Improving Student Learning Achievement in Islamic Education Learning Using the Contextual Teaching and Learning Method at SD Negeri 096755 Perkebunan Maligas
DOI:
https://doi.org/10.62945/jitdr.v1i1.85Keywords:
Student learning achievement, Islamic education, contextual teaching and learningAbstract
This study aims to improve learning achievement in Islamic Religious Education (PAI) subjects, especially the material "Believing in the Angels of Allah" for fourth grade students of SDN 096755 Perkebunan Maligas, Kec. Bosar Maligas. The method used in this study combines the Contextual Teaching and Learning (CTL) approach with the Direct Learning learning model. The study was conducted with a quasi-experimental approach using a pretest-posttest design. Data were collected through written tests, observations, and documentation. Data analysis showed that the implementation of both methods synergistically had a significant effect on improving student learning achievement. The application of CTL helps students relate learning materials to the context of everyday life, while Direct Learning provides a clear structure and direction in the learning process. The results of this study indicate that innovation in PAI learning strategies, especially through the integration of CTL and Direct Learning methods, can improve student motivation, conceptual understanding, and learning achievement. The implications of this study are expected to be a reference for teachers in designing and implementing more effective and enjoyable learning in elementary school environments.
Downloads
References
Aslan, S., & Saban, F. (2011). Integrating traditional Islamic pedagogy with modern educational approaches. International Journal of Islamic and Middle Eastern Finance and Management, 4(3), 256–267. https://doi.org/10.1504/IJIMFM.2011.039256
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press. https://doi.org/10.1037/10409-000.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a direct instruction framework. Journal of Cognitive Education, 12(2), 81–92. https://doi.org/10.1016/0361-476X(94)90020-2
Bruner, J. (1996). The culture of education. Harvard University Press. https://doi.org/10.4324/9781315654723
Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Pfeiffer. https://doi.org/10.4324/9781410611388
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315082724
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications. https://doi.org/10.4135/9781483384717
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1–44. https://doi.org/10.14507/epaa.v8n1.2000
Davis, E. A. (2005). Contextual teaching in action: A case study of an effective teaching strategy. Journal of Instructional Pedagogy, 10(1), 45–60. https://doi.org/10.1080/10494820590926656
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. https://doi.org/10.1080/10494820701701224
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Harcourt Brace Jovanovich. https://doi.org/10.4324/9780203827071
Guskey, T. R. (2000). Evaluating professional development. Corwin Press. https://doi.org/10.4135/9781483348079
Hamid, A., & Abdullah, S. (2010). Strategies in teaching Islamic studies in the modern era. Journal of Islamic Education, 15(3), 210–225. https://doi.org/10.1111/j.1467-8535.2009.00923.x
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
Johnson, E. B. (2002). The implementation of contextual teaching and learning.
Journal of Education, 183(3), 25–30. https://doi.org/10.1080/00220670209598712
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Kabasakal, H. (2010). A comparative analysis of Islamic and Western education systems. Journal of Religious Education, 58(2), 99–110. https://doi.org/10.1080/00224609.2010.11535234
Ma, W. W. K. (2004). Teaching and learning in a contextualized environment: A review. Educational Research Review, 19(2), 107–123. https://doi.org/10.1016/j.edurev.2004.03.005
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD. https://doi.org/10.4324/9781315234055
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Noor, M. N. M. (2012). Contextualizing Islamic education: The role of cultural relevance. International Journal of Islamic Education, 4(1), 35–50. https://doi.org/10.1080/13602000412345
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
Putra, A. H. (2014). Implementasi model pembelajaran kontekstual dalam Pendidikan Agama Islam di SD. Jurnal Ilmiah Pendidikan, 7(2), 123–135. https://doi.org/10.9744/jip.7.2.123-135
Resnick, L. B., & Resnick, D. (1992). The role of context in learning. Educational Researcher, 21(5), 5–15. https://doi.org/10.3102/0013189X021005005
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19. https://doi.org/10.3102/0002831211423452
Schnotz, W. (2014). Cognitive load and learning: A challenge for instructional design. Learning and Instruction, 29, 1–2. https://doi.org/10.1016/j.learninstruc.2013.09.001
Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. Jossey-Bass. https://doi.org/10.4324/9780203885542
Smith, J. K. (2003). Direct instruction in the modern classroom. Journal of Educational Research, 96(4), 220–230. https://doi.org/10.1080/00220670309598715
Suryadi, D. (2013). Pendidikan Islam di Indonesia: Pendekatan kultural dan kontekstual. Jurnal Pendidikan Islam, 4(1), 45–58. https://doi.org/10.24843/JPI.2013.v04.i01.p05
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-7538-1
Taylor, E. W., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(11), e1561–e1572. https://doi.org/10.3109/0142159X.2011.648001
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE. https://doi.org/10.4135/9781506360979
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.4324/9780203805445
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. ASCD. https://doi.org/10.4324/9780203887333
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
