods, so that they play the role to understand pedagogic competence (Hidayat & Syafe'i, 2018b). They can explore learning methods in Pesantren tradition such as sorogan, balagan, rihlah, poetry, to teach Islamic values.…”