Development of learning model of Constructivist Islamic Education using hiwar qishashi method on Grade VII Students at MTs Mujahidin Sooko Mojokerto
Muniba*
aIslamic Education Program of Tarbiyah College of Raden Wijaya Mojokerto
* The authors' correspondent: munib_02@jurnal.stitradenwijaya.ac.id
Abstract
Keywords: Constructivistic, hiwar qishashi
A. Background
In learning Islamic Religious Education not all students have the same perspective and way of thinking when learning Islamic Religious Education. The real problem that is often the number of students with the characters of the students is that the A, B, C and D, so the ability of the students to solve the problem is not very low routine. Non-routine questions are questions that have a raw settlement and a bit of meaning. Students can count and complete but do not understand what it means. Most students only repeat the procedure that the teacher has given them. When faced with similar problems, the concepts of Islamic Education are different.
Constructivism (Jasmadi, 2010) constructivism learning model that opens the widest opportunity to students to empower themselves (knowledge acquisition) (Suparno, 1997: 24) begins with the occurrence of cognitive conflict because the most constructive type of conflict is cognitive conflict (Snell & Bateman, (2008), An event must occur and cause a disturbance in the cognitive structure so that their beliefs are not in accordance with the reality observed (Nai, 2017) through his experience of interaction with his environment (Suparno, 1997: 24).
In order to implement constructivism in the classroom, students are empowered by their knowledge (Gora, 2010). This opinion is in accordance with Von Glaserfeild's view (in Suparno, 1997: 19) which states that knowledge is shaped by his environment (Harsanto, 2007), the knowledge of them. Constructivist Teachers will never justify their teaching by claiming that "this is the one that is true" (Yamin, 2008). Constructivism is based on direct experience, active learning, and teaching. Viewing students as active parties should be developed opportunities in constructing the field of thought (U. P., 2007).
Methods in Islamic education have an important role in realizing the goals that are created together. Therefore the Method is a meaningful tool in presenting lessons, so it can help students understand the lesson materials for them.
At this point, there is a big difference between Islamic education and Western education methods. Islamic education methods highly appreciate the freedom of the individual, as long as freedom is in line with his nature so that a teacher in educating can not force learners in a way that contradicts his nature.
The method of hiwar qishashi (conversation about something through the story) when done well, will be able to fulfill the morality of Islamic guidance, then the way of dialogue, the attitude of the people involved, will affect the participants, thus leaving the influence of akhlaq education, attitude in speaking,, and so on (Tafseer, 1991: 136) The hiwar qishashi method is one of the best and the best method, since it can touch the soul if it is based on the sincerity of the heart (Arief 2002: 160)
The hiwar qishashi method is education by reading a story that contains a good lesson. With this method, learners can listen to the stories by a teacher, then take lessons from the story (Bakhtiar, 2013: 192). The method of hiwar qishashi is by recounting the life events of the human history of the past which concerns his obedience and his life in disobedience to the command and prohibition of God brought the prophet or apostle present in their midst. For example, a verse containing the value of the pedagogist in history is described by God as follows: "I tell you the best story by revealing this Qur ' an: you indeed "I reveal" are among those who forget. "(Surah Yusuf: 3)
God commands to recount the historical words of the past: "... then tell the stories to make them think" (Surat al-A'raf: 176).
B. Problem Formulation
Based on the background of the problem, it can be put forward the formulation of the problem as follows: Required learning model of Constructivist Islamic Education used hiwar qishashi method on grade VII students in MTs Mujahidin Sooko Mojokerto
C. Research Objectives
The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto
D. Research Methods
1. Model Development
The development of this model uses a standard model consisting of 1) Needs analysis, 2) Resource identification to meet needs, 3) Identification of product specifications desired by user, 4) Product development, 5) Internal test: Product specification and Test Test 6) Test external: User benefit test products, and 7) production.
2. Modeling Stages
The development model developed by Walter Dick & Lou Carey (in, Trianto, 2007: 61) is similar to the model developed by Kemp, but coupled with a single component of learning analysis, and there are several components to be skipped.
3. Product Trial
Stages This trial is a part of this research after the completion of the product design then directly tested the product.
4. Test Subject
The test or sample subjects for the trial are:
a) Students
b) Experts, and
c) Teacher / peer
E. Data Analysis
1. Data Analysis Validation of Constructivist Learning Model hiwar qishashi By Expert
The result of quality analysis of Constructivist Learning Model hiwar qishashi above can be concluded that RPP / Learning Scenario is feasible to be used for trial because of the score of each component which is an indicator for Constructivist Learning Model hiwar qishashi no less than 3.0. At this Peadar, there is no suggestion for revision.
The result of quality analysis of Constructivist Learning Model hiwar qishashi above can be concluded that Student Worksheet (LKS) is feasible to be used for trial because of the score of each component which is an indicator for Constructivist Learning Model hiwar qishashi no less than 3.0. And there are no suggestions and comments for Student Worksheet (LKS)
2. Data Analysis Validation of Constructivist Learning Model hiwar qishashi by Student
Results of questionnaire data processing by using Constructivist Learning Model hiwar qishashi known that the average choice of students is 3.61, it is categorized Enough with standard 0.30 intersection.
Once tested to the student as a direct user has done some replacement as follows.
a. Fixed source usage in applying the model
b. Changed the way of evaluation in model usage
3. Results of questionnaire data processing by using Constructivist Learning Model hiwar qishashi known that the average choice of students is 3.64, it is categorized Enough with the standard intersection 0.27.
