OBAMATARE-Alquran: The Syntax of the Quran-Based CTL Model in the Learning of Islam Religious Education in Higher Education

Indah Muliati; Alfurqan Alfurqan; Murniyetti Murniyetti; Sulaiman Sulaiman

doi:10.35445/alishlah.v15i2.3019

OBAMATARE-Alquran: The Syntax of the Quran-Based CTL Model in the Learning of Islam Religious Education in Higher Education

Indah Muliati, Alfurqan Alfurqan, Murniyetti Murniyetti, Sulaiman Sulaiman

Abstract

Research on the CTL is based on many findings that most students have yet to be able to make connections between what they learn and its various uses in real life. This study aimed to develop an Alquran-based CTL model in the subject of Islamic Religious Education (PAI) in Higher Education, specifically on the syntax design of the Quran-based CTL model. This study used the R&D method with the ADDIE model approach. The results of this study were the syntax of the Quran-based CTL model in PAI learning in Higher Education, which were summarized in the acronym OBAMATARE-Alquran, O: direct/orientate, BA: (baca) read Alquran, MA: (masalah) formulate a problem, TA: (tanya jawab) discussion, ask-answer-group/independent (solving problems)/guiding inquiry and displaying results, RE: reflection and evaluation. The syntax uses verses from Alquran relevant to the learning theme. OBAMATARE-Alquran, the Alquran-based CTL model, follows seven CTL activities. Constructivism, inquiry, question and answer and learning community activities could be seen in learning activities when students discussed in groups and investigated the details of the provided problems in LKM and picture/video shows. Then students found roots and problem solutions by exploring information. Students would exemplify ways to solve problems throughout the modelling step of solving problems. Reflections were done on the opening and closing activities. Meanwhile, evaluation in the form of authentic assessment was carried out during learning and at the end. This research is only limited to Alquran-based CTL syntax, requires further trials. This research can be developed in the form of learning modules, learning media and learning evaluation.

Keywords

Syntaks; Contextual Teaching and Learning; OBAMATARE Alquran

Full Text:

PDF

References

Arianto, T. (2011). Tingkat Kejujuran Sosial Dan Akademik Mahasiswa Pendidikan Biologi. Seminar Nasional X Pendidikan Biologi FKIP UNS, 1–7.

Fatin, R. S. (2019). Perilaku Menyimpang Mahasiswa Berprestasi (Studi Kasus Mahasiswa UIN Sunan Kalijaga Yogyakarta).

Fatin, R. shafri. (2020). Perilaku Menyimpang Mahasiswa Berprestasi: Studi Kasus 3 Mahasiswa UIN Sunan Kalijaga Yogyakarta.

Hartono, Raden Muhamad, S. T. (2021). Perilaku Menyimpang Pada Kalangan Mahasiswa Kelurahan Paccinongang Kecamatan Somba Opu Kabupaten Gowa. Pinisi Journal of Sociology Education, 1(3), 64–68.

Hidayat, T., & Asyafah, A. (2019). Konsep Dasar Evaluasi Dan Implikasinya Dalam Evaluasi Pembelajaran Pendidikan Agama Islam Di Sekolah. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(1), 159–181. https://doi.org/10.24042/atjpi.v10i1.3729

Johnson, E. B. (2010). Contextual Teaching & Learning Menjadikan Kegiatan Belajar Mengajar Bermakna. Kaifa.

Kosasih, A. (2012). Implementasi Nilai-Nilai Akidah Islam di Lingkungan Civitas Akademika Universitas Negeri Padang.

Lestari, S., & Nugraheni, A. S. (2022). The Effect of Google Classroom in Improving Learning Motivation and Critical Thinking Skills of University Students. AL-ISHLAH: Jurnal Pendidikan, 14(1), 61–70. https://doi.org/10.35445/alishlah.v14i1.973

Mawarti, R. A. dkk. (2021). Perilaku Menyimpang Mahasiswa Dalam Kinerja Akademik Student Deviant Behavior In Academic Performance At Universities. Ilmiah Pendidikan Pancasila Dan Kewarganegaraan, 6, 210–219.

