Implementasi Active Learning dalam pembelajaran PAI untuk meningkatkan sikap peduli dan kecerdasan emosional siswa: Penelitian di Smk Al-Falah Nagreg-Bandung

Ridwansyah, Risyad Sani (2025) Implementasi Active Learning dalam pembelajaran PAI untuk meningkatkan sikap peduli dan kecerdasan emosional siswa: Penelitian di Smk Al-Falah Nagreg-Bandung. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Guru Pendidikan Agama Islam di SMK Al-Falah Nagreg telah menerapkan pembelajaran aktif (active learning) model critical incident dalam pembelajaran PAI terhadap sikap peduli dan kecerdasan emosional yakni pertama, siswa mempelajari topik yang akan dipelajari, siswa mengingat pengalaman mereka, siswa mempresentasikan pengalaman mereka, guru menyampaikan materi dengan mengaitkan pengalaman siswa dengan topik pembelajaran. Namun pada kenyataannya, masih terdapat siswa yang sikap sosialnya tidak sesuai dengan ajaran yang ia temukan, dimana kecerdasan emosionalnya kurang terasah sehingga kepeduliannya kurang melekat dan tidak mengarakter dalam dirinya. Penelitian ini bertujuan untuk mendiskripsikan: 1. Implementasi active learning dalam pembelajaran PAI di SMK Al-Falah Nagreg; 2. Mendeskripsikan pengaruh active learning dalam pembelajaran PAI terhadap sikap peduli siswa di SMK Al-Falah Nagreg; 3. Mendeskripsikan pengaruh active learning dalam pembelajaran PAI terhadap kecerdasan emosional siswa di SMK Al-Falah Nagreg; 4. Mendeskripsikan pengaruh active learning terhadap sikap peduli dan kecerdasan emosional siswa di SMK Al-Falah Nagreg. Penelitian ini didasari oleh teori Melvin L. Silberman yang mengatakan bahwa pembelajaran aktif dapat atau berorientasi kepada mengubah tingkah laku individu dan untuk menjadikan seseorang menjadi atau manusia yang paripurna dari segala aspek. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dengan true experimental non-equivalent control group design dikarenakan peneliti akan akan emngambil secara acak (random) dari populasi yang homogen dengan cara kedua kelompok terlebih dahulu diberi tes awal (pretest) dengan tes yang sama, kemudian kelomok eksperimen diberi perlakukan khusus yaitu pembelajaran critical incident student. Hasil analisis data penelitian menunjukkan bahwa; 1. Implementasi active learning pada pembelajaran PAI di SMK Al-Falah Nagreg ini cukup efektif, dimana konsep model pembelajaran aktif secara umum yang di terapkan di sekolah SMK Al-Falah Nagreg memiliki 8 langkah yaitu: Menetapakan tujuan pembelajaran dan mengidentifikasi masalah, menganalisis karakteristik siswa, mengidentifikasi materi, menentukan materi pembelajaran, menentukan pre-test, menentukan kegiatan belajar mengajar dan sumber belajar, koordinasi sarana pendukung, evaluasi; 2. Pengaruh active learning terhadap sikap peduli siswa di SMK Al-Falah Nagreg secara hasil data statistik terkategori tinggi Sikap peduli siswa di SMK Al-Falah Nagreg terkategori baik, hal ini ditandai dengan siswa mampu memperlakukan orang lain dengan sopan, bersikap toleran, tidak menyakiti orang lain, dapat bekerja sama, berkemauan untuk terlibat di masyarakat, dan mencintai manusia dan makhluk lainnya; 3. Pengaruh active learning terhadap kecerdasan emosional siswa di SMK Al-Falah Nagreg secara hasil data statistik terkategori tinggi. Kecerdasan emosional siswa di SMK Al-Falah terkategori baik dimana siswa diasah untuk terbiasa berempati atau bersikap tenggang rasa terhadap sesama siswa yang lain atau dengan orang lain, seperti berusaha merasakan perasaan orang lain dan memberikan dukungan emosional kepada siswa atau orang lain yang sedang mengalami kesulitan; 4. Pengaruh active learning di SMK Al-Falah Nagreg terhadap sikap peduli dan kecerdasan emosional siswa di SMK Al-Falah Nagreg secara statistik terkategori cukup efektif dengan nilai NGain score minimal 70,00 dan maksimal 86,67. Sementara untuk rata-rata NGain score untuk kelas DKV adalah sebesar 60,8 termasuk dalam kategori cukup efektif dengan nilai NGain score minimal 65.00 dan maksimal 85,56. Berdasarkan paparan data di atas, tidak ditemukan masalah dalam pelaksanaan metode active learning, namun setelah dilakukan penelitian lebih lanjut melalui observasi dan wawancara ditemukan beberapa masalah eksternal mengenai penelitian ini berupa siswa terlalu banyak bermain, menurunnya minat belajar, kejenuhan, kesibukan orang tua/pengurus yang menghalangi pendampingan belajar dan lingkungan teman sejawat yang berkelompok-kelompok (circle) yang mengakibatkan siswa tidak peduli sosial secara menyeluruh yang mana solusinya adalah mengawasi siswa ketika jam kosong, setelah pulang sekolah dan ketika jadwal mengulang