Penerapan Strategi Contextual Teaching and Learning (CTL) Untuk Meningkatkan Keaktifan dan Kooperatif Siswa Pada Pelajaran Pendidikan Agama Islam (Studi Kasus di SMP Negeri 2 Banyudono Tahun 2016/2017)

School Based Curriculum (KTSP) is meaningless if the teacher‟s ability is inadequate of creating high quality learning. Learning quality depends on the teacher‟s skill, particularly in giving learning facility to the learners effectively and efficiently. CTL strategy is one of learning strategies which is hoped to be able to give learning process effectively. CTL focuses on the students activity from experience, not from knowledge which is transferred by teachers to the students. Through CTL, it is hoped to be able to give meaningful learning to the students. The main problems which are discussed in this study are as follows: (1) How the implementation of CTL strategy in the Islamic Education at Junior High School 2 Banyudono does; (2) What the student‟s attitudes are when joining teaching-learning of Islamic Education, The purposes of this study are as follows: (1) to know the implementation of CTL strategy; (2) to describe the student‟s attitude when joining teaching learning Islamic Education byusing CTL approach. This study uses a qualitative approach. The location of this research is at Junior High School 2 Banyudono. The object of this research are VIII grade students. The sequences of this research are observing the students and teacher while doing teaching learning in the class. Aspect of students being active are looked by observing the students while paying attention, answering the question, listening the explanation, and writing the materials from teacher. Meanwhile, student‟s cooperative aspectsare seen by listening teacher while explaining and writing the materials. Data are gained by observation, interview, and documentation which are processed by using triangulation to check the data validity. Analyzing the data is using interactive analysis. Based on the research can be concluded that: (1) CTL strategy in Islamic religious education has not been implemented by the teacher. Beside unfully implementation of CTL strategies, the students tend to be passive and quickly bored when learning takes place;(2) The problems of contextual study are as follows: the limitation of time schedule, facilities and teaching learning process are not good enough. The researcher gives suggestion related with contextual teaching learning in Junior High School 2 Banyudonoare as follows: (1) the teachers need to give exercise or seminar to make their quality better than before; (2) in the implementation of contextual teaching learning, teachers are hoped to be able to increase their quality by giving their learning experiences contextually to the students; (3) the facilities in the school should be increased in order to support the teaching learning process effectively and efficiently

Pelaksanaan Pembelajaran Tahsin dan Tahfidz dengan Metode Talaqqi di SMP Muhammadiyah 8 Surakarta Tahun Pelajaran 2016/ 2017

Al-Qur'ān as a guide of our lives, which we must read and practice it. Metede tahsin and tahfidz learning is one of the ways taken by a person in the process of reading and memorizing the Qur'an correctly and correctly in order to always be remembered and able to speak fluently out of the head without seeing the text of al-Qur'ān. The problems studied in this research are: How the implementation of learning tahsin and tahfidz with talaqqi method in SMP Muhammadiyah 8 Surakarta and How to evaluate learning tahsim and tahfidz by talaqqi method in SMP Muhammadiyah 8 Surakarta and How to evaluate learning tahsin and tahfidz by talaqqi method in SMP Muhammadiyah 8 Surakarta. The purpose of this study are: to know and describe the implementation of learning learning tahsin and tahfidz with talaqqi method in SMP Muhammadiyah 8 Surakarta and know the results or evaluation of learning tahsin and tahfidz by talaqqi method in SMP Muhammadiyah 8 Surakarta. This research is a field research using qualitative research type. Data collection method used in this research is using interview method, observation, documentation, inductive data analysis, and conclusion. Based on the analysis of data obtained can be concluded that, the learning process tahsin and tahfidz talaqqi method is to condition the students, motivate students, convey the material, and application of talaqqi method, there are two learning steps that teachers deliver material while students listen, students memorize al-Qur ' ān in front of the teacher while the teacher justifies if there is a mistake in reading the students. In the process of evaluating tahsin and tahfidz learning, the application of the test conducted on the 7th and 8th grade students is required to meet the target of the memorization determined by the teacher, for the grade 7 students targeted by rote QS. An-nas up to Qs Ad dhuha, while for grade 8 students the target of rote QS. Al Lail up to QS. An Naba ', while for the 9th grade take the school practice and graduation exams tahfidzul Qur'ān implemented by the school. Based on this, the talaqqi method seems to be a solution in the achievement of learning objectives tahsin and tahfidz that require more attention to the development of students in memorizing and reciting the Qur'ān so that students have special advantages monitored by the teacher

