METHOD OF STUDYING

METHOD OF STUDY USE OF RELIGIOUS EDUCATION LEARNING ISLAM

A. INTRODUCTION

Adequate discussion of teaching methods PAI considered important not only for prospective teachers, but also for teachers who have teaching experience. The teachers, both in charge of basic education institutions and secondary education, by itself never used a number of teaching methods, such as the lecture method, the method of question and answer, and so forth.

In everyday reality, we often encounter a number of teachers who use certain methods that are less or not suited to the content and teaching purposes. In everyday reality, we often find a number of teachers who are able to choose the right method to teach a particular meteri, but less able to apply it properly. The result? Of course not sufficient, perhaps even detrimental to all parties, especially the students and their families, although most do not realize this.

One of the factors that cause it to be the lack of a good understanding of the functions and benefits of the use of methods in the teaching-learning process, so that in studying the teaching methods are less serious and less noticed.

Based on this background, we feel it is important to clarify how the role, function, or even studying the benefits of learning methods PAI. Discussed in this paper will study the usefulness of learning methods that PAI will begin with an explanation of the functions of teaching methods, the purpose of teaching methodology, and the role of the methodology of Islamic Religious Education in the learning process.

The purpose of this paper, in addition to fulfilling the task group in Subject Teaching PAI also to explain how to use and the role of teaching methods in education. Hopefully this paper useful.

B. DISCUSSION

1.      Function Methodology

Methodology has a very important role in the progress and setbacks pedidikan. Thus the importance of this method, Mukti Ali said that a decisive and bring stagnation and the progress is not ignorance or because of the presence or absence of people of genius, but because the methods and ways of seeing things.

The opinion is by no means meant to disparage those geniuses, but who would like to say that to achieve any progress, genius alone is not sufficient, but must be equipped with precision in selecting the method, which will be used to work in the field of knowledge, especially in learning. Besides mastering the proper method can cause a person to develop its exact science anyway. Conversely, those who do not master the methodology will only be consumers of science, and not the manufacturer. The graduates of Islamic universities, particularly at undergraduate level 1, is still considered low and weak in the control method, so the learning process is not uncommon that the difficulty in presenting material to students.

Meanwhile we know that theoretically a student at the faculty Tarbiyah have provided a variety of theories and methods of learning, but the theory and the method only as a test of knowledge and material subjects. This also resulted in learners. They are hard to accept what is taught to them, for lack of master educators teaching methods. In this case, the students have to really know and understand the important role of methods in the learning process.

In view of educational philosophy, methods are the tools used to achieve educational goals. The types of educational objectives can be seen in the following chart:

Description:

TPU  : The purpose of education in general

TPN  : The purpose of the State of Education, National Educational Objectives

TI     : The purpose of the Institutional Education, Institute of Educational Objectives

TK    : Curricular Objectives

TIU  : General Instructional Objectives

ICT   : Special Instructional Objectives

General education goals include fostering education in three main aspects, namely:

a) Development of physical, health, and skills (psychomotor domain).

b) Construction mind (cognitive).

c) Development of the liver (affective domain).

Nasioanal educational goals of a nation describes a good man's view of life (philosophy and / or religion) are embraced by the people. Indonesia's national education goals describe a good human qualities in the eyes of the nation of Indonesia. For Indonesia, a good man is the builder of the Pancasila human, and spiritual health jasamani, have the knowledge and skills, develop creativity and responsibility, to cultivate the attitude of full democracy and tolerance, can develop with high intelligence and noble character , love the nation and fellow human beings in accordance with the provisions set forth in the Constitution of 1945.

The purpose of education at the national level is translated into more specific educational objectives, namely the purpose of education at the institutional level (agencies), adjusted to the level and type of education. Institusioanal purpose is educational goals to be achieved through the level and type of education.

Institutional educational goals are general qualifications which are expected to have had students who have completed primary school level education must have had all the earmarks of a good man in the nation of Indonesia, at a basic level.