pelajaran, memberikan motivasi belajar, metode yang variatif, orang tua harus meluangkan waktu dan berada di sekitar anak mereka saat mereka belajar. ENGLISH: Islamic Religious Education teachers at SMK Al-Falah Nagreg have implemented active learning (active learning) critical incident model in Islamic Religious Education learning towards caring attitudes and emotional intelligence, namely first, students study the topics to be studied, students remember their experiences, students present their experiences, teachers deliver materials by linking students' experiences with learning topics. However, in reality, there are still students whose social attitudes are not in accordance with the teachings they find, where their emotional intelligence is not honed so that their concern is not attached and does not characterize them. This study aims to describe: 1. Implementation of active learning in Islamic Religious Education learning at SMK Al-Falah Nagreg; 2. Describe the influence of active learning in Islamic Religious Education learning on students' caring attitudes at SMK Al-Falah Nagreg; 3. Describe the influence of active learning in Islamic Religious Education learning on students' emotional intelligence at SMK Al-Falah Nagreg; 4. Describe the influence of active learning on students' caring attitudes and emotional intelligence at SMK Al-Falah Nagreg. This research is based on Melvin L. Silberman’s theory that states that active learning can or is oriented towards changing individual behavior and to make someone a complete human being in all aspects. This study uses a quantitative approach with an experimental method with a true experimental nonequivalent control group design because the researcher will take it randomly from a homogeneous population by first giving both groups an initial test (pretest) with the same test, then the experimental group is given special treatment, namely critical incident student learning. The results of the research data analysis show that; 1. The implementation of active learning in Islamic Religious Education learning at SMK Al-Falah Nagreg is quite effective, where the concept of the active learning model in general applied at SMK Al-Falah Nagreg has 8 steps, namely: Determining learning objectives and identifying problems, analyzing student characteristics, identifying materials, determining learning materials, determining pre-tests, determining teaching and learning activities and learning resources, coordinating supporting facilities, evaluation; 2. The effect of active learning on students' caring attitudes at SMK Al-Falah Nagreg according to statistical data results is categorized as high. Students' caring attitudes at SMK Al-Falah Nagreg are categorized as good, this is indicated by students being able to treat others politely, being tolerant, not hurting others, being able to work together, being willing to be involved in society, and loving humans and other creatures; 3. The effect of active learning on students' emotional intelligence at SMK Al-Falah Nagreg according to statistical data results is categorized as high. The emotional intelligence of students at SMK Al-Falah is categorized as good where students are honed to be accustomed to empathizing or being tolerant towards other students or other people, such as trying to feel other people's feelings and providing emotional support to students or other people who are experiencing difficulties; 4. The effect of active learning at SMK Al-Falah Nagreg on the caring attitude and emotional intelligence of students at SMK Al-Falah Nagreg is statistically categorized as quite effective with a minimum NGain score of 70.00 and a maximum of 86.67. Meanwhile, the average NGain score for the DKV class is 60.8, included in the fairly effective category with a minimum NGain score of 65.00 and a maximum of 85.56. Based on the data presentation above, no problems were found in the implementation of the active learning method, but after further research through observation and interviews, several external problems were found regarding this study in the form of students playing too much, decreasing interest in learning, boredom, busy parents/administrators who hinder learning assistance and peer groups (circle) which results in students not caring about society as a whole, the solution of which is to supervise students during free hours, after school and when the schedule to repeat lessons, provide learning motivation, varied methods, parents must take the time and be around their children while they are studying.

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