PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL PADA MATA PELAJARAN PAI DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI SEKOLAH DASAR NEGERI
Kata Kunci:
Contextual Learning Model, Students’ Learning AchievementAbstrak
The educational process is regarded by experts as an effort to humanize human beings, namely to shape individuals into fully developed personalities. This effort is carried out consciously, systematically, and in a well-planned manner in order to achieve predetermined educational goals. Based on this, several questions arise, namely what the purpose of implementing contextual learning in Islamic Religious Education (PAI) is, how the implementation procedure is carried out, and what the potentials and weaknesses are. These questions require proper answers and are therefore considered important for further research, as they are relevant to the field of education, particularly Islamic education.
The research problems in this study are: (1) how is the implementation of Islamic Religious Education learning using a contextual approach in public elementary schools, (2) how is the evaluation of PAI learning with a contextual approach in public elementary schools, and (3) what are the potentials and weaknesses in the implementation of PAI learning using a contextual approach in public elementary schools.
This study uses a descriptive-analytical method with a phenomenological approach. This approach is expected to provide an in-depth description of the phenomena occurring in the field and to interpret the meaning contained within them.
The results of the study show that (1) the implementation of Islamic Religious Education learning with a contextual approach in general can improve students’ learning achievement in public elementary schools, (2) PAI teachers carry out learning by conveying learning objectives, motivating students, presenting materials, organizing learning activities, conducting evaluations, and providing rewards, and (3) in its implementation there are various potentials and weaknesses influenced by factors such as teachers, students, facilities and infrastructure, as well as the school environment, including parental support for students.
