INTRODUCTION
Education
as a process has two interrelated sides, education does not only include
intellectual development, but is more emphasized on the overall personality
development process. The ultimate goal of education is to create a complete
Indonesian human who has knowledge and values of piety to God Almighty.
"Education
is a conscious and planned effort to create a learning atmosphere and learning
process so that students actively develop their potential to have religious
spiritual strength, self-control, personality, intelligence, noble character,
and skills needed by themselves, society, nation and state".
The role of
the teacher as a motivator has a great contribution to students, it is
important to improve the process and achieve learning objectives, namely
students must have high motivation and one of the characteristics that indicate
that students have high learning motivation is that they listen and participate
actively in the learning process.
Then,
education is seen as providing information through communication. Communication
aims to convey a thought or message from one person to another. The
relationship between the sender and the receiver is called communication. This
means that the teaching and learning process is a communication that must be
created by teachers and students. Through communication there is a transfer of
messages conveyed by the teacher to students. There is an interaction in the
teaching and learning process, in this interaction the teacher carries out
teaching activities and students learn. In the teaching and learning process,
students play a more active role while the teacher is only an intermediary in
delivering material to students. Teachers are required to be able to convey the
material well so that students easily accept the material.
The use of
media in the learning process is very helpful for the success of learning. The
use of learning media in the learning process can generate interest, motivation
and stimulation of learning activities. Learning media according to Rossi and Breidle in (Sanjaya, 2019), are all
tools and materials that can be used for educational purposes. According to (Arsyad et al., 2013),
Learning media is anything that can be used to convey messages or information
in the teaching and learning process so that it can stimulate students'
attention and interest. Based on the above understanding, what is meant by
learning media are facilities or tools used to facilitate students in receiving
messages in the learning process by transferring knowledge that can stimulate
students' thoughts, feelings, and willingness to learn.
If the
learning process in the classroom still uses conventional methods, then the
learning process will only provide information that may be easily forgotten.
PAI learning that takes place in this way will certainly not be able to achieve
the desired learning objectives. In connection with this problem, PAI learning
outcomes are low both in the realm of attitudes, knowledge, and skills. Learning
outcomes or achievements are the result of an interaction of act of learning
and act of teaching (Dimyati, 2006).
According
to Haryati (2007: 22) learning outcomes can be
grouped into three domains, namely cognitive, affective, and psychomotor which
explicitly these three domains cannot be separated. Benjamin S Bloom in (Dimyati, 2006), divides the three
domains as follows (1) cognitive with regard to intellectual learning outcomes
which consists of six aspects, namely knowledge/memory, understanding, application/application,
analysis, synthesis, and evaluation, (2) affective with regard to attitudes
consisting of five aspects, namely acceptance, participation, assessment and determination
of attitudes, organization and formation of lifestyles, (3) Psychomotor with
regard to learning outcomes of skills and the ability to act.
Islamic
education is one of the subjects at every level of public schools. In the GBPP
PAI public schools, it is explained that Islamic religious education is a
conscious effort to prepare students to believe, understand, appreciate, and
practice Islam. through guidance, teaching and/or training activities by taking
into account the demands to respect other religions in the relationship between
religious dimensions in society to realize national unity (Muhaimin,
2012: 75-76).
The purpose
of Islamic Religious Education is to "increase the faith, understanding,
appreciation and practice of students about the religion of Islam, so that they
become Muslim human beings who believe and fear Allah SWT. and have noble
character in personal, social, national and state life. (GBPP PAI, 1994). From
these objectives, several dimensions can be drawn that will be improved and
targeted by Islamic religious education activities, namely (1) the dimensions
of students' faith in the teachings of Islam; (2) the dimensions of
understanding or reasoning (intellectual) as well as students' knowledge of the
teachings of Islam; (3) the dimension of appreciation or inner experience felt
by students in carrying out Islamic teachings; and (4) the dimension of its
practice, in the sense of how the Islamic teachings that have been believed,
understood, internalized or internalized by students are able to foster
motivation in themselves to move, practice, and obey religious teachings and
values in personal life as human beings who believe and fear Allah swt. and actualize and realize it in the life of society,
nation and state (Mujib, 2015).
