Journal of Gurutta Education

Penguatan Materi Pendidikan Agama Islam di Era Digital: Tantangan dan Peluang

St Johariyah — 2024-07-31

Era digital telah membawa perubahan signifikan dalam berbagai aspek kehidupan, termasuk pendidikan agama Islam. Penelitian ini bertujuan untuk mengeksplorasi tantangan dan peluang dalam penguatan materi Pendidikan Agama Islam (PAI) di era digital. Menggunakan metode penelitian pustaka, studi ini menganalisis literatur terkini dari berbagai sumber akademik dan profesional. Hasil penelitian mengidentifikasi empat tema utama: (1) Transformasi Konten dan Penyajian Materi PAI, (2) Integrasi Teknologi dalam Pembelajaran PAI, (3) Pengembangan Kompetensi Digital Guru PAI, dan (4) Tantangan dan Strategi Mitigasi Risiko. Temuan menunjukkan adanya kebutuhan untuk merekonstruksi materi PAI agar lebih relevan dengan konteks digital, sambil mempertahankan nilai-nilai fundamental Islam. Integrasi teknologi seperti aplikasi mobile dan realitas virtual menunjukkan potensi untuk meningkatkan efektivitas pembelajaran. Namun, isu-isu seperti trivialisasi ibadah dan penyebaran informasi yang menyesatkan memerlukan perhatian khusus. Pengembangan kompetensi digital guru PAI dan implementasi sistem verifikasi konten digital diidentifikasi sebagai strategi kunci. Studi ini menyimpulkan bahwa penguatan materi PAI di era digital memerlukan pendekatan holistik yang melibatkan transformasi konten, inovasi pedagogis, peningkatan kompetensi guru, dan manajemen risiko yang cermat

Optimalisasi Keterampilan Mengajar Guru PAI Berbasis Kompetensi Profesional dan Pedagogik

Salim Hasan — 2024-07-15

This study aims to analyze teacher professionalism and professionality as professional educators. The problem examined is the competencies that professional teachers must possess according to the mandate of the law. The method used is a literature study by examining various sources related to teacher professionalism. The results show that professional teachers must master four main competencies, namely pedagogical, professional, social, and personality competencies. Teacher professionalism is determined by the quality of attitudes towards the profession and the level of knowledge and expertise possessed. Teacher competence is a combination of knowledge, skills, values, and attitudes reflected in habits of thinking and acting. It can be concluded that increasing teacher professionalism requires comprehensive mastery of competencies and development of positive attitudes towards the teaching profession. Efforts to improve teacher competence and qualifications need to be carried out continuously to realize quality education.

Integrasi Project Based Learning dalam Modul PAI: Meningkatkan Keterlibatan Siswa di SMK

Nurlaelah Nurlaelah — 2024-08-20

This study aims to develop a Project Based Learning (PjBL) based Islamic Education (PAI) module in Vocational High Schools (SMK) in Gowa, South Sulawesi, focusing on enhancing student engagement and learning outcomes. The identified problem is the low student engagement in PAI learning caused by conventional teaching methods. The method used in this research is a literature review, which examines various sources related to PjBL and PAI. The results indicate that the application of PjBL can significantly improve students' learning outcomes, as well as enhance their social skills and character. Several previous studies have shown an increase in learning outcomes and student motivation after the implementation of PjBL. Thus, the development of a PAI module based on PjBL is expected to provide an innovative solution to improve the quality of learning in SMK. The conclusion of this research is that PjBL is an effective approach in PAI learning, which can enhance student engagement and learning outcomes, as well as contribute positively to character education among SMK students.

Implikasi Multiple Intelligence Research dalam Meningkatkan Hasil Belajar Pendidikan Agama Islam Kelas XI SMKN 2 Gowa

Rosdiana Sabang — 2024-09-01

This study aims to explore the implications of the multiple intelligences theory in enhancing learning outcomes in Islamic Religious Education (PAI) for class XI at SMKN 2 Gowa. The main issue raised is how the application of multiple intelligences theory can affect students' understanding and engagement in PAI learning. The method used in this research is a qualitative approach with descriptive analysis, involving data collection through observations, interviews, and questionnaires. The results show that the implementation of learning strategies oriented towards multiple intelligences, such as the use of visual media, games, and group discussions, has proven to increase students' motivation and learning outcomes. Data indicate that there was a 15% increase in the average PAI exam scores after the application of this method. The conclusion of this study emphasizes that integrating the multiple intelligences theory into the PAI curriculum not only enhances academic results but also helps students develop various skills relevant to everyday life. Therefore, it is recommended that educators consider applying this approach in the learning process to achieve more optimal outcomes.

Penerapan Kurikulum Merdeka dalam Membangun Karakter Peserta Didik Pada Mata Pelajaran Pendidikan Agama Islam di SMAN 16 Gowa

Samsiah Samsiah — 2024-09-03

This study explores the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) at SMAN 16 Gowa and its impact on student character development. The Merdeka Curriculum provides schools with the freedom to design curricula that meet the needs and characteristics of students, allowing for more relevant and contextual learning approaches. According to data from the Gowa Education Office, 78% of PAI teachers reported that they have successfully adapted this curriculum and feel more flexible in teaching the material. Topics such as "Ethics of Using Social Media" encourage students to engage in active discussions and interactions, enhancing their understanding of internet ethics and building social responsibility. Group projects that involve students in social activities, such as helping the local community, allow students to learn religious and humanitarian values directly. Statistics show that 85% of students feel more motivated to study PAI after the implementation of the Merdeka Curriculum. However, challenges such as a lack of teacher understanding and limited infrastructure remain. To address these challenges, teacher training and infrastructure strengthening are crucial. With a more contextual and participatory approach, the Merdeka Curriculum demonstrates significant potential in shaping student character, making it a solution for creating higher quality and more relevant education in Indonesia