Curricular goals are educational objectives to be achieved in the field of study. So each field of study defined objectives to be achieved. Instructional objectives are the elaboration of general education curricular goals. Translation of goals that many times this is basically the formula is so characteristic of these educational goals into specific and operational, for basically the purpose of education can only be achieved if the goals were formulated into a special formula and operational.

Methodology has a double function, that is polipragmatis and monopragmatis. Polipragmatis where the method contains an all-purpose dual (multipurpose), for example, a particular method in a situation of certain conditions can be used to build or repair. Usefulness may depend on the wearer or the style, shape and ability of the method as a tool. Conversely, if the method monopragmatis implications are consistent, systematic and significance according to the condition of the target given the target method is a human being, so that educators are required to be careful in its application.

2.      Teaching methodology Objectives

Prof. Dr. Omar Al-Mohammad Al-Syaibany Thoumy argued that the methodology of teaching in Islam aims to:

a.       Helping students to develop the knowledge, notice, experience, skills and attitudes, especially the correct scientific thinking skills and knowledge in the form of love, love sue and unlock its secrets and felt comfortable and enjoyable in the search for it.

b.      Familiarize students memorize, understand, think healthy, with proper notice, observe proper, diligent, patient and meticulous in their studies, have a bold opinion, genuine and patient.

c.       Facilitate the process of teaching it to students as much as possible and help achieve desired goals and save energy and time required to achieve it.

d.      Creating an appropriate atmosphere for the teaching of the prevailing nature of trust, respect, trust and respect between teachers and students and good relations between them and also improve morale and menggalakkannya student learning and moving.

This explanation suggests that the methodology of teaching is needed by educators in order to transform knowledge to students. Selection of an appropriate methodology is also very important note by educators. In the selection of the many that must be considered, among others:

a.       The situation of students that included consideration of the level of intelligence, maturity, other individual differences.

b.      Goals to be achieved, if the goal area of ​​cognitive development is not appropriate to use the drill method.

c.       The situation that includes such common classroom situation, environmental situation. When the number of students is so large, the discussion method is rather difficult to use especially if the small space available. Lecture method should pay attention to include the teacher's voice range.

d.      The tools that are available will influence the selection of methods to be used. If the experimental method to be used, then the tools should be available for the experiment; consider also the number and quality of the instrument.

e.       determining the ability of teaching, including physical abilities, expertise. Teacher lecture method requires physical strength. Teachers who easily earned, less powerful preaching for a long time, in such case he should use another method that is not necessarily a lot. Discussion method requires the expertise of teachers is rather high, because the information required in the method of discussion is sometimes much more than just the material taught.

f.       The nature of teaching materials. This is similar to the type of goals as in points (b) above. There is a better learning materials delivered through lecture method, there is nothing better to drill method, and so forth. Thus some of the considerations in determining the method to be used in the process of teaching and learning interactions.

3.      Methodology The role of Islamic Religious Education in the Process of Learning

Methodology of Islamic Religious Education as one of the intra-curricular courses at the Faculty of Tarbiyah UIN, or majoring in STAIN Tarbiyah have a major role for religious educators as a prospective student to succeed in his sacred duty as a teacher of religion, both in Islamic and public schools. Whether or not he succeeded in teaching can be detected by a change of behavior of students towards perfection.

Methodology of Islamic Education provides great benefits to the learning process:

a.       In Islamic teaching methodologies discussed the various methods along with examples of use in each subject meteri Islamic religious education. Thus the religious teacher can adapt these methods to the special nature of the learning materials to be provided and the ability and the development of learners, so that teaching materials are given more attention to them.

b.      Subject matter of Islamic religious education is so broad in scope, while the relatively short time available, so that religious teachers have difficulty in establishing the subject matter to students for the achievement of the objectives of Islamic religious education. Difficulties in teaching can be overcome by using the methods of Islamic education in the learning process, so that achievement can be carried out effectively and efficiently.

c.       One method can be used to teach various subjects or subject matter. Similarly, the subject matter or a particular subjects require different methods in teaching it. By knowing the various methods a teacher can put a variety of methods in teaching, the learning process easier.

d.      Religious teacher who teaches by using effective and efficient method to enhance the interest and attention of students of religious teaching materials are provided and can increase their motivation to learn next.