One of the
main factors that support the success of PAI learning is that teachers can use
audio visuals in the learning process so that they can increase students'
motivation and learning achievement.
However,
there is an assumption that PAI learning in schools has been carried out less
varied and ancient, this is because in the learning process, teachers are less than
optimal in utilizing available learning resources and learning media, learning
is still teacher-centered, and the method used is the lecture method, This makes students feel bored and uninterested. As a result,
students are not motivated in learning, it is characterized by various
activities that have nothing to do with the teaching and learning process, such
as many students being lazy to study, chatting with friends, sleepy, and doing
assignments in other subjects, lack of ability to ask questions, lack of
enthusiasm for learning. , lack of interest in reading, low response to
answering questions, completion of practice assignments and homework not on
time, in the end learning outcomes are low, both in the realm of attitudes,
knowledge, and skills.
Based on
the results of observations and seeing from the facts that the use of
audio-visual media is suspected to have an influence in increasing students'
motivation and learning achievement in PAI subjects. Starting from the
assumptions described above, the authors are interested in researching with the
title "Use of audio-visual media in improving the quality of pie learning
at SMA Negeri Bandung (a case study at SMA 24 Bandung and SMA 3 Subang).
The problem
of using audio-visual media in PAI learning is an unsolved problem in line with
the complexity of environmental changes, both in terms of planning, implementation
and assessment, so that it has an impact on student learning outcomes at SMA
Negeri 24 Bandung and SMA Negeri 3 Subang.
METHOD
This
research will use a qualitative approach, namely the research is carried out in
natural conditions. (Sugiyono, 2010). And the nature of
discovery so that it takes the analysis and constructing the object under
study. Qualitative research (qualitative research) departs from the philosophy
of constructivism which assumes that reality has multiple, interactive
dimensions and an exchange of social experiences (a shared social experience)
which is interpreted by individuals. (Sudjana, 2006). The reason
for using this approach is that researchers intend to gain a deeper
understanding of the use of audio-visual media in increasing motivation and
learning achievement in PAI learning at SMA Negeri 24 Bandung and SMA Negeri 3
Subang.
1. Data Collection Techniques
a. Observation
Observations
are observations made directly on the object of research, with observation a
clear picture will be obtained. (Nasution, 1982)
states that observations are made to obtain data in the form of factual,
accurate and detailed descriptions of the field conditions of human activities
and social situations, as well as the context in which the activities occur. In
this case, observation is one of the data collection techniques by observing
the use of learning activities using audio-visual media that is ongoing, and
about how the performance of teachers in the school concerned. Observations are
carried out directly in the hope of obtaining information and data about
objective conditions.
b. Interview
Interview
is a technique of collecting by conducting communication with data sources. The
communication is done through verbal dialogue. In order for the interview to be
effective, there are several stages that must be passed, namely: 1)
introduction; 2) explain; 3) explain the interview material; and 4) Asking
questions, (Yunus, 2010: 358). Interviews are one
form of data collection carried out orally in face-to-face meetings
individually. This interview was conducted in private with the principal, vice
head of curriculum, PAI teachers, and several students. The problems
interviewed have been compiled by researchers through development based on
research indicators related to the use of audio-visual media in SMA Negeri 24
Bandung and SMA Negeri 3 Subang.
c. Documentation
Documentation
is a technique of collecting this data, because it wants to obtain data from
respondents' words and documents related to the principal's leadership strategy
in improving the quality of learning. Documentation technique is used to find
out written data about the use of audio-visual media at SMA Negeri 24 Bandung
and SMA Negeri 3 Subang through searching school documents, books, photographs,
and various other literatures.
2. Data Source
Sources
of data in this study are grouped into two, namely primary data sources and
secondary data sources. Primary data sources are statements and actions from
people who are observed or interviewed which are recorded through written notes
or through recording and taking photos. The rest are secondary data sources
such as writings/documentation, photos and statistics (Moleong, 2007).
Primary data were obtained from informants, namely the Head of SMA Negeri 24
Bandung and SMA Negeri 3 Subang, PAI teachers, and students. Secondary data
comes from existing official documents in the form of notes, pictures, photos
and other materials that can support this research.
