Peran Guru Al-Islam, Kemuhammadiyahan dan Bahasa Arab dalam Meningkatkan Keaktifan Belajar Siswa di SMP Muhammadiyah 2 Mlati, Sleman
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Institusion
Universitas Ahmad Dahlan
Author
Amarulloh, Muhammad Fatah
Subject
BP Islam. Bahaism. Theosophy, etc
Datestamp
2024-12-14 02:02:10
Abstract :
Penelitian ini di latar belakangi oleh banyaknya siswa yang mengikuti pelajaran ISMUBA kurang bersemangat ketika pembelajaran dimulai, menyibukkan diri, dan berpaling kepada mata pelajaran yang diajarkan, berakibat pada pemahaman materi yang kurang optimal. Guru ISMUBA tidak hanya berperan sebagai pengajar, tetapi juga memberikan pembimbing, organisator, motivasi dan evaluasi. Oleh karena itu penelitian ini ditujukan untuk, 1) Mengetahui peran guru ISMUBA dalam meningkatkan keaktifan belajar siswa di SMP Muhammadiyah 2 Mlati, Sleman. 2) Mengetahui faktor pendukung dan penghambat guru ISMUBA dalam meningkatkan keaktifan belajar siswa di SMP Muhammadiyah 2 Mlati, Sleman. Metode penelitian ini menggunakan jenis penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subjek penelitian yaitu guru ISMUBA dan yang menjadi subjek pendukung dalam penelitian ini yaitu siswa SMP Muhammadiyah 2 Mlati, Sleman. Teknik pengumpulan data yang digunakan observasi, wawancara, dan dokumentasi. Teknik analisis data: redukasi data, penyajian data, menarik kesimpulan. Informan dalam penelitian ini ada enam yaitu, tiga guru ISMUBA dan tiga siswa. Hasil penelitian ini menunjukkan: 1) Peran guru ISMUBA dalam meningkatkan keaktifan belajar siswa meliputi, guru sebagai konselor, guru sebagai organisator, guru sebagai motivator dan guru sebagai evaluator. 2) Faktor pendukungnya meliputi, adanya buku paket dan fasilitas yang memadai, adanya kerja sama antara guru dan siswa, dan guru terbantu oleh siswa yang saling mengajarkan dan membahu sesama tentor sebaya. Adapun faktor penghambatnya meliputi, kurangnya interaksi siswa ketika guru sedang mengajar, pada siswa yang mempunyai masalah pribadi, dan siswa yang kurang pengetahuan tentang agama. Guru ISMUBA mengatasi hambatan dengan memberikan bantuan, latihan, kesempatan maju ke depan kelas, waktu tambahan, pendekatan individual, serta variasi metode pengajaran. This research is in the background because many students who take ISMUBA lessons are less enthusiastic when learning begins, occupy themselves, and turn to the subjects taught, resulting in less than optimal understanding of the material. ISMUBA teachers not only play the role of teachers, but also provide mentors, organizers, motivation and evaluation. Therefore, this study is aimed at, 1) To find out the role of ISMUBA teachers in increasing student learning activity at SMP Muhammadiyah 2 Mlati, Sleman. 2) To find out the supporting and inhibiting factors of ISMUBA teachers in increasing student learning activity at SMP Muhammadiyah 2 Mlati, Sleman. This research method uses a type of descriptive research using a qualitative approach. The subject of the study was an ISMUBA teacher and the supporting subject in this study was a student of SMP Muhammadiyah 2 Mlati, Sleman. The data collection techniques used were observation, interviews, and documentation. Data analysis techniques: data reduction, data presentation, drawing conclusions. There were six informants in this study, namely, three ISMUBA teachers and three students. The results of this study show: 1) The role of ISMUBA teachers in increasing student learning activity includes, teachers as counselors, teachers as organizers, teachers as motivators and teachers as evaluators. 2) The supporting factors include, the existence of adequate package books and facilities, the existence of cooperation between teachers and students, and teachers are helped by students who teach each other and work hand in hand with fellow tutors. The inhibiting factors include the lack of student interaction when the teacher is teaching, students who have personal problems, and students who lack knowledge about religion. ISMUBA teachers overcome obstacles by providing assistance, practice, opportunities to move forward in class, extra time, individualized approaches, and a variety of teaching methods.
