INTRODUCTION
The
21st century is a century full of challenges. With the rapid development of
information technology and the increasing speed of communication, with just one
touch, almost all forms of communication can be carried out in a few seconds,
as if the world is in the palm of your hand. The real challenge of the 21st
century is the increasing demand for education that can meet global needs,
which requires literate individuals, character, and 4Cs skills (Critical
Thinking & Innovation, Communication, collaboration, and Creativity &
innovation) (Afandi, 2017).
This
is in line with the characteristics of 21st-century skills issued by the
Partnership of 21st Century Skills. It is determined that 21st-century students
must be literate, have a strong character, and develop the competitive skills
needed in the 21st century, such as critical thinking, problem-solving,
communication skills, ICT literacy, information and communication technology,
and information literacy. And media literacy (Hariyanto, 2014). 21st-century skills
that students must possess include 4C skills, namely critical thinking, creative
thinking, communication, and collaboration. To develop properly, students need
to be familiarized with learning activities that develop the 4Cs. Thus, all
learning activities, including PAI learning, besides being directed at literacy
and character development, must also develop 4Cs skills.
Based
on the initial observations of the teaching and learning process carried out in
class at SMA Negeri 27 Bandung City, critical thinking skills, creative
thinking, communication skills, and collaboration as aspects of PAI skills have
not been affected been developed optimally. The PAI learning process still
tends to be a process of transferring and absorbing information in curriculum
content. In the implementation of PAI learning, the teacher is still oriented
to the completion of the material. The teacher teaches PAI subject matter by
reading the textbook. In evaluation activities, the teacher demands the
students' answers exactly as he explained.
Students
are not given broad opportunities to think creatively and express their
opinions freely. They are used to taking notes and listening to the teacher's
explanation. Students are more in learning behavior to listen to information
with dominant teacher activities. Teachers take more positions in front of the class,
which tends to be patronizing rather than teaching students to think about
lesson materials. The pattern of education in schools causes children to be
unable to freely carry out activities according to their will so that the
creative power of children is reduced.
The
results of interviews with several X-grade students who have participated in
PAI lessons show that they are aware of the importance of mastering 4Cs skills.
For this reason, a teacher is required to develop various models and or
learning methods that can be applied to PAI learning. The problems faced by
teachers in classroom learning require teachers always to think, give serious
attention, in-depth consideration of events or decisions taken. Teachers need
and are essential to prepare all tools such as curriculum, lesson plans, and
models or methods integrated with 4Cs skills. By developing 4Cs skills in
learning, it is hoped that every individual has the skills to live in the 21st
century with various opportunities and challenges that will be faced in the era
of technological and information advancement.
Besides
being responsible for developing character and literacy, PAI learning is also
responsible for developing 4Cs Skills, namely; Communication, Collaboration,
Critical Thinking, and Problem Solving Creativity and Innovation. Many learning
models can be used to create 4Cs skills in learning, one of which is the Blended
Learning model with the e-poster comment method. There are several reasons why
Blended Learning with the e-poster comment method was chosen to develop 4Cs
Skills: (1) The e-poster comment method is a method used by educators to invite
students to come up with ideas about what is contained in an image.; (2) the
e-poster comment method is a part of active learning; (2) the e-poster comment
method is student-centered, teamwork, and knowledge related to the context of
everyday life.
Based
on this description, developing learning that demands 4Cs skills is essential
and must be a teacher's attention. Therefore, this study aims to create 4Cs
Skills through a blended learning model of the e-poster comment method on
Islamic Religious Education and Moral Character. The researcher chose SMAN 27
Bandung as the research location because this school has been accustomed to
applying the e-poster comment method for learning Islamic Religious Education
and Budi Poker.
METHOD
The approach used in
this research is qualitative with a descriptive-analytical method. Data were
collected through observation, interviews, and documentation studies. The subjects
of this study were teachers, students, school principals, and vice-principals
in the field of curriculum.
The research was
carried out by collecting data in advance from the field, which in this case,
the research location was SMAN 27 Bandung City. The research data obtained
through several collection techniques are then analyzed by reducing the data
according to the needs of the research focus. The data that has been reduced is
then presented, and conclusions are drawn.
The key informants in
this study were PAI teachers, while other supporting data were obtained through
additional informants, namely several teachers and students. Checking the
validity of the data is carried out by researchers to account for the truth of
the information that has been obtained. The data is carried out through
credibility techniques, including triangulation, an extension of observation
time, increasing persistence, and referential adequacy.