3. Data Analysis Techniques
Data
analysis was carried out based on an interactive model. In this model data
analysis, there are four interacting components, namely: data collection, data
reduction, data presentation, conclusion drawing and verification. If the
conclusion is deemed less stable, the researcher returns to collect data in the
field, and so on so that it fits the cycle. The steps of the data analysis
procedure are as follows:
a.
Data was collected by means of observation,
interviews, and documentation studies. This is recorded descriptively, which is
a record of what is seen, observed and experienced by the researcher himself.
b.
Data reduction, During the data collection
process, data reduction was carried out through a process of selecting,
centralizing, simplifying, abstracting and translating the rough data obtained
and written notes in the field.
c.
The presentation of the data used in the study
is in the narrative text of the field notes in order to limit a presentation as
a summary of structured information in order to provide the possibility of
drawing conclusions from taking action.
d.
Drawing conclusions that are sought for the
components presented, noting patterns, regularities, explanations, possible
configurations, causal elements and proportions in the study.
RESULTS AND DISCUSSION
1. Planning the Use of Audio Visual Media in Improving the Quality of Student
Learning Outcomes.
In this
information age, educational organizations are developing dynamically and
require innovation and creativity to increase public trust with excellent
service. Several skills, both related to learning skills, managerial skills,
operational skills, and believing skills must often be applied to support the
implementation of education management which is imbued with six value systems
(theological values, physical/physiological values, ethical values, aesthetic
values, logical, and teleological value). Learning skills that cover the
cognitive, affective, and psychomotor domains are closely related to the
quality of the process and learning outcomes of students. Believing skill
implies the essence of the learning climate, schooling, and education which
refers to things that should be done (do) and should not be done (don't) that
affect the quality of education services. Managerial skills and operational
skills show managerial skills (including conceptual abilities and decision
making) as well as technical skills needed in order to harmonize and manage
quality aspects of learning skills and believing skills. This whole system of
values and skills actually strengthens the dynamics of education.
Based on
interviews conducted with Damis, said that all
teachers at SMA Negeri 3 Subang are required to make learning tools, which contain
annual programs, semester programs, distribution of time allocations, syllabus
and lesson plans. This aims to determine the extent of preparation and
competence possessed by a teacher in carrying out his duties as an educator.
RPP can be used as a benchmark in carrying out learning activities that are in
accordance with the objectives to be achieved. With a plan, learning activities
will be easy to do in a systematic and structured manner. It can be said that
the lesson plan is the first step made by the teacher before carrying out the
learning process in the classroom.
Based on the
author's observations, Islamic religious education teachers at SMA Negeri 3
Subang are more dominant in using the lecture method in the learning process,
but if each material is carried out in this way, then the learning process will
become monotonous and the target is only one-way without any feedback from
learners. The impact of this method or method is that students become less
active, feel bored and bored when learning Islamic religious education takes
place. When learning Islamic religious education takes place there are some
students who pay less attention to the material presented by the teacher, often
ask for permission to leave class, are less independent when given an
evaluation and are sometimes lazy to do homework.
After making
a lesson plan (RPP), the next task of the teacher is to carry out the learning
process according to the design made in the lesson plan. Based on the results
of observations made by researchers, the teacher has prepared the RPP well, but
in the implementation stage of learning sometimes it is not in accordance with
what is stated in the RPP. Based on the observations made by the author, the
implementation of Islamic religious education learning carried out by the
teacher when entering the class starts from:
a)
The teacher asks the students'
attendance.
b)
The teacher asks the students where
the subject matter at the previous meeting was.
c)
Asking questions to students related
to the subject matter at the previous meeting.
d)
The teacher explains the learning
objectives that must be achieved by the students.
e)
Then the teacher explains the main
learning material.
In the stage
of the Islamic religious education learning process, the obstacle that usually
occurs is when you want to use the LCD in displaying films/videos in the
learning process, which is supported by Aisah Daud's
statement through interviews which said that: the implementation of good
learning should be in accordance with the lesson plans that have been made
previously, but in practice it is often not in accordance with the lesson plans
due to limited learning media, such as LCDs. So that the use of LCD becomes
ineffective because it must be used interchangeably with other teachers who
have the same lesson hours. To overcome this, the teacher diverts it by using
only textbooks in explaining the lesson.
