Penerapan metode bermain peran mata pelajaran pai kelas viii di SMP Muhammadiyah Palangka Raya pada masa pandemi covid-19

Rodifah, Ghina (2020) Penerapan metode bermain peran mata pelajaran pai kelas viii di SMP Muhammadiyah Palangka Raya pada masa pandemi covid-19. Undergraduate thesis, IAIN Palangka Raya.

Text Skripsi Ghina Rodifah - 1501111992.pdf Download (1MB)

Abstract

Belajar mengajar merupakan suatu proses interaksi yang saling berhubungan dan tidak hanya terbatas pada penyampaian materi pelajaran dikelas saja. Akan tetapi pada masa pandemi Covid-19 proses belajar mengajar tidak dapat dilaksanakan secara langsung diruang kelas, bisa juga dilakukan secara daring via Google Meet. Hal tesebut terjadi di SMP Muhammadiyah Palangka Raya. Rumusan dalam penelitian ini adalah 1) Bagaimana Perencanaan metode bermain peran pada mata pelajaran PAI kelas VIII di SMP Muhammadiyah Palangka Raya pada masa pandemi Covid-19. 2) Bagaimana penerapan metode bermain peran pada mata pelajaran PAI kelas VIII di SMP Muhammadiyah Palangka Raya pada masa pandemi Covid-19. 3) Apa saja faktor penghambat dan faktor pendukung pelaksanaan pembelajaran metode bermain peran pada mata pelajaran PAI kelas VIII di SMP Muhammadiyah Palangka Raya pada masa pandemi Covid-19 via daring.

Penelitian ini menggunakan pendekatan Kualitatif deskriptif. Subjek penelitian ini adalah 1 orang guru Agama Islam dan siswa kelas VIII. Objek penelitian adalah penerapan metode bermain peran di SMP Muhammadiyah Palangka Raya. Teknik pengumpulan data melalui observasi secara daring, wawancara, dan dokumentasi. Kemudian data dianalisis dengan 4 tahapan yaitu Data Collection, Data Reducation, Data Display, dan Data Counclusion Drawing.

Hasil penelitian menunjukan bahwa 1) Cara guru membuat perencanaan metode bermain peran pada mata pelajaran PAI sudah terlaksana dilihat dari cara guru membuat persiapan sebelum pembelajaran metode bermain peran pada materi menghindari minuman keras, judi, dan pertengkaran adapun komponen-komponen yang sudah di persiapkan guru dalah tujuan pembelajaran, materi, metode, media, sumber pembelajaran dan komponen evaluasi di RPP yang sudah guru rancang. 2) Penerapan pembelajaran metode bermain peran pada mata pelajaran Pendidikan Agama Islam sudah terlaksana, walaupun masih ada kendala yang dihadapi oleh guru dalam menerapkan metode bermain peran. 3) Terkait faktor penghambat pembelajaran daring yaitu, siswa tidak terlalu leluasa dalam memaikan peran melalui streming video via Goggle Meet, dan pada pembuatan teks skenario guru menugaskan kepada peneliti guru hanya berperan sebagai pemeriksa teks tersebut, pada jaringan yang tidak stabil, Dan tidak semua siswa disiplin mengikuti pembelajaran hingga akhir. Adapun beberapa faktor yang mendukung pembelajaran Pendidikan Agama Islam yakni adanya buku pegangan guru, handphone.

ABSTRACT

Learning is a process of interaction that is interconnected and not only limited to the delivery of subject matter in class. However, during the Covid-19 Pandemic the teaching and learning process could not be carried out directly in the classroom, it could also be done online via Google Meet. This happened at Muhammadiyah Palangka Raya. This research aims are 1) How to plan a role playing method in class VIII Islamic Education subjects at junior high school Muhammadiyah Palangka Raya during the Covid-19 pandemic. 2) How to apply the role playing method class VIII Islamic Education subjects at junior high school Muhammadiyah Palangka Raya during the Covid-19 pandemic. 3) What are the inhibiting factors and supporting factors for the implementation of learning the role playing method in Islamic Education class VIII at junior high school Muhammadiyah Palangka Raya during the Covid-19 pandemic online. This study uses a descriptive qualitative approach.

The subjects of this study were 1 Islamic religion teacher. The informants were all students of class VIII. The object of research is the application of the role playing method at junior high school Muhammadiyah Palangka Raya. Data collection techniques through observation, interviews, and documentation,. Then the data were analyzed in 4 stages, namely Data Collection, Data Reduction, Data Display, and Data Counclusion Drawing.

The results of the research show that 1) The way the teacher plans the role playing method in Islamic Education has been implemented, seen from the preparation before learning the role playing method on avoiding drinking, gambling, and fighting, the components that the teacher has prepared are the learning objectives, materials, methods, media, learning resources and evaluation components in the RPP that the teacher has designed then the role playing scenario that the teacher has prepared before learning. 2) The application of role playing method learning in Islamic Education has been implemented, although there are still obstacles faced by the teacher in applying the method role playing. 3) Related to the inhibiting factors for online learning, namely students are not too free to ply roles through streaming video via Google Meet, constrained by an unstble netwrok. However, there are several factors that support the lerning of Islmic Religious Education, namely the existence of techer hanbooks, cellphones, networks or data packages.

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