Implementation of Cooperative Learning Strategies in Islamic Religious Education

Authors

  • Badrus Zaman IAIN SALATIGA

DOI:

https://doi.org/10.31764/ijeca.v3i2.2429

Keywords:

Implementation, Cooperative Learning Strategies, Islamic Religious Education.

Abstract

PAI teachers in implementing cooperative learning strategies namely by conveying information verbally and students working together in groups to process information. When studying groups, PAI teachers evaluate students to see the group's success. The steps in cooperative learning can be achieved if there is an effort to increase student participation, facilitate students with experience leadership attitudes and always provide opportunities for students to learn and interact with students with different backgrounds. Implementing cooperative learning strategies requires good cooperation between team members. Students are the focal point of the learning process. The teacher as a facilitator as well as a moderator for the sustainability of cooperative learning strategies. The purpose of implementing a cooperative learning strategy has three important objectives, namely the first objective cooperative learning is intended to increase the activity of students in important academic tasks (academic achievement). The second goal is tolerance and broader acceptance of people of different races, cultures, social classes, or abilities (tolerance and acceptance of diversity). The third goal is to teach the skills of collaboration and collaboration with students (Social Skills Development).

References

Ahyat, N. (2017). Metode Pembelajaran Pendidikan Agama Islam. EDUSIANA: Jurnal Manajemen dan Pendidikan Islam, 4(1), 24–31. https://doi.org/10.30957/edusiana.v4i1.5

Al-anwari, A. M. (2014). Strategi Pembentukan Karakter Peduli Lingkungan Di SekolahAl-anwari, A. M. (2014). Strategi Pembentukan Karakter Peduli Lingkungan Di Sekolah Adiwiyata Mandiri. Ta’dib, 19(02), 227–252. Adiwiyata Mandiri. Ta’dib, 19(02), 227–252.

Andrioza. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa, Jurnal Pendidikan Islam, 8, No.1,(Juni), 117–144. https://doi.org/10.18326/mudarrisa.v8i1.117-144

Arifin, H. (2017). Konsep Multiple Intelligences System Pada Sekolah Menenganh Pertama Al Washliyah 8 Medan Dalam Perspektif Islam. EduTech: Jurnal Ilmu Pendidikan dan Ilmu Sosial, 3(1), 52–73. . Dosen pada Fakultas KIP Universitas Al Washliyah Medan , Mahasiswa Pascasarjana%0AProgram Doktor pada Universitas Ibnu Khaldun Boghttps://media.neliti.com/media/publicationhttps://studylibid.com/doc/472866/

Hanafy, M. S. (2014). Konsep dan Pembelajaran. Lentera Pendidikan, 17(1), 66–79. http://103.55.216.55/index.php/lentera_pendidikan/article/viewFile/516/491

Komalasari, K. (2010). Pembelajaran Kontekstual Konsep dan Aplikasi. In Bandung: Refika Aditama.

Latif, A. (2015). Pendekatan Dalam Pembelajaran Pendidikan Agama Islam (PAI). El-Hikmah, 9(1), 43–59.

Mochammad Arif Budiman. (2017). Pendidikan Agama Islam. Banjarbaru: Grafika Wangi Kalimantan, 1–111.

Muharom, T. (2014). Pengaruh Pembelajaran Dengan Model Kooperatif Tipe Student Teams Achievement Division (Stad) Terhadap Kemampuan Penalaran Dan Komunikasi Matematik Peserta Didik Di SMK Negeri Manonjaya Kabupaten Tasikmalaya. Jurnal Pendidikan dan Keguruan, 1(1), 209691.

Mukaffan. (2013). Trend Edutainment dalam Metode Pembelajaran Pendidikan Islam. Sekolah Islam Agama Tinggi Negeri Jember.

Ningsih, S., Kurniah, N., & D, D. (2016). Penerapan Metode Cooperative Learning Untuk Meningkatkan Kemampuan Kognitif. Jurnal Ilmiah Potensia, 1 (2), 100–106. https://doi.org/10.1088/1751-8113/44/8/085201

Nugraha, N. (2012). Pentingnya Pembelajaran Kontekstual Untuk Membentuk Karakter Siswa. Citizenship Jurnal Pancasila dan Kewarganegaraan, 1(1), 21. https://doi.org/10.25273/citizenship.v1i1.1099

Qudsyi, H., Indriaty, L., Herawaty, Y., & Khaliq, I. (2011). Pengaruh metode pembelajaran kooperatif dan motivasi belajar terhadap prestasi belajar siswa SMA. Proyeksi, 6, 34–49.

Sari, D. P. (2019). Pengaruh Edukasi Audio Visual Dan Role Play Terhadap Perilaku Siaga Bencana Pada Anak Sekolah Dasar. Journal of Holistic Nursing Science, 6(2), 1–8. https://doi.org/10.31603/nursing.v6i2.2543

Seniwati. (2017). Penerapan Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Kualitas Belajar, Keaktifan dan Kompetensi Siswa di Kelas XII IPA 2 SMA Negeri 1 Bontonompo. Jurnal Nalar Pendidikan, 5(2), 111–120. https://ojs.unm.ac.id/nalar/article/view/4870

Tambak, S. (2017). Metode Cooperative Learning dalam Pembelajaran Pendidikan Agama Islam. Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, 14(1), 1–17. https://doi.org/10.25299/al-hikmah:jaip.2017.vol14(1).1526

Tristanti, L. B. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Tai Dan Problem Based Learning (PBL) Terhadap Pemahaman Konsep Bangun Ruang Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(3), 338. https://doi.org/10.24127/ajpm.v6i3.1131

Zaman, B. (2020). Penerapan Active Learning Dalam Pembelajaran PAI. Jurnal As-Salam, 4(1), 13–27. https://doi.org/10.37249/as-salam.v4i1.148

Published

2020-08-11

Issue

Section

Articles