Evaluation
in planning is needed on the principle of developing computer-based learning
forms in building the quality of student learning outcomes. Traditional,
conventional and digital skills must be built in a balanced way, the quality of
skilled human resource development in this case is being able to develop a
directed system with broad and basic knowledge. This evaluation should be the
basic foundation in planning. The readiness of supporting staff and
infrastructure is an absolute study that must be built and developed
continuously. Rapid changes related to science and technology positively and
negatively in the world of technology itself become a form that must be
considered and planned, this evaluation confirms that the unit that is directed
leads to the development of a form of understanding of scientific disciplines
that is directed in the direction of developments that occur where potential Existing
natural resources are a form of building a balanced educational process.
2. Organizing the Use of Audio Visual Media in Improving the Quality of Student
Learning Outcomes.
Structural
conventionally is still attached where the development of information and
technology itself has not been managed fundamentally. In the organizational
structure must build a real framework in balance with the developments and
changes that occur. This consequence is a part where the organizational structural
system itself is built with flexible principles. Where the basic concept is put
forward that Learning and adaptation is achieved through monitoring uptime,
listening to customers, monitoring the market, collecting and analyzing data,
creating and disseminating knowledge, and making decisions.
This shows
that every process development will be balanced with changes in both the policy
basis, implementation and consequences that must be developed within the
organizational structure itself. This development control shows that the
organization dynamically builds a balance with all its environment and
resources.
The results
of the basic study of the results of observations and documentation show that
the learning of Islamic religious education using the help of audio-visual
media in a system that is needed at this time is a form that must be developed
on a broad and continuous basis, a network system and a process of developing
the principle of developing the value of determining the implementation system
in the form of scope development. knowledge itself is structurally a part of
the development of the underlying science. The significance of the results of
the documentation, where the supporting information collected to develop a
computer-based learning unit will show the scientific discipline. This
component itself builds a section, where a variety of different abilities, many
of which are not just skills, but a combination of behavior, skills, knowledge,
work habits, character, character and critical understanding.
The basis
for the development of Tupoksi itself must be built,
where the structural development of the implementation of computer-based
learning must be aligned with the structural conditions of the current
implementation. Inequality in the form of development that converts the
function of conventional systems to digital from the results of the study
indicate that the basic difficulty is caused by the lack of a balance system in
increasing organizational human resources in understanding the implementation
of the digital system itself.
Policies are
needed in building a work system organization and performance is needed. The
scope of the educational work organization's capacity in policy is the key,
where the success of computer-based learning itself becomes a part of organizational
development efforts that are developed within the school environment itself.
Organizing means creating a structure with integrated parts in such a way that
learning is carried out properly in order to achieve learning objectives and
make it easier for students to learn the material as well as make it easier for
teachers to supervise and evaluate the learning process. In the process of
organizing a teacher preparing
and compiling: (1). Learning objectives to be achieved as a result of learning;
(2). Materials and teaching materials to be delivered are adjusted to the time
allocation provided; (3) choosing the approach, method, technique and strategy
to be used in the learning process adapted to the material to be taught, for example
by using a computer-based learning model so that the learning objectives set
are easier to achieve; (4). media or teaching aids and resources that will be
used to assist learning success; and (5) the evaluation pattern to be achieved
to assess the extent to which students achieve competence in accordance with
the goals set, the evaluations compiled include affective, cognitive and
psychomotor assessments of students with the availability of a Computer-Based
syllabus, in the form of lesson plans made by a teacher before entering class.
This syllabus is used as a guide in teaching and conditioning the class as a
space for learning activities, so that it is conducive and able to help achieve
goals effectively.
3. Implementation of the Use of Audio Visual Media in Improving the Quality of Student
Learning Outcomes.
The use of Audio Visual Media (LCD) makes understanding of material
that is still abstract becomes concrete in terms of increasing students'
understanding. From interviews that have been conducted with one of the teachers
of Islamic religious education stated that. �Audio Visual (LCD) media can
increase students' understanding. However, this needs to be balanced with the
readiness of the teacher as a facilitator in learning who will apply the media.
In using audio-visual media, teachers do not completely transfer their roles
and functions to this media, teachers still have to monitor how students
understand when using these media.
