IMPLEMENTASI PEMBELAJARAN RAMAH ANAK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMAN 54 JAKARTA

MUTIA RAHMA PUTRI, . (2022) IMPLEMENTASI PEMBELAJARAN RAMAH ANAK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMAN 54 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan Implementasian Pembelajaran Ramah Anak Pada Mata Pelajaran PAI di SMAN 54 Jakarta. Deskripsi tersebut terkait dengan pengimplementasian dalam penerapan serta hambatan-hambatan dan solusi dalam mengimplementasikan pembelajaran ramah anak pada mata pelajaran PAI. Data tersebut diperoleh dengan menggunakan metode penelitian deskriptif kualitatif. Subjek penelitian terdiri dari wakil bidang kurikulum, guru PAI dan peserta didik yang beragama Islam. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi dan dokumentasi. Teknik dalam menganalisis data melalui langkah-langkah reduksi data, penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa Implementasi Pembelajaran Ramah Anak Pada Mata Pelajaran PAI di SMAN 54 Jakarta meliputi; 1) Kesesuaian pendidikan sesuai dengan tuntunan agama Islam dan kesesui dalam pemberian pendidikan rohani peserta didik, adanya pembuatan program cicil hafalan juz 30 yang dapat mempermudah peseta didik dalam menghafal Al-Qur’an dengan cara dicicil dan diadakannya beberapa kegiatan seperti mmebaca asmaul husna dan membaca AL-Qur’an sebelum memulai pembelajaran; 2) Kesesuaian ruang berkreasi, berekspresi dan berpartisipasi kepada peserta didik, adanya penggunaan metode pembelajaran yang beragam dan tepat disetiap materinya yang dapat membuat peserta didik aktif dan tidak bosan dikelas dan diadakannya perlombaan agama Islam yang diikuti oleh perwakilan setiap siswa dikelasnya; 3) Kesesuaian perlindungan dan rasa aman kepada peserta didik, adanya pemberian apresiasi oleh sekolah dan guru PAI kepada peserta didik dalam bentuk nilai, hadiah, piagam dan uang tunai yang telah menyelesaikan hafalan juz 30 dan mengikuti perlombaan, hal ini dapat membuat peserta didik lebih berani dan peracaya diri; 4) Optimalisasi potensi peserta didik dalam bidang agama Islam, adanya pembuatan perlombaan, kegiatan praktik, dan hafalan juz 30 yang dapat mengasah potensi peserta didik dalam bidang agama Islam; 5) Kesesuaian lingkungan yang dapat berpengaruh terhadapat tingkah laku peserta didik sesuai dengan ajaran Islam, adanya penyediaan fasilitas yang cukup memadai dan mengadakan beragam kegiatan keagamaan yang diikuti oleh seluruh peserta didik yang beragama Islam; 6) Kesesuaian komunitas yang menerima dan mengharagai peserta didik sesuai dengan ajaran Islam, adanya bentuk pelayanan dan kebijakan yang dibuat sekolah dengan merujuk AL-Qur’an dan Hadits. Hambatannya adalah saat PJJ berlangsung terdapat beberapa metode praktik yang tidak bisa digunakan saat proses belajar mengajar PAI berlangsung, berkurangnya waktu jam mata pelajaran PAI saat pandemi, terdapat beberapa kegiatan keagamaan yang terhenti karena pandemi. Solusi dalam mengatasi hambatan tersebut adalah guru PAI memberikan contoh ataupun memberikan tayangan berupa video agar peserta didik dapat memahaminya dengan baik dan memberikan kesempatan bertanya kepada peserta didik, guru PAI memanfaatkan waktu selama 2 jam pelajaran dengan menyelesaikan satu materi sesuai dengan waktu yang sudah ditentukan dan menggunakan metode serta strategi yang tepat di setiap materi yang disampaikan, guru PAI membuat kegiatan keagamaan via daring atau zoom secara rutin. ***** This study aims to describe the implementation of child-friendly learning in Islamic religious education subjects at 54 high school Jakarta. The description is related to the implementation of the implementation as well as the obstacles and solutions in implementing child-friendly learning in Islamic Religious Education subjects. The data was obtained by using a qualitative descriptive research method. The research subjects consisted of representatives of the curriculum, Islamic Religious Education teachers and students who were Muslim. Data collection techniques used are interviews, observation and documentation. Techniques in analyzing data through data reduction steps, data presentation and drawing conclusions or verification. The results showed that the implementation of child-friendly learning in Islamic religious education subjects at 54 Jakarta senior high schools included; 1) The suitability of education in accordance with Islamic religious guidance and conformity in providing spiritual education to students, the creation of a juz 30 installment program that can facilitate students in memorizing the Qur'an in installments and holding several activities such as reading Asmaul Husna and reading Al-Qur'an before starting the lesson; 2) The suitability of the space for creativity, expression and participation for students, the use of diverse and appropriate learning methods in each material that can make students active and not bored in class and holding an Islamic religious competition followed by representatives of each student in his class; 3) The suitability of protection and a sense of security for students, the existence of appreciation by schools and PAI teachers to students in the form of grades, prizes, certificates and cash who have completed memorizing juz 30 and participated in competitions, this can make students more daring and self-confidence; 4) Optimizing the potential of students in the field of Islam, making competitions, practical activities, and memorizing chapter 30 that can hone the potential of students in the field of Islam; 5) The suitability of the environment that can affect the behavior of students in accordance with Islamic teachings, the provision of adequate facilities and holding various religious activities which are followed by all students who are Muslim; 6) The suitability of the community that accepts and respects students in accordance with Islamic teachings, the existence of forms of services and policies made by the school by referring to the Al-Qur'an and Hadith. The obstacles are that when Distance Learning takes place there are several practical methods that cannot be used during the teaching and learning process of Islamic Religious Education, the reduced time for Islamic Religious Education subjects during the pandemic, there are several religious activities that have been stopped due to the pandemic. The solution in overcoming these obstacles is that Islamic Religious Education teachers provide examples or provide videos in the form of videos so that students can understand them well and provide opportunities to ask students questions, Islamic Religious Education teachers take 2 hours of lessons by completing one material according to the time specified. already determined and using the right methods and strategies in every material presented, Islamic Religious Education teachers make religious activities via online or zoom on a regular basis.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Sari Narulita, M.Si. ; 2). Mushlihin, M.A.
Subjects:	Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 15443 not found.
Date Deposited:	11 Sep 2022 23:31
Last Modified:	11 Sep 2022 23:31
URI:	http://repository.unj.ac.id/id/eprint/35639

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