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All Journal Madani: Multidisciplinary Scientific Journal
Shabir U, M.
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Physics Public Health Social Sciences Other

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Strategi Pembelajaran PAKEM Alimiddin, Akhyar; U, Usman; Shabir U, M.
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14575705

Abstract

The implementation of PAKEM in various educational institutions faces various challenges. Among them are teachers' limited understanding of the comprehensive concept and practice of PAKEM, as well as resistance to changes in more interactive teaching methods. In addition, facilities and infrastructure that support active learning are still inadequate in many schools, especially in remote areas. This hinders the full implementation of PAKEM and causes inequality in the quality of education received by students. In addition, although PAKEM is recognized as effective in increasing student engagement and deepening their understanding of the subject matter, many still question its effectiveness in improving long-term academic outcomes. Other factors such as more complex classroom management and the need for training and support for teachers to implement PAKEM effectively are also challenges. In this study, the author used a qualitative descriptive method with the main data source from library data. Furthermore, the data was coded, reduced, and conclusions were drawn. The results of the study show that the PAKEM learning strategy (Active, Creative, Effective, and Enjoyable Learning) offers an innovative approach that aims to increase student engagement in the learning process. By encouraging students to actively participate, think creatively, and experience enjoyable learning experiences, PAKEM is able to create a more dynamic and meaningful educational environment. Although this strategy faces challenges, such as the need for longer preparation time and complex classroom management, the benefits are far greater.
Strategi Pembelajaran Kontekstual Auliyauddin, Shoif; U, Usman; Shabir U, M.
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14575579

Abstract

A deep understanding of religion is needed. Religious studies do not only discuss the relationship between humans and Allah (?abl min All?h), but also the relationship with oneself, fellow citizens, fellow humans (?abl min al-n?s) and the universe. Therefore, a learning strategy is needed that is not only in the form of lectures, but requires a more interactive strategy. Therefore, in this paper the author will try to discuss one of the strategies, namely the contextual learning strategy that can be applied in the PAI learning process, so that learning objectives can be achieved. In this study, the author uses a qualitative descriptive method with primary data from library data. The results of the study show that the characteristics of contextual learning according to Muslich are as follows: a) Learning is carried out in an authentic context, b) Learning provides opportunities for students to work on meaningful tasks, c) Learning is carried out by providing meaningful experiences to students, d) Learning is carried out through group work, discussion, correcting each other between friends, e) Learning provides opportunities to create a sense of togetherness, f) Learning is carried out actively, creatively, productively, and prioritizes cooperation, g) Learning is carried out in a pleasant situation The advantages of contextual learning strategies include more meaningful and real learning, more productive learning and being able to foster reinforcement of concepts to students. The disadvantages are: If the teacher cannot control the class, it can create a less conducive class situation.
Co-Authors Alimiddin, Akhyar Auliyauddin, Shoif U, Usman