From the
results of the interviews, the authors conclude that the use of Audio Visual media makes students able to absorb the
concepts contained in a certain material which makes students' understanding
further increase by connecting the application of the principles learned by
illustrating similar elements. In other words, the use of Audio
Visual media in learning is better, than not using the concepts referred
to in Q.S. Al Isra verse 84 Allah says:
قُلْ
كُلٌّ
يَعْمَلُ
عَلَىٰ
شَاكِلَتِهِ
فَرَبُّكُمْ
أَعْلَمُ
بِمَنْ هُوَ
أَهْدَىٰ
سَبِيلًا:
Say: "Each
person acts according to his own circumstances". Then your Lord knows best
who is more righteous in His way.
The verse
above explains that every person who performs an action, they will do it
according to their circumstances (including the surrounding natural
conditions). This explains that in carrying out an action requires media so
that the intended thing can be achieved, then a media in learning must be able
to explain to students about the material they are studying. As for the Qur'an
as a blessing and a giver of good news, if it is associated with media problems
in the world of education, a media must be able to foster a sense of joy which
further increases the interest of students in studying the materials presented.
4. Supervision of the use of
audio-visual media in improving the quality of student learning outcomes.
The results
of the study show that supervision itself is an inseparable part of a work
process, in this case a broad description is built from the results of the
research. In its implementation, supervision is built on the basis of efforts
where control of the process of implementing Teaching and Learning activities
in Islamic Religious Education with the help of Audio Visual
Media in Improving the Quality of Student Learning Outcomes is built in
planning in accordance with organizational management and rooting in
principles, where supervision itself emphasizes the implementation process with
integrity. mutual support between all components of existing resources to build
work activities and their performance to achieve goals. Another step in the
scope of this supervision is intended as a basis for developing evaluations for
improving the education system that is built and implemented. While the results
of other studies indicate that the purpose of the self-monitoring program is to
control the implementation process carried out in Teaching and Learning
activities in Islamic Religious Education with the help of Audio
Visual Media in Improving the Quality of Student Learning Outcomes.
5. The Problem of Using Audio Visual
Media in Improving the Quality of Student Learning Outcomes.
The
professionalism of a teacher in managing the classroom can be seen when
students are able to pay attention and are enthusiastic in accepting the
lessons presented by the teacher and are able to develop skills in making the
learning process more interesting if the necessary media and tools are not yet
available. By providing media and tools that will be used, the learning process
will certainly be more easily accepted by students, at least the teacher must
start developing PAIKEM (Active, Innovative, Creative, Effective and Fun
Learning).
Based on the
author's observations, Islamic religious education teachers at SMA Negeri 3
Subang are more dominant in using the lecture method in the learning process,
but if each material is carried out in this way, then the learning process will
become monotonous and the target is only one-way without any feedback from
learners. The impact of this method or method is that students become less
active, feel bored and bored when learning Islamic religious education takes
place. When learning Islamic religious education takes place there are some
students who pay less attention to the material presented by the teacher, often
ask for permission to leave class, are less independent when given an
evaluation and are sometimes lazy to do homework.
Some of the
problems above arise as a result of the lack of learning media used by teachers
in the learning process. Not all problems in the learning process are
teacher-centered, but the main reason is because school facilities are very
lacking, so there are many obstacles experienced by Islamic religious education
teachers in using media that are in accordance with the material to be delivered.
6. Efforts to Use Audio Media in
Improving the Quality of Student Learning Outcomes.
Quality
education is determined by several related components, starting from the input
(input), process, and output (output), as well as with good management as well.
Rachman stated that the management of improving the
quality of education has characteristics that need to be understood by
educational institutions that will implement it, namely; characteristics of an
effective school (effective school), and the management of improving the
quality of education which is the container or framework. Therefore, the
following characteristics include inclusively the elements of an effective
school, which are categorized into inputs, processes, and outputs.
Fattah
stated that quality education must involve various components, namely: input,
curriculum, human resources, various facilities, costs, and methods, as well as
creating a conducive learning atmosphere. School management which is the
authority of the principal, and class management which is the authority of teachers,
functions to synchronize various inputs or synergize all components in the
teaching and learning process. With regard to quality improvement management,
it is necessary for principals who are willing to give authority to teachers to
improve the quality of the teaching and learning process, are given the
opportunity to make decisions, and are given greater responsibility in carrying
out their duties as teachers. With the delegation of authority, initiative and
sense of responsibility, teachers and other school staff can be more motivated
to carry out a job better which in turn can produce quality education.
