IMPLEMENTASI MODEL CONTEXTUAL TEACHING AND LEARNING PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM - Maghfiroh, Ummi Lailia (Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia, 2024)
Penelitian ini bertujuan untuk mengetahui implementasi model Contextual Teaching and Learning (CTL) dalam pembelajaran Pendidikan Agama Islam (PAI) di MI Muhammadiyah Karangkajen Yogyakarta. Penelitian ini merupakan studi lapangan dengan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi model CTL dalam pembelajaran PAI dilakukan melalui tujuh komponen utama: konstruktivisme, bertanya, menemukan, masyarakat belajar, pemodelan, refleksi, dan penilaian autentik. Guru berhasil mengaitkan materi PAI dengan konteks kehidupan nyata siswa, seperti lingkungan keluarga dan masyarakat. Implementasi CTL berdampak positif terhadap keterlibatan siswa, pemahaman nilai-nilai keagamaan, dan pembentukan karakter. Kendala yang dihadapi antara lain keterbatasan waktu dan kesiapan guru dalam merancang pembelajaran berbasis konteks. Namun demikian, pendekatan ini dinilai efektif dalam meningkatkan kualitas pembelajaran PAI yang bermakna. This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) model in Islamic Religious Education (IRE) at MI Muhammadiyah Karangkajen Yogyakarta. It is a field research with a qualitative descriptive approach. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The results show that CTL implementation in IRE involves seven key components: constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Teachers successfully connect IRE materials to students’ real-life contexts, such as family and community environments. CTL implementation positively impacts student engagement, understanding of religious values, and character development. Challenges include limited time and teacher preparedness in designing context-based lessons. Nevertheless, the CTL approach proves effective in enhancing meaningful and quality IRE learning.