ANALISIS IMPLEMENTASI KETERAMPILAN 4C (CRITICAL THINKING, COMMUNICATION, COLLABORATION, CREATIVITY) DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI (STUDI KOMPARATIF DI SMAN 1 NGAWI DAN SMAS KARYA PEMBANGUNAN PARON)

Abstract

ABSTRACT Nani Wahyuni. 23160343. Analysis of the Implementation of 4C Skills (Critical Thinking, Communication, Collaboration, Creativity) in Islamic Religious and Character Education Learning (Comparative Study at SMAN 1 Ngawi and SMAS Karya Pembangunan Paron), Thesis, Islamic Religious Education (PAI) Postgraduate Master Program, Muhammadiyah Ponorogo University, Supervisors: (1) Dr. AB Musyafa' Fathoni, M.Pd.I., and (2) Dr. Anip Dwi Saputro, M.Pd. Keywords: Implementation, 4C Skills, Islamic Religious and Character Education Learning This research aims to analyze the implementation of 4C skills (Critical Thinking, Communication, Collaboration, Creativity) in Islamic Religious and Character Education Learning at SMAN 1 Ngawi and SMAS Karya Pembangunan Paron. The main focus of this research includes three important aspects: (1) teachers' understanding of the concept of 4C skills and its implementation in learning, (2) strategies applied by teachers to integrate 4C skills in learning, and (3) teachers' efforts to overcome challenges faced in the implementation of 4C skills. This research is expected to provide a comprehensive view of the differences in understanding and implementation strategies of 4C skills in the two schools, as well as offer practical recommendations to improve the quality of learning. This research used a descriptive qualitative approach with purposive sampling technique. Data collection was done through interviews, observation, and documentation. Primary data were obtained from islamic religious education and character teacher, grade XI students, grade XI guardians, principals, vice principals for curriculum. Secondary data included supporting documents such as learning modules and the Flow of Learning Objectives (ATP). The data analysis process was conducted by following the Miles, Huberman, and Saldana model, which includes the stages of data collection, data condensation, data presentation, and conclusion drawing. The results showed that teachers at SMAN 1 Ngawi had a deep understanding of 4C skills, which was reflected in the systematic design of ATP and Teaching Modules. In contrast, teachers at SMAS Karya Pembangunan Paron are still limited to basic understanding and general application, so the philosophical aspects, long-term goals, and the role of 4C in shaping students' mindset and character need to be improved. The implementation of the 4Cs at SMAN 1 Ngawi is done through discussions, presentations, and digital-based projects that increase student participation, while at SMAS Karya Pembangunan Paron is more adapted to the limitations of technology through reflective discussions, simulations, and real-life based projects. The main constraints at SMAN 1 Ngawi were time constraints and equitable student participation, which were overcome by optimal time planning, clear assessment rubrics, and strengthening the role of teachers as facilitators. Limited technology infrastructure and low student motivation at SMAS Karya Pembangunan Paron were overcome by building a collaborative learning environment, applying a personal approach, utilizing varied learning media, and collaborating with the education community