Teachers can
enrich, expand and deepen a teaching and learning process by using learning
media, especially when using media that stimulate more than one sensory organ.
As with the use of audio-visual media, this media will greatly assist teachers
in increasing understanding of abstract concepts and being able to arouse
students' interest in learning. Where the advantages of this audio-visual media
are that students can see directly and hear certain material presented by the
teacher, with the help of audio-visual media the teacher is able to present
material that cannot be explained only in words. As in the history of Islamic
culture, the use of audio-visual media will be indispensable. It is also
mentioned in Permendiknas No. 16 of 2007 concerning
standards for academic qualifications and teacher competencies, it is stated
that teachers must have the ability to use learning media and learning resources
that are relevant to the characteristics of students and the subjects they are
taught to achieve learning objectives as a whole.
7.
Learning
Outcomes of Audio Visual Media Improve the Quality of
Student Learning Outcomes.
The priority policies
are to help students develop optimally, which include: (1) providing school
facilities that allow students to learn happily with adequate computer
facilities and a teacher's workspace; (2) Provide rich learning media, which
allows students to continuously learn by reading compulsory books, reference
books, and reading books (including novels), as well as laboratory and library
equipment, which allows students to learn to the level of enjoying learning.
The problem of
educational equity is that there are still many school-age children who cannot
enjoy formal education at school, while management issues involve all kinds of
educational arrangements such as educational autonomy, bureaucracy, and
transparency so that the quality and equity of education can be resolved properly.
Therefore, talking
about the quality of education in Indonesia, it is necessary to look at several
elements that influence it, such as: (1) curriculum, (2) educational content,
(3) learning and evaluation processes, (4) teacher quality, (5) facilities and
school infrastructure, and (6) textbooks. These six elements are interrelated
in an effort to improve the quality of teaching and learning, which culminates
in improving the quality of education.
Policies that have
been built since the past decade have shown very high development and balancing
in the scope of implementing Islamic religious education learning with the help
of audio-visual media in improving the quality of student learning outcomes.
through ICT support as a whole has not shown the scope of basic system
development. In the management of competency learning there are several things
that need to be considered, including:
a. Accessibility,
namely students and teachers easily reach learning tools and resources.
b. Mobility,
that is, students and teachers easily move from one place to another.
c. Interaction,
which facilitates the interaction between teachers-students and
students-students.
d. Variations
in student work, which allows students to work individually/groups.
8.
Theological
Foundation
This foundation
emphasizes the selection and use of learning media based on the characteristics
of the learner and the media. This is based on the experience in which we get
to know the various students. There are those whose learning styles are visual
and auditive, and some are even audio-visual. Well, from that learning style we
can understand in the selection of learning media (Jennah, 2009). Thus, learning media has three roles, namely
the role of attracting attention (intentional role), the role of communication (communication
role), and the role of memory / storage (retention role). (Rosyidah, 2009). In school learning, a teacher can create an
interesting learning atmosphere by utilizing creative, innovative and varied
learning media, so that learning can take place by optimizing the process and
oriented to learning achievement. The basis for using learning media in the
teaching and learning process can also be found in the Koran. The Word of Allah
swt. in surah al-Naḥl
verse 44.
بِالْبَيِّنَاتِ
وَالزُّبُرِ
ۗ وَأَنْزَلْنَا
إِلَيْكَ
الذِّكْرَ
لِتُبَيِّنَ
لِلنَّاسِ
�مَا
نُزِّلَ
إِلَيْهِمْ
وَلَعَلَّهُمْ
يَتَفَكَّرُونَ
"We have sent
down to you the Qur'an, so that you may explain to mankind what has been revealed
to them and so that they may think about it."
The higher
technological developments and the development of human civilization create
increasingly complex problems in humans, the more complex human problems are,
so they are required to be more prepared in preparing for various possibilities
that occur, mental readiness is strongly emphasized here, namely how humans
always surrender and accept whatever God gives. SWT, because we know that he
will give the best for his servants.
