Desain pembelajaran akhlak berbasis pendekatan contextual teaching and learning (ctl)

Muslimah, Muslimah and Musthofa, Indhra and Yahya, M. Daud and Musthan, Zulkifli and Wahyuni, Annisa (2022) Desain pembelajaran akhlak berbasis pendekatan contextual teaching and learning (ctl). Edukasi Islami : Jurnal Pendidikan Islam, 11 (1). pp. 1149-1162. ISSN 2581-1754

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Abstract

This literature research uses an Islamic education approach with the method of collecting documentation data on relevant journals, books, and magazines. The results of this study indicate that the implementation of the Contextual Teaching and Learning (CTL) approach in moral learning essentially means linking moral learning with the environment. There are 3 (three) principles of the Contextual Teaching and Learning (CTL) approach in moral learning, namely according to the soul's need to seek meaning (the psychic need to create meaning), according to the brain function (the brain function), and in accordance with the principles of modern science. (acting in harmony with scientific principles). There are 6 (six) keywords implementing the Contextual Teaching and Learning (CTL) approach in moral learning, namely learning is essentially real-word learning, is learning from reality that can be observed, practiced, felt and tested, learning is prioritizing real experience, not just an imagined experience, which cannot be proven empirically, learning is high-order thinking, studentcentered learning activities, learning activities provide opportunities for students to be active, creative and critical, and learning activities provide knowledge. There are 7 (seven) characteristics of learning with Contextual Teaching and Learning (CTL) in moral learning, namely learning is carried out in an authentic context (learning is a life setting), learning provides opportunities for students to do meaningful tasks (meaningfull learning), learning is carried out by providing meaningful experiences to students (learning by doing), learning is given through group work, discussion, mutual correcting between friends (learning in a group), learning to create togetherness, cooperation and understanding each other in depth (learning to know each other). deeply), learning is carried out actively, creatively, productively and emphasizes cooperation (learning to ask, to inquiry, to work together), and learning is carried out in a pleasant situation (learning as an enjoy activity). Moral learning methods in the Contextual Teaching and Learning (CTL) approach include the learning model using the movie watching method, the learning model using the discussion method, the learning model using the peer lesson method, and the story learning model.

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