4.      Usability Study of Islamic Teaching Methodology

Methodology of Islamic teachings are very important roles and functions in the teaching-learning process, so that the teachers should be able to master the teaching methods to teach, in order to transform science. Students will easily understand the material presented teacher if the teacher able to communicate well, too. Namely the one that plays with the mastery of this teaching methodology.

The selection method is also one important factor. Before we choose a method of teaching, we are required to understand the various methods to select the method that we will actually correct. Adjustment methods appropriate to the circumstances, conditions and availability of tools to implement the method we can see exactly if we are to master teaching methodologies.

Based on the function and role of teaching methodology in the teaching process, then learn the methodology of Islamic teaching to be very urgent in order to understand the methodology of teaching, prepare to become a good and professional educators. Professionalism of a teacher is required to promote education, keep abreast of, and achieving educational goals.

 The method is also one important component of the curriculum in addition to other components. While the curriculum is the basis of the implementation or the process of education consists of educational objectives, materials, methods and evaluation. It is clear that mastery of the methodology is its usefulness in the learning process.

Educational methods needed to manage the learning process from preparation to evaluation. Is the John P. Miller, an expert on learning methods from the Ontario Institute for Studies in Education, a lot of criticism of the methods of learning. According to Miller, many students are not interested in studying in the classroom, even they feel miserable. Therefore drafted an interesting learning model for students. According to Silberman, if the students just listen to the lesson, they will not forget, if they remember seeing and hearing a bit, if they hear, see and hold discussions they will understand, if they hear, see, discuss and do, they will meperoleh knowledge and skills and if they are able to teach other students, they will master it.

Rahman did a lot of criticism of the methods of Islamic education, especially in the Middle Ages is merely repeating a lesson by heart. Such a method is called mechanical methods. Instead Rahman advised the Muslims to claim and develop the science of observation, analysis and experimentation. In addition, Rahman also suggested methods of double movement. This method can be conceived, formulated and applied again in the learning process.

Method of a double movement from teacher to student movement and the movement of students to teachers. In the learning process is expected not only is there a single movement, the movement of teachers to students, but there must also move from student to teacher, even if necessary, there is also movement among his fellow students.

This explanation would further clarify an important role in the process of learning methods. Later that educators are able to create an atmosphere or condition of an effective and efficient for students pesarta so not boring, and to facilitate students in understanding, control and acquire the knowledge and skills of the material presented, so educators need an understanding of teaching methods and the selection of appropriate methods .

CONCLUSION

The conclusion of this paper include:

1.            Methodology has a double function, that is polipragmatis and monopragmatis.

2.            The method is a tool used to achieve educational goals.

3.            Methodology not only work for educators but also to learners.

4.            Selection of appropriate teaching methods is required and must be considered by educators.

5.            The role of Islamic education methodology in the learning process is very important.

6.            Usability study of Islamic teaching methodology is very urgent in order to prepare professional educators.

B. Discussion

Thus the end of this paper. Authors are aware of our proverb which says that no ivory that is not cracked, so that as human beings, in this paper there may be shortages or there may be errors and mistakes. On this occasion the author with open arms and gladly would expect our readers to express criticism and suggestions for improving this paper and for joint repair. Finally, to God Almighty. writer begged his taufiq and guidance, and offer gratitude for the guidance and His protection step that this paper can be completed. Hopefully this paper is particularly useful for writers and for readers in general.

REFERENCES

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Nata, Abuddin, Metodologi Studi Islam, Jakarta: PT Raja Grafindo Persada, 2004.

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Tafsir, Ahmad, Metodologi Pengajaran Agama Islam, Bandung: PT Remaja Rosdakarya, 2004.