9. Philosophical Foundation
The philosophical
basis related to the focus of research on the use of audio-visual media to
improve the quality of learning Islamic religious education in upper secondary
schools is based on philosophical constructivism. The essence of philosophical
constructivism is that knowledge cannot be transferred or transferred, but is
built or formed by the individual himself. Constructivism focuses on learning
processes not on learning behavior. (Sadulloh, 2009). Students
construct or form their understanding of the material being studied.
Construction means building, in the context of educational philosophy,
constructivism is an effort to build a modern cultured life structure.
Constructivism is also the foundation of a way of thinking in the contextual
learning process, namely: knowledge is created by humans through a piecemeal
process where the results are expanded through a limited context.
A teacher in using
learning media needs to pay attention to the philosophical foundation. This
means that the use of media should be based on truth values that have been
found and agreed upon by many people, both academic truths and social truths.
For example, the
content of the message (subject matter) that is conveyed to students should be
a truth that has been tested objectively, radically and empirically. Do not let
the subject matter is still wrong, not good, and not beautiful delivered to
students. For example, the teacher teaches about the history of Islamic culture
(SKI) with material on the genealogy of the Prophet Muhammad. A teacher needs
to check the historical truth of the genealogy before it is conveyed to
students. This process is called the use of philosophical foundation in
choosing content and learning media. The media used by the teacher also needs
to be rechecked for truth and accuracy. The teacher who chooses the media that
is not in accordance with the material to be delivered means that the media is
not correct. Not good, and not beautiful means that the use of inappropriate
media has not taken into account the philosophical basis (Santyasa, 2007).
10.
Theoretical
Foundation
1. Audio Visual Media
Audio-visual media is
media that can only be heard, in the form of sound with various means of
conveying sound both from humans and imhumans. The
arguments related to sound as the source of the message can be taken from the
words read, explain, tell, and other meaningful words.
According to Deni D,
(2017:82) The development of audio-visual education has had a major influence
on educational technology. A more rapid development of audiovisual occurred
after the second world war. Education practitioners believe there is an
increase in learning outcomes through audiovisual media (Lange, 1968, Seatler 1990).
2.
Quality of
Learning
Fattah stated that
quality education must involve various components, namely: input, curriculum,
human resources, various facilities, costs, and methods, as well as creating a
conducive learning atmosphere. School management which is the authority of the
principal, and class management which is the authority of teachers, functions
to synchronize various inputs or synergize all components in the teaching and
learning process. With regard to quality improvement management, it is
necessary for principals who are willing to give authority to teachers to
improve the quality of the teaching and learning process, are given the opportunity
to make decisions, and are given greater responsibility in carrying out their
duties as teachers. With the delegation of authority, initiative and sense of
responsibility, teachers and other school staff can be more motivated to carry
out a job better which in turn can produce quality education.
11.
Learning Quality Indicators
Conceptually, quality
needs to be treated as an indicator dimension that functions as an indication
or pointer in professional development activities, both related to the business
of organizing educational institutions and learning activities in the
classroom. This is necessary for the following reasons:
1) Student
Achievement Increases
Student achievement
that can be used as a benchmark for success in learning so far in religious
education has prioritized cognitive (knowledge), affective (feel) and
psychomotor (behavior) aspects.
2)
Students are able to work together
Learning needs a
collaboration between students or students and teachers. With cohesiveness, a
conducive and fun learning atmosphere will arise. Harmony needs to be maintained
and maintained by embodying the following attitudes: (1) there is mutual
understanding so as not to dominate each other, (2) there is mutual acceptance
not to walk each other according to their own will, (3) there is mutual trust
so as not to suspect each other, (4) the existence of mutual trust. respect and
(5) love each other not to hate and envy each other.
3) There is
Fun Learning
Fun learning is needed
to help students absorb and understand the lessons that are absorbed by the
teacher, because if students don't like learning, the subject matter will not
make an impression on students. This fun learning usually uses a variety of
methods and creates an interesting classroom atmosphere.
4)
Able to interact with other subjects
The problems of
worldly life are not only in religious matters, but more in worldly fields. In
this case, religious education can be a solution for all fields as long as the
learning of Islamic religious education carried out is able to interact with
other subjects.
