MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM MENUMBUHKAN KESADARAN RELIGIUS PESERTA DIDIK DI SMPN 30 MAKASSAR

Abstract

This study aims to (1) describe the Islamic Religious Education (IRE) learning model implemented at SMP Negeri 30 Makassar, and (2) identify the supporting and inhibiting factors in the implementation of the IRE learning model in fostering students' religious awareness. This research employed a qualitative method with a descriptive approach. Data collection techniques included observation, in-depth interviews, and documentation. Data validity was tested through source and technique triangulation. The findings indicate that the IRE learning model applied is a combination of the Deep Learning Model and the Cooperative Learning Model, integrated with habituation and exemplary practices. The learning process consists of opening activities (greetings, prayers, and apperception), core activities (discussion question-and-answer sessions, reflection, and contextualization of materials), and closing activities (summaries, reinforcement, and encouragement of religious practices). Supporting  factors  include  school  support,  adequate  worship  facilities, collaboration among teachers, student enthusiasm, and religious habituation programs. Inhibiting factors include differences in family backgrounds, the influence of social media and smartphones, limited parental support, and student laziness. Teachers overcome these obstacles through continuous guidance, contextualizing materials, and communicating with parents

Tujuan dari penelitian ini guna (1) menjelaskan model pembelajaran Pendidikan Agama Islam (PAI) yang diterapkan di SMP Negeri 30 Makassar, dan (2) mengetahui faktor pendukung dan penghambat dalam penerapan model pembelajaran PAI dalam menumbuhkan kesadaran religius peserta didik. Metode kualitatif diterapkan dalam penelitian ini melalui pendekatan deskriptif. Data terkumpul melalui wawancara mendalam, observasi, beserta dokumentasi. Keabsahan data diuji melalui triangulasi sumber beserta teknik. Temuan penelitian memperlihatkan bahwasanya model pembelajaran PAI yang diimplementasikan termasuk kombinasi model pembelajaran mendalam (deep learning) dan model kooperatif (cooperative learning) dengan integrasi pembiasaan dan keteladanan. Pelaksanaan pembelajaran meliputi kegiatan pembukaan (salam, doa, apersepsi), kegiatan inti (diskusi, tanya jawab, refleksi, kontekstualisasi materi), dan kegiatan penutup (simpulan, penguatan, motivasi amaliah). Faktor pendukung meliputi dukungan sekolah, fasilitas ibadah, kerja sama antar guru, antusiasme siswa, serta program pembiasaan keagamaan. Faktor penghambat meliputi perbedaan latar belakang keluarga, pengaruh media sosial dan HP, kurangnya dukungan orang tua, serta rasa malas siswa. Guru mengatasi hambatan melalui pendampingan berkelanjutan, kontekstualisasi materi, dan komunikasi dengan orang tua.

Kata Kunci:

Model Pembelajaran, Kesadaran Religius, Pendidikan Agama Islam, Pembelajaran Mendalam, Pembelajaran kooperatif