Increasing Activeness and Learning Outcomes of Islamic Religious Education Through Strategy Everyone is A Teacher Here
DOI:
10.29303/jcar.v4i4.2980Published:
2023-01-25Downloads
Abstract
This is a classroom action research conducted through 2 cycles or more with each cycle. The stages are planning, action, observation, and reflection. Data collection is done through observation in the classroom and documentation of the results of the actions taken. This classroom action research procedure consists of 4 stages: planning, action, observation, and reflection. The subject material is commendable behavior class XI RPL 1 SMK Negeri 1 Buntok. Results study show strategy of everyone being a teacher here in PAI learning can increase student learning activeness. It can be seen in the increase in student test results in each cycle where in the pre-cycle, the level of completeness is six students or 15.8%, rising to 10 students or 26.3%, increased again in cycle II, namely 17 students or 44.8% and at the end of cycle III to 34 students or 89.5%. This increase was due to improvements in the actions taken by the teacher in each cycle. Strategy everyone is a teacher here in PAI learning can improve student learning outcomes in Class XI RPL 1 SMK Negeri 1 Buntok. This can be seen from the increase in student activity in each cycle. In the first cycle, student activity was in the good and very good categories, there were nine students or 23.6%, rising to 22 students or 57.9%, and at the end of cycle III there were 36 students or 94.7 %. It shows the tendency of students to be active in the learning process. It is proven that students actively listen carefully to the teacher's explanation, is very active in the learning process, have high enthusiasm in exploring material, and are actively involved in group work when given motivation by the teacher in every lesson that is done.
Keywords:
Strategy,every one is a teacher here, activeness, learning outcomes, commendable behaviorReferences
Arikunto, S. (2006). Suhardjono, dan Supardi. 2006. Penelitian tindakan kelas, 1.
Khalilullah, M. (2011). Strategi pembelajaran bahasa Arab aktif (kemahiran istima’dan takallum). Sosial Budaya, 8(2), 219-235.
Kusnadi, K., Ikhsan, M., & Adiningsih, W. (2022). BIMBINGAN KONSELING ISLAM (PSIKOTERAPI TAUBAT). Jurnal Mimbar: Media Intelektual Muslim Dan Bimbingan Rohani, 8(1), 54-87.
Majid, A., & Andayani, D. (2004). Pendidikan agama Islam berbasis kompetensi: konsep dan implementasi kurikulum 2004. Remaja Rosdakarya.
Margono, T., & Margono, T. (2000). Aplikasi Pembelajaran Ilmu Bibliomatriks di Perguruan Tinggi. Cakrawala Pendidikan, 87386.
Mulyasa, E. (2010). Penelitian tindakan kelas. Bandung: PT Remaja Rosdakarya.
Nuraeni, N. (2022). Penerapan Metode Every One Is A Teacher Here Dalam Meningkatkan Prestasi Belajar Fiqih Pada Siswa Kelas II MI Hidayatullah Marisa. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(2), 1253-1262.
Rosiyati, R. (2022). Penerapan Metode Card Sort Dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Akidah Akhlak Madrasah Ibtidaiyah Pelita Patoman. SKULA: Jurnal Pendidikan Profesi Guru Madrasah, 2(3), 329-334.
Ruslaini, R., & Novika, T. (2021). Penerapan Strategi Pembelajaran Active Learning Pada Materi Ekosistem Untuk Meningkatan Kemandirian Belajar Siswa. Jurnal Geuthèë: Penelitian Multidisiplin, 4(1), 01-09.
Silberman, C. D., Laks, J., Capitão, C. F., Rodrigues, C. S., Moreira, I., & Engelhardt, E. (2006). Recognizing depression in patients with Parkinson’s disease: accuracy and specificity of two depression rating scale. Arquivos de neuro-psiquiatria, 64, 407-411.
Suhada, D. (2022). Penerapan model pembelajaran langsung untuk meningkatkan hasil belajar pendidikan agama islam kelas III SD NU Kaplongan Kecamatan Karangampel Kabupaten Indramayu. Jurnal Pendidikan dan Konseling (JPDK), 4(6), 3274-3285.
Sukmadinata, S. N. (2005). Metode Penelitia. Bandung: PT remaja rosdakarya.
Thoha, H. C. (1996). Kapita selekta pendidikan Islam. Pustaka Pelajar.
Wiriatmadja, R. (2005). Metode Tindakan Kelas untuk Meningkatkan Kinerja Guru dan Dosen. Bandung: PT Remaja Rosdakarya.
License
Copyright (c) 2022 Tugimin
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