5) Able to
Contextualize Learning Outcomes
Contextual learning is
needed to familiarize and train students in socializing, collaborating and
solving problems. Learning will be more meaningful when children experience
what they learn for themselves, not knowing it.
6)
Effective Learning in the Classroom and
Empowering Students' Potential
The quality of
learning must be improved to improve the quality of educational outcomes. On a
micro level, strategies or approaches to learning are found that are effective
in the classroom and empower students' potential.
7)
Achievement of Curriculum Goals and Targets
Achieving the goals
and targets of the curriculum is a task that must be carried out by teachers
and students in each lesson. These goals and targets can be used as minimal or
maximum goals that must be achieved depending on the ability of the school
consisting of teachers and other elements who carry it out.
12. 2013 Curriculum
Learning and Assessment
a. Learning
In essence, teaching is not just conveying subject matter, but is also
interpreted as a process of regulating the environment so that students learn.
The meaning of teaching is often termed as learning. This implies that in the
teaching and learning process students must be used as the center of the
activity. This is intended to shape the character, civilization, and improve
the quality of life of students. Learning needs to empower all potential
learners to master the expected competencies. In addition to learning, in the world
of education, the term learning is also known.
In the Qur'an it is explained in the letter Al-Ghaasyiyah:
17-20 as follows:
أَفَلَا
يَنظُرُونَ
إِلَى ٱلۡإِبِلِ
كَيۡفَ
خُلِقَتۡ
وَإِلَى
ٱلسَّمَآءِ
كَيۡفَ
رُفِعَتۡ
وَإِلَى
ٱلۡجِبَالِ
كَيۡفَ
نُصِبَتۡ
وَإِلَى
ٱلۡأَرۡضِ
كَيۡفَ سُطِحَتۡ�
"Did they not see the camel how He was created, and the heavens, how
they were exalted, and the mountains how they were set up, and how the earth
was spread out?" (Surat al-Ghaasyiyah: 17-20)
In improving the quality of learning, we must pay attention to several
components that affect learning, these components are as follows:
1.
Students, covering
the socio-economic, cultural and geographical environment/environment,
intelligence, personality, talents and interests.
2.
Teachers, covering
educational background, work experience, teaching load, economic conditions,
work motivation, commitment to work, discipline and creativity.
3.
Curriculum.
4.
Educational
facilities and infrastructure, including teaching aids/practice tools, laboratories,
libraries, skills room, counseling guidance room, UKS room and multipurpose
room.
5.
School Management,
including classroom management, teacher management, student management,
facilities and infrastructure, improvement of order/discipline, and leadership.
6.
Management of the
Learning Process, including teacher appearance, mastery of material/curriculum,
use of learning methods/strategies, and utilization of learning facilities.
7.
Fund Management,
including budget planning, sources of funds, use of funds, reports and
supervision.
8.
Monitoring and
Evaluation, including the Principal as a supervisor in
his school, school supervisor and school committee as supervisor.
9.
Partnerships,
covering school relations with government agencies, relations with the business
world and community leaders, and other educational institutions.
CONCLUSION
The use of
Audio-visual Media in Improving the Quality of Islamic Religious Education, is
to further develop knowledge related to science that continues to be built, so
that it can provide support for the creation of a reliable and quality
generation in science and technology that is a challenge now and in the future. . The quality of the school can also be seen from the
complete infrastructure owned by the school. If the infrastructure is adequate,
the output will also be good. It is proven by the existence of laboratories in
schools that make students proficient in typing, while in schools that do not
yet have these facilities, they have less ability and some even have no
knowledge of computers at all. That means the means affect the quality of
students.
To improve
the quality of education in the future we must pay attention to the following
things:
a. Education
is the responsibility of all citizens, not only the responsibility of the
school. Consequently, all citizens have a moral obligation to save education.
b. Adequate
facilities and infrastructure will improve the quality of education in teaching
and learning activities.
c. Administration
of facilities and infrastructure needs to be mastered by a leader whether it is
the Dean/principal who is assisted by his staff so that the learning process
runs in an orderly and smooth manner.
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The Use of Audio Visual Media In Improving The Quality Of PAI Learning
In SMA Negeri City Of Bandung