Meningkatkan Hasil Belajar Sejarah Kebudayaan Islam: Studi Tentang Pola Interaksi Edukatif Guru dan Siswa
DOI:
https://doi.org/10.22515/attarbawi.v9i2.9846Keywords:
Educational Interaction Patterns, Teachers and Students, Improving Learning OutcomesAbstract
The purpose of this study was to determine the pattern of educational interaction between teachers and students in learning the history of Islamic culture in improving learning outcomes. This type of research is qualitative research, data collection methods using observation, interviews, and documentation. Data analysis techniques through data reduction, data presentation, and drawing verification conclusions. The subjects of the study were Islamic cultural history teachers and the informants were the curriculum field, student representatives. The results of this study are the educational interaction patterns applied effectively. Islamic cultural history teachers use a one-way pattern in delivering material, a two-way pattern through question and answer interactions, and a three-way pattern with group activities. The three patterns that have been applied can have a positive impact on improving learning outcomes, as evidenced by students who are increasingly active in learning and have in-depth knowledge of the material, so that students fulfill three educational domains, namely cognitive, affective, and psychomotor.
Downloads
References
Gade, S. dan sulaiman. (2019). Pengembangan Interaksi Edukasi Pembelajaran Pendidikan Agama Islam:Teori dan Praktik. Ar-Raniry Press.
Juni Priansa, dan D. (2014). Kinerja dan Profesionalisme Guru Fokus pada Peningkatan Kualitas Pendidikan Sekolah dan Pembelajaran. Alfabeta.
Kementerian Agama Republik Indonesia. (2014). Al-Quran Al-Karim dan Terjemahannya. Halim Publishing & Distributing.
Moleong, J. L. (2016). Metode Penelitian Kualitatif. Remaja Rosdakarya.
Mollah, M. K. (2015). Konsep Interaksi Edukatif Dalam Pendidikan Islam Dalam Perspektif Al-Qur’an. Jurnal Pendidikan Agama Islam, 3(2), 235–256.
Nuraedah. (2022). Sosiologi Pendidikan (Dari Masyarakat Hingga Ketidaksetaraan Gender dalam Pendidikan),. Nas Media Indonesia.
Nurbudiyani, I. (2013). Pelaksanaan pengukuran ranah kognitif, afektif, dan psikomotor pada mata pelajaran IPS kelas III SD Muhammadiyah Palangkaraya. Anterior Jurnal, 13(1), 88–93.
Pristiwanti, D., Badariah, B., Hidayat, S., & Dewi, R. S. (2022). Pengertian Pendidikan. Jurnal Pendidikan Dan Konseling (JPDK), 4(6), 7911–7915.
Rizawati, R., Sulaiman, S., & Syafrina, A. (2019). Hubungan antara interaksi edukatif guru dengan hasil belajar siswa kelas VI SD Negeri 18 Banda Aceh. Elementary Education Research, 4(4).
Sudjana, N. (2015). Interaksi Edukatif dalam Pembelajaran. Sinar Baru Algesindo.
Syurgawi, A., & Yusuf, M. (2020). Metode dan Model Pembelajaran Sejarah Kebudayaan Islam. Maharot: Journal of Islamic Education, 4(2), 175–192.
Syuri, K. N., & Marwan, M. (2019). Pengaruh Interaksi Edukatif dan Disiplin Belajar Terhadap Hasil Belajar Ekonomi Siswa Kelas X Di SMA Negeri 4 Sumbar. Jurnal Ecogen, 2(3), 422–432.
Wahyuningsih, S. E. (2020). Model Pembelajaran Mastery Learning: Upaya Peingkatan Keaktifan dan Hasil Belajar Siswa. CV Budi Utama.