Perbandingan Penerapan Nilai-nilai Akhlaq dan Etika dalam Pendidikan Agama Islam di Pondok Pesantren Ta'mirul Islam Tahun Pelajaran 2014/2015

Muhammad Zainal Muttaqin, G000130168, Islamic Religious Education Program (MT) Faculty of Islamic Studies, University of Muhammadiyah Surakarta. In teaching moral values ​​and ethics in Islamic education on students, Ta'mirul Islamic boarding school experience many challenges that arise due to the influence of Western culture internalization. As a result, many students who have not been able to explore the moral values ​​and ethics properly. So it appears naughtiness students that should not be done at the cottage. The delinquency such as: stealing, smoking, going out, out of the hut without permission, skipping school, no discipline in the school entrance and entered the mosque, fighting, making fun of the teachers, and others. Of the problem, the necessary teaching and nurturing the right in instilling moral values ​​and ethics to the students. Based on the background of the problem can be formulated on the application of comparative moral values ​​and ethics in Islamic religious education in Ta'mirul Islamic boarding school in the academic year 2014/2015. The aim of this study was to describe the comparison of the application of moral values ​​and ethics in Islamic Education in Ta'mirul Islamic boarding school in the academic year 2014/2015. This type of research is classified as field research (field research) .This method of data collection used is documentation, observation and interviews. As for analyzing the results of this research approach was used qualitative descriptive analysis of five activities, namely collecting data and all data from various sources (interviews, observation, and documentation), reduce the data, and then filtered in accordance with the theory and formulation of the problem, the data is presented in narrative form, and conclusion. These results indicate that: Boarding Ta'mirul Islam more apply moral values ​​rather than applying ethical values ​​in Islamic education in the daily life of students at the cottage. Moral values ​​applied refer to the curriculum MONE and MORA plus curriculum curriculum lembaga.Adapun aspect of moral values ​​that apply to students are: the rules governing human relationships with Allah¬ (in terms of patterns of behavior and attitude to God, among others covering aspects of the values ​​of faith, worship mahḍah, and morality), the relationship between humans (in terms of patterns of behavior to fellow human beings), man's relationship with nature as a whole (in terms of the natural behavior patterns). While ethics is applied is the aspect of ethical values ​​that include social etiquette, ethics neighbors, ethics behave politely to the parents as saying politely to the parents, the ethics of eating with the right hand, ethics sneezing in front of the crowd, ethics sit, ethics shake hands, sleep ethics, ethics undressed.

Kompetensi Guru Pendidikan Agama Islam (PAI) Dalam Memotivasi Siswa Dan Meningkatkan Nilai-Nilai Ibadah (Studi Empiris Di SMP Muhammamadiyah 2 Surakarta Tahun Ajaran 2013/2014)

Latar belakang penelitian ini adalah siswa membutuhkan motivasi intrinsic dalam belajar, serta peran seorang guru yang harus memenuhi kompetensi. Penelitian mengambil kompetensi guru yang merupakan kemampuan, keahlian, dan keterampilan yang dimiliki oleh setiap guru dalam menjalankan kegiatan belajar mengajar. Selain itu guru harus menguasai beberapa kompetensi yang harus dimiliki antara lain kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian ,dan kompetensi sosial . Dalam hal memotivasi, guru harus memiliki kemampuan untuk memberikan dorongan dan motivasi kepada siswa. Yang menjadi permasalahan penelitian ini adalah Bagaimana kompetensi guru dalam memotivasi siswa dan meningkatkan nilai-nilai ibadah? Tujuan dari penelitian ini adalah: 1) untuk mendeskripsikan kompetensi guru Pendidikan Agama Islam dalam memotivasi siswa dan meningkatkan nilainilai ibadah di SMP Muhammadiyah 2 Surakarta tahun ajaran 2013/2014. 2) untuk mendeskripsikan upaya-upaya apa saja yang dilakukan oleh guru Pendidikan Agama Islam dalam memotivasi dan meningkatkan nilai-nilai ibadah di SMP Muhammadiyah 2 Surakarta tahun Ajaran 2013/2014,dan 3) Untuk mengetahui Bagaimana hasil yang dicapai oleh guru PAI dalam memotivasi dan meningkatkan nilai-nilai Ibadah. Jenis penelitian ini adalah penelitian lapangan, sedangkan sifat penelitian ini bersifat kualitatif, metode penentuan subyek menggunakan observasi, wawancara, dan dokumentasi dan teknik analisis yang dipakai menggunakan analisis data. Dalam proses analisis data subyek menempuh beberapa langkah yaitu: pengumpulan data dengan wawancara, observasi, dan dokumentasi. Hal ini membuktikan bahwa guru di SMP Muhammadiyah 2 Surakarta sudah mencakup semua kompetensi yang disebutkan di Undang-Undang Nomor 14 tahun 2005 tentang guru dan dosen. Upaya yang dilakukan guru PAI dalam meningkatkan kualitas dalam pembelajaran di SMP Muhammadiyah 2 Surakarta sudah cukup baik. Dalam pembelajaran, guru PAI juga memberikan pengarahan kepada siswasiswi yaitu memberikan dorongan/ motivasi semangat dalam belajar di kelas. Dalam hal ini sangat berpengaruh terhadap nilai prestasi siswa dan dorongan untuk mengikuti belajar di kelas