Penelitian ini di latar belakangi oleh banyaknya siswa yang mengikuti pelajaran ISMUBA kurang bersemangat ketika pembelajaran dimulai, menyibukkan diri, dan berpaling kepada mata pelajaran yang diajarkan, berakibat pada pemahaman materi yang kurang optimal. Guru ISMUBA tidak hanya berperan sebagai pengajar, tetapi juga memberikan pembimbing, organisator, motivasi dan evaluasi. Oleh karena itu penelitian ini ditujukan untuk, 1) Mengetahui peran guru ISMUBA dalam meningkatkan keaktifan belajar siswa di SMP Muhammadiyah 2 Mlati, Sleman. 2) Mengetahui faktor pendukung dan penghambat guru ISMUBA dalam meningkatkan keaktifan belajar siswa di SMP Muhammadiyah 2 Mlati, Sleman. Metode penelitian ini menggunakan jenis penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subjek penelitian yaitu guru ISMUBA dan yang menjadi subjek pendukung dalam penelitian ini yaitu siswa SMP Muhammadiyah 2 Mlati, Sleman. Teknik pengumpulan data yang digunakan observasi, wawancara, dan dokumentasi. Teknik analisis data: redukasi data, penyajian data, menarik kesimpulan. Informan dalam penelitian ini ada enam yaitu, tiga guru ISMUBA dan tiga siswa. Hasil penelitian ini menunjukkan: 1) Peran guru ISMUBA dalam meningkatkan keaktifan belajar siswa meliputi, guru sebagai konselor, guru sebagai organisator, guru sebagai motivator dan guru sebagai evaluator. 2) Faktor pendukungnya meliputi, adanya buku paket dan fasilitas yang memadai, adanya kerja sama antara guru dan siswa, dan guru terbantu oleh siswa yang saling mengajarkan dan membahu sesama tentor sebaya. Adapun faktor penghambatnya meliputi, kurangnya interaksi siswa ketika guru sedang mengajar, pada siswa yang mempunyai masalah pribadi, dan siswa yang kurang pengetahuan tentang agama. Guru ISMUBA mengatasi hambatan dengan memberikan bantuan, latihan, kesempatan maju ke depan kelas, waktu tambahan, pendekatan individual, serta variasi metode pengajaran. This research is in the background because many students who take ISMUBA lessons are less enthusiastic when learning begins, occupy themselves, and turn to the subjects taught, resulting in less than optimal understanding of the material. ISMUBA teachers not only play the role of teachers, but also provide mentors, organizers, motivation and evaluation. Therefore, this study is aimed at, 1) To find out the role of ISMUBA teachers in increasing student learning activity at SMP Muhammadiyah 2 Mlati, Sleman. 2) To find out the supporting and inhibiting factors of ISMUBA teachers in increasing student learning activity at SMP Muhammadiyah 2 Mlati, Sleman. This research method uses a type of descriptive research using a qualitative approach. The subject of the study was an ISMUBA teacher and the supporting subject in this study was a student of SMP Muhammadiyah 2 Mlati, Sleman. The data collection techniques used were observation, interviews, and documentation. Data analysis techniques: data reduction, data presentation, drawing conclusions. There were six informants in this study, namely, three ISMUBA teachers and three students. The results of this study show: 1) The role of ISMUBA teachers in increasing student learning activity includes, teachers as counselors, teachers as organizers, teachers as motivators and teachers as evaluators. 2) The supporting factors include, the existence of adequate package books and facilities, the existence of cooperation between teachers and students, and teachers are helped by students who teach each other and work hand in hand with fellow tutors. The inhibiting factors include the lack of student interaction when the teacher is teaching, students who have personal problems, and students who lack knowledge about religion. ISMUBA teachers overcome obstacles by providing assistance, practice, opportunities to move forward in class, extra time, individualized approaches, and a variety of teaching methods.
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