Strategi guru dalam pencapaian Kriteria Ketuntasan Minimal (KKM) pada mata pelajaran Sejarah Kebudayaan Islam (SKI) kelas XI di Madrasah Aliyah Darul Ulum Palangka Raya

Anwar, Khairil (2019) Strategi guru dalam pencapaian Kriteria Ketuntasan Minimal (KKM) pada mata pelajaran Sejarah Kebudayaan Islam (SKI) kelas XI di Madrasah Aliyah Darul Ulum Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertolak dari strategi pembelajaran yang guru gunakan agar suatu pembelajaran dapat berjalan secara efektif, efesien, dan optimal serta tindak lanjut yang dilakukan oleh guru setelah dilakukan evaluasi sebagai upaya dalam pencapaian kriteria ketuntasan minimal siswa.

Penelitian ini bertujuan (1) mendeskripsikan strategi pembelajaran guru sejarah kebudayaan islam kelas XI di Madrasah Aliyah Darul Ulum Palangka Raya (2) mendeskripsikan pencapaian kriteria ketuntasan minimal siswa kelas XI mata pelajaran sejarah kebudayaan Islam (3) mendeskripsikan kendala yang dihadapi guru dalam menjalankan strategi pembelajaran untuk pencapaian kriteria ketuntasan minimal.

Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian guru mata pelajaran Sejarah Kebudayaan Islam kelas XI, informan Kepala Sekolah, Wakamad Sarana Prasarana dan siswa. Teknik pengumpulan data: observasi, dokumentasi dan wawancara. Teknik pengabsahan data: teknik triangulasi. Teknik analisis data: data reduction (pemilihan data), data display (penyajian data) dan conclusion drawing/verification (penarikan kesimpulan).

Hasil penelitian menunjukkan bahwa: (1) strategi pembelajaran guru: (a) Kegiatan pendahuluan: guru membuat rencana pelaksanaan pembelajaran secara keseluruhan. Kegiatan pra-pembelajaran dilakukan dalam bentuk tanya jawab. (b) Penyampaian informasi: metode pembelajaran yang dominan digunakan adalah metode ceramah. Media yang digunakan adalah verbal guru (media audio), papan tulis, buku pelajaran, dan gambar. (c) Partisipasi peserta didik: interaksi siswa dengan guru menggunakan pola interaksi satu dan dua arah; interaksi antar sesama siswa dalam bentuk tanya jawab dalam metode pembelajaran. (d) Tes: bentuk tes yang dipilih guru dalam melakukan penilaian berupa essay. (e) Kegiatan lanjutan: remedial dilakukan untuk siswa yang belum memenuhi krtiteria ketuntasan minimal. (2) 86% siswa mendapatkan nilai diatas standar kriteria ketuntasan minimal dari total keseluruhan siswa kelas XI yang diteliti berjumlah 65 orang. 14% siswa belum tuntas karena masih mendapatkan nilai dibawah standar kriteria ketuntasan minimal. (3) kendala yang dihadapi berasal dari segi sumber daya manusia yaitu kurangnya minat siswa dalam belajar sebelum waktunya, baik yang dilakukan di sekolah ataupun di rumah. dari segi lingkungan belajar yang cukup kecil serta berada diwilayah padat penduduk, sehingga suara keramaian yang terjadi diluar kelas dapat masuk dan mengganggu konsentrasi siswa dalam proses pembelajaran.

ABSTRACT

This research departs from the learning strategy that the teacher uses so that learning can be carried out effectively, efficiently, and optimally, and follow-up carried out by the teacher after the evaluation has been carried out as an effort to achieve minimum student completeness criteria.

This study aims (1) to describe the History of Islam teachers learning strategies at the eleventh grade of Madrasah Aliyah Darul Ulum Palangka Raya (2) describe the achievement of minimum completeness criteria on History of Islam Course at the eleventh grade (3) describe the obstacles faced by teachers in carrying out learning strategies to achieve minimum completeness criteria.

This study uses a descriptive qualitative approach. The research subjects were History of Islam Course teacher's, Headmaster as the Informan, Vice of Headmaster Infrastructure facilities and students. Data collection techniques: observation, documentation and interviews. Data validation technique: triangulation technique. Data analysis techniques: data reduction (data selection), data display (data presentation) and conclusion drawing / verification (conclusion drawing).

The results of the study indicate that: (1) teacher learning strategies: (a) Preliminary activities: the teacher makes a plan for implementing the overall learning for one semester. Pre-learning activities are carried out in the form of question and answer. (b) Submission of information: the dominant learning method used is the lecture method. The media used are verbal teachers (audio media), written papn, textbooks, and pictures. (c) Student participation: interaction between students and teachers using one and two-way interaction patterns; interaction between fellow students in the form of question and answer in the learning method. (d) Tests: the form of tests that the teacher chooses in conducting an assessment in the form of an essay. (e) Follow-up activities: remedial is conducted for students who have not fulfilled the minimum completeness criteria. (2) 86% of students get a value above the minimum standard of completeness criteria from the total number of students of class XI studied totaling 65 people. 14% of students have not yet completed because they still get a score below the standard minimum completeness criteria. (3) the obstacles faced come from the aspect of human resources, namely the lack of students' interest in pre-learning, whether done at school or at home. in terms of the learning environment which is quite small and is in a densely populated area, so that the noise of crowds that occur outside the classroom can enter and disturb the concentration of students in the learning process.

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