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All Journal PROGRES PENDIDIKAN Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Mubarokah, Hani Tazkiyah
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Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING PADA MATA PELAJARAN SENI RUPA DAN P5 DI SDN 16 MATARAM Halisah, Fabia; Huriah, Huzaematul; Mubarokah, Hani Tazkiyah; Fajri, Lathifa Julia; Prasetio, Katon; Rahmadhoan, Lulu
PROGRES PENDIDIKAN Vol. 6 No. 3 (2025): September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v6i3.1377

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran Contextual Teaching and Learning (CTL) di SDN 16 Mataram, khususnya pada mata pelajaran Seni Rupa dan Projek Penguatan Profil Pelajar Pancasila (P5). Model CTL menghubungkan materi pelajaran dengan kehidupan nyata siswa dan mendorong keterlibatan aktif dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi, wawancara guru, dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa penerapan CTL mampu meningkatkan pemahaman siswa terhadap materi, mendorong kreativitas, serta menumbuhkan sikap kemandirian, tanggung jawab, dan kerja sama. Kegiatan pembelajaran seperti membuat rumah dari stik es krim dan membuat telur asin menjadi contoh konkret penerapan CTL di kelas. Meskipun efektif, penerapan model ini juga menghadapi tantangan, seperti kebutuhan akan persiapan yang matang dan ketersediaan sumber daya. Oleh karena itu, dukungan dari sekolah dan orang tua sangat diperlukan untuk mengoptimalkan pelaksanaannya. Secara keseluruhan, CTL merupakan model pembelajaran yang relevan dan efektif untuk diterapkan di jenjang sekolah dasar.
Strategi Penerapan Kurikulum Integral Berbasis Tauhid (KIBT) dengan Pendekatan Deep Learning dalam Pembentukan Karakter Religius SD Integral Luqman Al- Hakim Mataram Mubarokah, Hani Tazkiyah; Husniati; Radiusman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1809

Abstract

This study examines the implementation strategy of the Tauhid-Based Integral Curriculum (Kurikulum Integral Berbasis Tauhid/KIBT) using a Deep Learning approach in shaping students’ religious character at SD Integral Luqman Al-Hakim Mataram. The development of religious character faces significant challenges due to the inconsistency between students’ knowledge and the practice of Islamic values in their daily lives. This study employed a qualitative method with a case study approach involving two teacher subjects: lower-grade and upper-grade elementary school teachers. Data were collected through in-depth interviews, observations, and documentation, then analyzed using the Miles and Huberman model. The findings revealed that the implementation of KIBT through the three principles of Deep Learning—mindful learning, meaningful learning, and joyful learning—was applied to five dimensions of religious character: faith in Allah, honesty, discipline, social awareness, and Qur’an reading skills. In lower grades, the implementation emphasized habit formation through concrete experiences, while in upper grades it focused on internalizing moral awareness through structured reflection, project-based assignments, and the use of digital technology. Supporting factors included a strong tauhid foundation, systematic school programs, a religious school culture, teacher role models, adequate facilities and infrastructure, and school-parent synergy. Meanwhile, the inhibiting factor was the uneven understanding of KIBT and Deep Learning among teachers. This study confirms that the integration of KIBT with Deep Learning creates a holistic educational ecosystem that develops religious character through meaningful, mindful, and enjoyable learning experiences.
Co-Authors Fajri, Lathifa Julia Halisah, Fabia Huriah, Huzaematul Husniati Prasetio, Katon Radiusman Rahmadhoan, Lulu