Murniyeeti, M. (2018). Profil Pendidik Dalam Lingkaran Terminologi Ayat-Ayat Alqura. Islam Transformatif: Journal of Islamic Studies, 1(2), 191-202.

Muslich. (2004a). Pembelajaran KTSP Berbasis Kompetensi dan Kontekstual. Bumi Aksara.

Muslich, M. (2004b). Pembelajaran KTSP Berbasis Kompetensi dan Kontekstual.

Nurhadi. (2004). Kurikulum Pertanyaan dan Jawaban. Gresindo.

Oviyanti, F., Indrawati, I., Rochmiatun, S., Huzaimah, A., Zuhdiyah, Z., & Alfurqan, A. (2020). The Evaluation of National Qualification Framework Curriculum (KKNI) at UIN Raden Fatah Palembang. Ta'dib, 23(2), 201-212.

Penerapan Model Contextual Teaching and Learning (CTL) Pada Pembelajaran PAI di SMAN 1 Sungai Penuh. (n.d.). Tarbawi: Jurnal Pendidikan, 14(01), 77–87.

Putra, F. B. M., & Pinasti, V. I. S. (2020). Perilaku Menyimpang Mahasiswa Kontrakan Di Yogyakarta. E-Societas, 2–17.

Rasyidah, U. H., Pratiwi, R., & Sulur. (2011). Pengembangan Karakter Tanggung Jawab, Kejujuran, Tekun/Gigih dan Peningkatan Hasil Belajar Kognitif Fisika Matematika Melalui Perkuliahan Terpadu. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, 247–254.

Rusman. (2011). Model Model Pembelajaran Menghasilkan Profesionalisme Guru. Rajawali Pers.

Sabiq, S. (2008). Fiqh Sunnah, Terj. Thabrani. Pena Pundi Aksara.

Sanjaya, W. (2008). Pembelajaran dalam implementasi kurikulum dalam berbasis kompetensi. Kencana Prenada Media Grup.

Sapta, A. (2018). Penerapan Model Ctl Dalam Meningkatkan Kemampuan Pelanaran Matematika. Seminar Nasional Royal (SENAR), 3(September), 103–111.

Sugandi, D. (2019). Karakter dan Sifat Kejujuran Mahasiswa Melalu Kantin Kejujuran. Pendekar; Jurnal Pendidikan Bekarakter Fakultas Keguruan Dan Ilmu Pendidikan UM Mataram, 2, 15–22.

Suhardin. (2018). Pengaruh Strategi Contextual Teaching and Learning (CTL) dan Integrated Instructional Terhadap Kemampuan Berpikir Kritis Siswa Tentang Zakat. Edukasi: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 124–137.

Sulaiman. (2012). Pengaruh Strategi Contextual Teaching and Learning (CTL) Terhadap HasilBelajar Siswa Pendidikan Agama Islam di Universitas Negeri Padang. Pedagogi: Ilmiah Ilmu Pendidikan, XII(2), 45–54.

Sulfemi, W. B. (2019). Model Pembelajaran Contextual Teaching And Learning (CTL) Berbantu Media Miniatur Lingkungan Untuk Meningkatkan Hasil Belajar IPS. Edunomic Jurnal Pendidikan Ekonomi, 7(2), 73. https://doi.org/10.33603/ejpe.v7i2.1970

Sumiati, A. (2007). Metode Pembelajaran. CV Wacana Prima.

Trianto. (2015). Mendesain Model Pembelajaran. Kencana.

Tung, K. Y. (2017). Desain Instruksional; Perbandingan, Model dan Implementasinya. Andi.

Wirdati, W., & Sulaiman, S. (2018). Azas-Azas Pembelajaran Kontekstual Dalam Perspektif Islam. Ta’dib, 21(1), 29. https://doi.org/10.31958/jt.v21i1.1039

Zaitun, & Habiba, S. (2013). Implementasi Sholat Fardhu Sebagai Sarana Pembentuk Karakter Mahasiswa Universitas Maritim Raja Ali Haji Tanjungpinang. Jurnal Pendidikan Agama Islam - Ta’lim, 11(2), 153–168.

DOI: https://doi.org/10.35445/alishlah.v15i2.3019