Implementasi Pendekatan MIKiR dalam Mengembangkan Kecakapan Kolaborasi Peserta Didik pada Pembelajaran PAI di SMA Negeri 1 Rejang Lebong

Yudhi Septian, Rahmat and Warsah, Idi and Karolina, Asri (2023) Implementasi Pendekatan MIKiR dalam Mengembangkan Kecakapan Kolaborasi Peserta Didik pada Pembelajaran PAI di SMA Negeri 1 Rejang Lebong. Masters thesis, IAIN CURUP.

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Tesis - Rahmat Yudhi Septian (NIM. 21871014) Pascasarjana IAIN Curup.pdf
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Abstract

21st century learning requires students to have 6C skills, one of these abilities is that students must have the ability to collaborate. Collaboration skills are urgent to master in order to support someone in completing and making work easier. Student collaboration skills can be developed in learning by using the MIKiR approach which has an acronym for the words experience, interaction, communication and reflection. So this research specifically focuses on: 1) the MIKiR approach in learning PAI; 2) Student collaboration skills in PAI learning. This study uses a qualitative method with a case study approach. The subject of this study was the PAI teacher at SMA Negeri 1 Rejang Lebong. The type of data is the implementation of MIKiR and the data source is the research subject. Data collection techniques used are observation, interviews and documentation. The data analysis technique that researchers use includes stages data reduction, data display and conclusion drawing/ verification. To test the validity of the data, researchers used triangulation of sources and methods. The results of the study show that: 1) The application of the MIKiR approach to the PAI learning process at SMA Negeri 1 Rejang Lebong has been implemented, this can be seen from; a) The MIKiR approach is included in the RPP; b) The four stages of the MIKiR syntax are applied to the material for organizing the funeral; sermons, sermons and preaching; and marriage in Islam. Experiencing, students come into direct contact with the material in the form of paper assignments and power points. Interaction occurs in completing tasks in groups. Communication occurs in the process of presentation and discussion. Reflection is realized by asking questions from the teacher about what has been learned, what is not understood and what you want to learn as well as evaluating processes and materials and carrying out group assignments of RTL; c) Evaluation of learning using authentic assessment with tests and non-tests as well as process assessment; 2) Student collaboration skills have developed from the results of identifying improvements in terms of cooperation, synergy, adaptation and respect for differences that have increased through the group assignment process. The application of the MIKiR approach to PAI learning has implications for the collaboration skills of students who experience changes in the learning process because it involves group activities so that students gain experience working together, synergizing, adapting and respecting differences.

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Thesis (Masters)

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