Peran Guru Pendidikan Agama Islam Kelas X Dalam Menerapkan Pendidikan Karakter Di SMA Muhammadiyah 1 Blora Tahun Pelajaran 2013/2014

Sekolah memiliki tanggung jawab yang besar dalam membantu siswa agar berhasil dalam belajar. Oleh karena itu, sekolahmemberikan bantuan berupa penanamanpendidikan karakter atau pendidikan akhlak. Penanaman Pendidikan karakter sangat penting karena proses pendidikan yang selama ini dilakukan belum sepenuhnya berhasil dalam membentuk manusia yang berkarakter. Guru Pendidikan Agama Islam merupakan seorang pendidik yang mengajarkan dan menanamkan nilai-nilai keislaman serta membimbing peserta didik kearah kedewasaan dan pembentukan remaja yang berkepribadian muslim yang berakhlak mulia. Berdasarkan latar belakang tersebut penulis dapat merumuskan masalah bagaimana peran guru pendidikan Agama Islam kelas x dalam menerapkan pendidikan karakter di SMA Muhammadiyah 1 Blora. Tujuan penelitian ini untuk mengetahui peran guru pendidikan agama Islam dan mendiskripsikan penerapan pendidikan karakter Penelitian ini merupakan penelitian diskriptif kualitatif, dengan mengambil lokasi SMA Muhammadiyah 1 Blora sebagai objek penelitian. Metode pengumpulan data yang digunakan adalah wawancara, pengamatan/observasi, dan dokumentasi. Analisis data dilakukan dengan cara induktif yaitu cara berfikir untuk mengambil kesimpulan yang berangkat dari masalah yang bersifat khusus ke masalah-masalah yang bersifat umum. Peneliti menyimpulkanPertama, Peran guru Pendidikan agama Islam sebagai Informator, organisator, Inisiator, dan Fasilitator. Kedua Penerapan Pendidikan Karakter di SMA Muhammadiyah 1 Blora mencakup kegiatan perencanaan, pelaksanaan dan evaluasi serta siswa dapat bersikap dan berperilaku yang sopan, disiplin dalam mengikuti proses pembelajaran di kelas dan siswa dapat mempraktikannya dalam kehidupan sehari-hari baik di lingkungan keluarga maupun masyarakat. Peran guru pendidikan agama Islam dalam menerapkan pendidikan karakter. Pertama upaya preventif atau pencegahandengan diadakannya pembinaan sikap beragama melalui pelajaran Pendidikan Agama Islam, Kemuhammadiyahan, dan Akhlak, pembinaan sikap tanggung jawab sosial seperti HW( Hisbul Wathon), dan program pengamalan (sholat, menutup aurat, dll).ekstra, qira’ah, HW(Hisbul Wathon), BTA( baca tulis al-Qur’an), dan kegiatan jum’at. Kedua upaya kuratif yaitu melalui kegiatan-kegiatan seperti HW( Hisbul Wathon), BTA(baca tulis al-Qur’an), jum’at pembinaan, membaca Al- Qur’an di pagi hari, sholat dhuha, sholat berjama’ah, dan sebagainya dalam rangka membentuk akhlak atau sikap siswa sesuai dengan ajaran agama Islam