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REKONSTRUKSI STRATEGI INTERKONEKTIF GURU DALAM PENGUATAN NILAI ISLAM DI MI MA’ARIF NU 2 SIDAMULIH
Islamic Religious Education (Pendidikan Agama Islam/PAI) at the elementary madrasah level continues to face the problem of dichotomy between religious and general sciences, causing learning processes to remain partial, textual, and insufficiently contextualized to students’ real-life experiences. Consequently, the internalization of Islamic values in students’ daily lives has not been optimally achieved. In an effort to address this issue, MI Ma’arif NU 2 Sidamulih has reconstructed its Islamic Religious Education learning model through an integration–interconnection approach by holistically integrating Islamic values and general sciences within the learning process. Therefore, this study aims to: (1) examine the concept of reconstructing interconnective strategies employed by Islamic Religious Education (PAI) teachers in strengthening Islamic values at MI Ma'arif NU 2 Sidamulih; (2) analyze the implementation of interconnective strategies employed by PAI teachers in strengthening Islamic values throughout the learning process at MI Ma'arif NU 2 Sidamulih; and (3) analyze the challenges and efforts of teachers in implementing interconnective strategies to strengthen Islamic values at MI Ma'arif NU 2 Sidamulih. This study employed a qualitative research design using a case study approach. Data were collected through observation, interviews, and documentation. Data validity was ensured through triangulation techniques. Data analysis employed the interactive model of Miles, Huberman and Saldana, consisting of data condensation, data display, and conclusion drawing/verification. The findings indicate that: (1) the reconstruction of interconnective strategies at MI Ma'arif NU 2 Sidamulih is understood as an effort to integrate religious and general knowledge in a holistic, contextual, and practical manner to strengthen students' Islamic values; (2) the implementation of interconnective strategies is carried out through learning needs identification, integrative learning design, contextual learning, authentic assessment, and the reinforcement of the madrasah's religious culture; and (3) the challenges include and efforts limited teacher competence, diverse student abilities, limited instructional time, and insufficient family support. This study shows that the reconstruction of interconnective strategies contributes to more holistic, contextual, and transformative Islamic Religious Education learning in strengthening students' Islamic values.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 24204011037 Siti Husnul Khatimah, S.Pd.
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371.1 Guru, Tenaga Pendidik, Tenaga Pengajar