Once tested to the student as a direct user has been done replacement by improving the look of the model or change the learning strategy.
F. Product Verification / Revision
1. Revisions
a. Fixed source usage in applying the model
b. Changed the way of evaluation in model usage
c. Improve the look of the model or change its learning strategy
Revised product products are considered valid because they have passed the test phase both theoretically and empirically. Some of the things that need to be underlined about this revised product are as follows.
a. The product can be used for both independent and classical learning
b. Effective learning occurs when the relationship between teachers and students is well supported by appropriate media. Conversely, if the relationship between teachers and students is not good, any teaching technique with a variety of strategies however good will not be useful. (Djamarah, 2006: 7)
c. Good relationships between teachers and students as well as interesting media is a bridge to the passionate life of students, know the interests of students, and improve student motivation in following the learning. This good relationship facilitates classroom management and enhances the excitement.
d. The quality of the developed product can be classified as high or good. This quality is derived from comments submitted by the test participants directly or via a questionnaire. The reasons given vary greatly among learning becomes fun, not boring, motivating, can repeat if not yet understand, and that clearly creates a new atmosphere with the usual.
e. Another benefit of using this product is to ease the burden on teachers while teaching, such as repeating unreadable material, writing on the blackboard, or answering student questions about writing that are not yet clear. Teachers who have weak mastery skills will also be helped by the use of this medium.
f. The psychological effects of learning using the Constructivist Learning Model hiwar qishashi can be a challenge for teachers of subjects of Islamic Religious Studies as well as other subject areas to develop their own other materials with Constructivistic Learning Model hiwar qishashi. This is in line with the demands of teacher professionalism.
G. Conclusions
The result of research Development of learning model of Constructivist Islamic Education using hiwar qishashi method on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows.
1. The revised products based on theoretical and empirical test results are Revision by Student by Questionnaire: (1) Improving the use of resources in applying the model (2) Changing the way of evaluation in using the model (3) Improving the look of the model or changing the learning strategy.
2. The developed product is attractive for classroom learning in a classical and independent manner.
3. Products of this product can ease the burden of teachers in teaching.
4. The result of expert validation and trial, Constructivist Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education.
5. The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of the productive learning model.
H. Suggestions
Based on the conclusions of this study, the following may be suggested.
1. Product Constructivist Learning Model hiwar qishashi can be developed by educators, especially teachers of Islamic Religious Education so that learning becomes more fun, motivate students and improve students' learning mastery. The development of further research can be done by utilizing the constructivist model of learning with hiwar qishashi which is more interesting.
2. Constructivist Learning Model hiwar qishashi can be used for both independent and classical learning.
3. Constructivist Learning Model hiwar qishashi can be developed and disseminated to educators, especially teachers of Islamic Religious Education so that learning becomes more fun, motivate students and improve students' learning mastery.
4. The use of this product is able to ease the burden of teachers while teaching, such as repeating unreadable material, writing on the blackboard, or answering student questions about writing that are not yet clear. Teachers who have weak mastery skills will also be helped by the use of this model.
I. References
An-Nahlawi, A. (1996). Ushulut Tarbiyah Islamiyah Wa Asalibiha fii Baiti wal Madrasati wal Mujtama’. Penerjemah Shihabuddin, Jakarta: Gema Insani.
Tafsir, A. (1992). Ilmu pendidikan dalam perspektif Islam. Jakarta: Remaja Rosdakarya.
Arief, A. (2002). Pengantar Ilmu dan Metodologi Pendidikan Islam,Jakarta: Ciputat Pers
Bakhtiar, N, (2013). Pendidikan Agama Islam di Perguruan Tinggi Umum, Yogyakarta : Aswaja Pressindo
Gora, W. (2010). PAKEMATIK Strategi Pembelajaran Inovatif Berbasis TIK. Jakarta: Ex Media Komputindo.
Harsanto, R. (2007). Pengelolaan Kelas yang Dinamis-Paradigma Baru Pembelajaran Menuju Kompetensi Siswa. Yogyakarta: Kanisius.
Indonesia, U. P. (2007). Ilmu dan Aplikasi Pendidikan: Bagian 1 Ilmu Pendidikan Teoretis. Bandung: PT Imperial Bhakti Utama
Jasmadi. (2010). Menyusun Presentasi Pembelajaran Berbasis TIK dengan Microsoft Office 2010. Jakarta: PT Elex Media Komputindo
Nai, Firmina Angela. (2017). Teori Belajar dan Pembelajaran Implementasinya dalam Pembelajaran Bahasa Indonesia di SMP, SMA DAN SMK. Yogyakarta: Deepublish.
Ramayulis, (2005) Metodologi Pendidikan Agama Islam, Jakarta: Kalam Mulia
Snell, S. A., & Bateman, T. S. (2008). Manajemen, Edisi 7: Kepemimpinan dan Kolaborasi dalam Dunia yang Kompetitif Buku 1 (Penerjemah: Criswan Sungkono dan Ali Akbar Yulianto). Jakarta: Erlangga.
Suparno, P, (1997). Teori Perkembangan Kognitif Jean piaget, Yogyakarta: Kanisius,
Suyanto, A. J. (2013). Menjadi Guru Profesional. Strategi Meningkatkan Kualifikasi dan Kualitas Guru di Era Global. books.google.com.
Trianto, (2010). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana Prenada Media Group.
Yamin, M. (2008). Paradigma pendidikan konstruktivistik: implementasi KTSP dan UU no. 14 tahun 2005 Tentang Guru dan Dosen. Gaung Persada Press.
No comments:
Post a Comment