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M. Isa

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Author-ID : 2765820

Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Engineering Environmental Science Immunology & microbiology Medicine & Pharmacology Physics Social Sciences Veterinary Other

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Penerapan Model Pembelajaran Savi (Somatis, Audio, Visual dan Intelektual dalam Meningkatkan Hasil Belajar Pendidikan Agama Islam di Sekolah Dasar Riri Susanti; Hardianto; M. Isa
Jurnal Kewarganegaraan Vol 6 No 4 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Abstrak Permasalahan dalam penelitian ini adalah rendahnya daya serap dan daya ingat terhadap materi yang disampaikan oleh guru. Materi yang disampaikan tidak bertahan lama dalam memori siswa. Hal ini dapat mempengaruhi prestasi belajar siswa yang terlihat pada nilai ulangan harian Pendidikan Agama Islam dengan rata rata nilai mencapai 60, sedangkan kriteria ketuntasan minimal adalah 75. Jadi Nilai siswa lebih rendah dari standar nilai minimum. Selain itu kurangnya kemampuan guru dalam penggunaan metode, media pembelajaran atau pengelolaan kelas. Model pembelajaran Somatic, Auditory, Visualization, Intelektually adalah salah satu model pembelajaran dapat mengatasi permasalahan tersebut. Tujuan penelitian ini adalah untuk mendeskripsikan proses penerapan model pembelajaran Somatic, Auditory, Visualization, Intelektually dan mendeskripsikan hasil belajar Pendidikan Agama Islam melalui model pembelajaran tersebut. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dengan dua siklus. Penelitian ini dilaksanakan di SDN 14 Ganting Dodok Sulit Air Kabupaten Solok. Teknik pengumpulan data dilaksanakan dengan teknik observasi, wawancara, tes dan dokumentasi. Analisis data dilasanakan dengan cara pengumpulan data, penyajian data, penarikan kesimpulan atau verifikasi data. Hasil penelitian menunjukkan menunjukkan bahwa model pembelajaran Somatic, Auditory, Visualization, Intelektually dengan tepat dapat meningkatkan aktifitas pembelajaran, suasana pembelajaran menjadi lebih hidup dan menyenangkan. Model pembelajaran ini juga meningkatkan hasil belajar Pendidikan Agama Islam. Kata Kunci: SAVI (Somatic, Auditory, Visualization, Intelektually), Hasil Belajar, Pendidikan Agama Islam. Abstract The problem in this study is the low absorption and memory of the material presented by the teacher. The material presented does not last long in the students' memory. This can affect student achievement as seen in the daily test scores of Islamic Religious Education with an average score of 60, while the minimum completeness criterion is 75. So the student's score is lower than the minimum standard. In addition, the teacher's lack of ability in using methods, learning media or classroom management. Somatic, Auditory, Visualization, Intellectually learning models are one of the learning models that can overcome these problems. The purpose of this study was to describe the process of applying the Somatic, Auditory, Visualization, Intellectual learning model and to describe the learning outcomes of Islamic Religious Education through the learning model. This type of research is classroom action research which is carried out in two cycles. This research was conducted at SDN 14 Ganting Dodok Difficult Air, Solok Regency. Data collection techniques were carried out by means of observation, interviews, tests and documentation. Data analysis is carried out by collecting data, presenting data, drawing conclusions or verifying data. The results of the research show that the Somatic, Auditory, Visualization, Intellectual learning model can appropriately improve learning activities, making the learning atmosphere more lively and fun. This learning model also improves the learning outcomes of Islamic Religious Education. Keywords: Savi (Somatic, Auditory, Visualization, Intelektually), Hasil Belajar, Pendidikan Agama Islam

Penerapan Model Pembelajaran Savi (Somatis, Audio, Visual dan Intelektual dalam Meningkatkan Hasil Belajar Pendidikan Agama Islam di Sekolah Dasar Riri Susanti; Hardianto; M. Isa
Jurnal Kewarganegaraan Vol 6 No 4 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i4.4246

