Pilihan Model Penelitian Tindakan Kelas dalam Penelitian Pendidikan Agama Islam

Abstract

Classroom action research (CAR) has gained significant popularity as a methodological tool for enhancing the teaching process across diverse domains, including the realm of Islamic Religious education. Within the realm of Islamic Religious education, the Pedagogical Content Knowledge (PTK) framework is employed as a means to enhance instructional methodologies and enhance students' comprehension of Islamic principles, ethical standards, societal values, and devotional rituals. Nevertheless, while implementing Classroom Action Research (CAR), it is crucial for educators in Islamic Religious studies to carefully select a research model that aligns with the specific environment and requirements of their classroom. This article examines many classroom action research models applicable to research in Islamic religious education. These models encompass higher-order thinking skills, cooperative learning, inquiry, and information and technology-based approaches. Each model possesses distinct characteristics and benefits, necessitating educators to carefully evaluate the requirements of students and the resources at their disposal prior to determining the most suitable model. Through the utilization of suitable classroom action research models, Islamic religious educators have the potential to enhance their instructional approaches, foster a deeper comprehension of Islamic teachings among students, and generate favorable outcomes within the realm of Islamic religious education. The selection of an appropriate research model is crucial for educators in order to devise efficacious techniques for enhancing the pedagogical quality of teaching Islam within the classroom setting.