Pembelajaran Tematik Terintegrasi: Proses Pengkondisian Belajar, Varian dan Hirarkhi Konten Pembelajaran yang Harus Dibangun oleh Guru dalam Mengajarkan Multiliterasi dalam Perspektif Surah Ar Ruum [30]: 21, 22, 23, 24, 25

Authors

  • M Mustain

DOI:

https://doi.org/10.32616/pgr.v4.2.268.15-24

Keywords:

Thematic Integrated, Learning Conditioning, Multiliteration, Ar Ruum [30]: 21, 22, 23, 24, 25

Abstract

This article aims to describe integrated thematic learning: the process of learning conditioning, variants and hierarchies of learning content that teachers must develop in teaching multiliteration in the perspective of Surah Ar Ruum [30]: 21, 22, 23, 24, 25. This research is a qualitative literature study. a type of education and theological research which is a process of helping navigate through experiences (from scripture). To provide a set of insights into how phenomenons are interpreted in the literature. Qualitative analysis develops awareness of the types of data that can be examined and how they can be explained and comparisons are made between different types of organizations in terms of structure, culture, size, the like and characteristics observed in order to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Three main affective dimensions of reading activities through basic learning of the Qur'an. First, identity is implied affective in the discourse of teaching and evaluation with a rich strategy of affective communication and internalization based on a list of utterances used in pedagogy. Second, affective associations encoded "literacy" fluently into reading practice can be brought into other competency domains through the sound and visual forms of the language of the Qur'an itself. This association gives birth to an actual learning context capable of forming actual experiences related to practice. Third, the contextual self-understanding related to reading the Koran expands the "learning identity". Departing from the art of reading and writing opens the door to acquiring all kinds of knowledge, including other literacy cultures. 2) Learning in this perspective begins with the first class is conditioning the inner vision of students in the form of calm and full of love, protection or a sense of security which then creates trust, the second step is that the teacher transfers knowledge through an explicit and internalized semantic model, by reading and telling stories using metaphors, analogies and prototypes by integrating Science, language and cultural content as the Qur'an itself teaches it so that students not only receive knowledge from the teacher, but are introduced to various perspectives and are encouraged to compare, criticize, evaluate, and use their own experiences as a basis for action and understanding which constitutes a radical change in the basic form and function of schools. The third step in learning activities is pausing learning by sleeping. Sleep at night should get enough sleep. Naps are refreshing breaks. a process in which important physiological changes and a slowdown in the basic functions of the body are accompanied by profound changes in consciousness. The fourth step is to teach higher order thinking in learning activities. teachers must understand that students are not passive consumers of teacher knowledge; they are critical thinkers who use knowledge to act in a way that seems most appropriate, therefore teachers must make positive interventions in learning so that positive changes occur in students and become creative self-efficacy and positive emotions through positive, short, open, cultural experiences. and integrated in enhancing creativity. The fifth and final step is to raise metaphysical beliefs in students by forming opinions about class characters who believe that faith is authorized by science and general knowledge through a correct education.

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Published

2021-03-05

How to Cite

Mustain, M. (2021). Pembelajaran Tematik Terintegrasi: Proses Pengkondisian Belajar, Varian dan Hirarkhi Konten Pembelajaran yang Harus Dibangun oleh Guru dalam Mengajarkan Multiliterasi dalam Perspektif Surah Ar Ruum [30]: 21, 22, 23, 24, 25. Progressa: Journal of Islamic Religious Instruction, 4(2), 15-24. https://doi.org/10.32616/pgr.v4.2.268.15-24

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Articles
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