Abstrak Permasalahan dalam penelitian ini adalah rendahnya daya serap dan daya ingat terhadap materi yang disampaikan oleh guru. Materi yang disampaikan tidak bertahan lama dalam memori siswa. Hal ini dapat mempengaruhi prestasi belajar siswa yang terlihat pada nilai ulangan harian Pendidikan Agama Islam dengan rata rata nilai mencapai 60, sedangkan kriteria ketuntasan minimal adalah 75. Jadi Nilai siswa lebih rendah dari standar nilai minimum. Selain itu kurangnya kemampuan guru dalam penggunaan metode, media pembelajaran atau pengelolaan kelas. Model pembelajaran Somatic, Auditory, Visualization, Intelektually adalah salah satu model pembelajaran dapat mengatasi permasalahan tersebut. Tujuan penelitian ini adalah untuk mendeskripsikan proses penerapan model pembelajaran Somatic, Auditory, Visualization, Intelektually dan mendeskripsikan hasil belajar Pendidikan Agama Islam melalui model pembelajaran tersebut. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dengan dua siklus. Penelitian ini dilaksanakan di SDN 14 Ganting Dodok Sulit Air Kabupaten Solok. Teknik pengumpulan data dilaksanakan dengan teknik observasi, wawancara, tes dan dokumentasi. Analisis data dilasanakan dengan cara pengumpulan data, penyajian data, penarikan kesimpulan atau verifikasi data. Hasil penelitian menunjukkan menunjukkan bahwa model pembelajaran Somatic, Auditory, Visualization, Intelektually dengan tepat dapat meningkatkan aktifitas pembelajaran, suasana pembelajaran menjadi lebih hidup dan menyenangkan. Model pembelajaran ini juga meningkatkan hasil belajar Pendidikan Agama Islam. Kata Kunci: SAVI (Somatic, Auditory, Visualization, Intelektually), Hasil Belajar, Pendidikan Agama Islam. Abstract The problem in this study is the low absorption and memory of the material presented by the teacher. The material presented does not last long in the students' memory. This can affect student achievement as seen in the daily test scores of Islamic Religious Education with an average score of 60, while the minimum completeness criterion is 75. So the student's score is lower than the minimum standard. In addition, the teacher's lack of ability in using methods, learning media or classroom management. Somatic, Auditory, Visualization, Intellectually learning models are one of the learning models that can overcome these problems. The purpose of this study was to describe the process of applying the Somatic, Auditory, Visualization, Intellectual learning model and to describe the learning outcomes of Islamic Religious Education through the learning model. This type of research is classroom action research which is carried out in two cycles. This research was conducted at SDN 14 Ganting Dodok Difficult Air, Solok Regency. Data collection techniques were carried out by means of observation, interviews, tests and documentation. Data analysis is carried out by collecting data, presenting data, drawing conclusions or verifying data. The results of the research show that the Somatic, Auditory, Visualization, Intellectual learning model can appropriately improve learning activities, making the learning atmosphere more lively and fun. This learning model also improves the learning outcomes of Islamic Religious Education. Keywords: Savi (Somatic, Auditory, Visualization, Intelektually), Hasil Belajar, Pendidikan Agama Islam

Efforts of Islamic and Christian Religious Education Teachers in Forming Attitudes of Tolerance M. Isa
el-Tarbawi : Jurnal Pendidikan Agama Islam Vol 2 No 2 (2025): SEPT 2025 - FEBRUARY 2026
Publisher : CV Naskah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/el-tarbawi.v2i2.268

Religious education plays a crucial role in fostering tolerance in students, particularly in schools with diverse religions and cultures. Through teaching, familiarization, role modeling, and collaboration between teachers, religious education fosters character in students, enabling them to live harmoniously and respect differences. At Methodist Elementary School in Banda Aceh, the religious diversity of Muslim and Christian students presents a valuable educational opportunity. Despite their differing beliefs, students continue to live harmoniously and respect each other thanks to the consistent guidance and development provided by Islamic and Christian Religious Education teachers. This study aims to determine the efforts of religious teachers in instilling values of tolerance and how these tolerance attitudes are implemented in the school environment. The method used is a qualitative approach with descriptive methods. Data were obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and verification. Data validity was maintained through triangulation of methods, time, and sources to ensure the authenticity of the findings. The results of the study indicate that Islamic and Christian Religious Education teachers at Methodist Elementary School in Banda Aceh strive to instill the values of tolerance through various means, including classroom learning that emphasizes the values of love, empathy, and respect for differences; joint religious activities that strengthen togetherness; daily habits such as helping each other and working together; integration of tolerance values in teaching materials; and regular evaluation and monitoring of student character development. The efforts made by these teachers have proven effective in building a culture of tolerance in the school environment. Through the synergy between learning, role models, and habits, Methodist Elementary School in Banda Aceh becomes a real example of tolerance-based character education practices that are able to foster a harmonious atmosphere amidst diversity.

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