STRATEGI GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL (STUDI DI SMP MUHAMMADIYAH ALMUJAHIDIN GUNUNG KIDUL)

Alviani Nur Baiti Rohmah, NIM.: 21204012066 (2023) STRATEGI GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL (STUDI DI SMP MUHAMMADIYAH ALMUJAHIDIN GUNUNG KIDUL). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The learning strategy applied by Islamic religious education teachers must be adapted to the times, one way to see the environmental conditions around the school so that it can improve the quality of the school. This study aims to 1) analyze the teacher's strategy in learning Islamic Religious Education in the Digital Age; 2) analyze the results of the evaluation of Islamic Religious Education learning strategies in the Digital Age; 3) identify the supporting and inhibiting factors in the implementation of strategies in learning Islamic Religious Education in the Digital Age. The type of research used is qualitative research with a case study approach. The research was conducted at SMP Muhammadiyah Al Mujahidin Gunung Kidul with data collection techniques through observation, interviews, documentation as supporting data. To test the validity of the data, researchers used triangulation techniques which were then analyzed by reducing data, presenting data and at the last stage drawing conclusions. The results showed that learning strategies in the digital era play an important role to support learning at this time at Muhammadiyah Al Mujahidin Junior High School Gunung Kidul. In this case, students can be adjusted to their learning style so that they do not feel burdened and make learning more fun. By providing opportunities for students to be able to explore their abilities independently. This is also evidenced by the acquisition of scores from students' learning outcomes as being in the good category. However, the implementation of Islamic Religious Education learning strategies carried out at Muhammadiyah Al Mujahidn Gunung Kidul Junior High School has several supporting and inhibiting factors. The supporting factors include: 1) Infrastructure facilities; 2) Student readiness in facing the times; 3) student activeness; 4) Teacher as a facilitator. While the inhibiting factors are: 1) spending a lot of time, and 2) Students who cannot attend.

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