RESULTS AND
DISCUSSION
A. Skill 4Cs
The
development of the 21st-century world is marked by the development and use of
information and communication technology in all areas of life. In the world of
work, the development of the world demands changes to the competence of each
individual. These competencies include thinking critically, solving problems,
and collaborating (Abu Anwar, Amir, & Sari, 2020). In the world of
education, students' success is seen from their academic abilities and the
abilities and skills that can help students compete in the global and digital
world that is developing today. Because future work is no longer routine work
as it is today, but creative work is the highest type of work. In contrast, regular
work that humans usually do will be replaced by robot technology and automation
(Fathurrochman, Danim, AB, Kurniah, & Ristianti, 2021).
Critical
thinking skills are skills that students must possess related to decision-making
in solving daily problems. According to John Dewey, critical thinking is an
active, persistent, and thorough consideration of a belief or form of knowledge
taken for granted regarding the reasons that support it and the further
conclusions it tends to draw (Gelman & Waxman, 2007).
Critical
thinking is an active process in which a person thinks deeply about things,
asks questions, and finds relevant information for himself rather than
accepting things from others. Elaine B. Johnson said that the purpose of
critical thinking is to achieve deep understanding (PRATIWI, Darmawijoyo, & Hartono, 2016). Meanwhile, Fahruddin
Faiz stated that the goal of critical thinking is simple, namely to guarantee,
as far as possible, that our thinking is valid and correct. With the ability to
think critically, students should be able to solve the problems they face.
Critical
thinking can also be a skilled activity that can be done better or vice versa.
Good critical thinking should meet various intellectual standards, such as
clarity, relevance, adequacy, coherence. Critical thinking clearly demands the interpretation
and evaluation of observations, communications, and other sources of
information. It also requires thinking through assumptions, asking relevant
questions, and drawing implications (Gelman & Waxman, 2007).
Based
on these various opinions, it appears that there are similarities in critical
thinking systematics. Namely, the necessary thinking process must go through
several stages to arrive at the assessment or conclusion stage. So it can be
understood that critical thinking is a process of thinking about a problem in-depth,
synthesizing it to solve a problem.
Trilling
and Fadel stated that critical thinking skills are individual abilities to
reason effectively, ask questions and solve problems sharply, analyze and
evaluate alternative views, and reflect on processes and decisions. According
to Ennis, there are five types of critical thinking categories: 1)
Clarification at the primary level (elementary clarification), 2) essential
support (basic support), 3) inference (inferring), 4) further clarification
(advanced clarification), 5) strategy and tactics (strategies and tactics). (Suryandari, Kadarisman, & Sudomo, 2018)
Based
on the explanation above, what is meant by collaboration skills in this study
is the ability of individuals to cooperate effectively and responsibly
with
different groups when carrying out group activities.
Islam
commands its people to work together and help each other, especially doing good
deeds regarding collaboration skills.
B. Blended Learning
The
rapid development of technology requires innovation in learning. One of these
innovations is Blended Learning. The concept of Blended Learning is mixing
conventional learning models with online learning. Blended Learning comes from
the words Blended and Learning. Blend means to mix and Learning means
learning. From the two
elements of the word, it can be seen that Blended Learning means mixing teaching
patterns. According to Mosa in Rusman (Sutisna, Novita, & Iskandar, 2020), mixed
learning patterns are two main elements: learning in the classroom with online
learning. In this online learning, there is learning using the internet network
in which there is web-based learning.
Blended
learning is the ease of learning that combines various delivery methods,
learning models, and learning styles, introducing different media options
between facilitators and students. Blended learning is also a combination of
direct teaching (face to face) and online instruction.
Learning
using internet media is not a mainstay because there is no interaction between
teachers and students. In Teaching and Learning Activities (KBM), especially
Islamic Religious Education lessons, face-to-face or conventional is the primary
learning process carried out in most schools in Indonesia. However, this
face-to-face KBM tends to make students bored and less active. For this reason,
there is a need for learning innovation, namely by applying the concept of
Blended Learning.
In
the end, this learning model aims to achieve the effectiveness of learning,
online learning, and face-to-face. This Blended learning involves class (or face
to face) and online learning (e-learning). This method effectively adds
efficiency to classroom instruction and enables increased discussion or review
of information outside the classroom.
Educators
use the e-poster comment method or comment on pictures to invite students to develop
ideas about what is contained in an image. The concept, of course, must be
related to the achievement of skill in learning.
E-Posters
consist of text, images, or a combination of both. E-Poster is a graphic design
in which pictures and words on large paper contain information and are pasted
in public places so that many people can see or read. E-Posters are designed to
attract the attention of many people. Posters can also be a means to promote
products, services, activities, education, and others. Or the definition of an e-Poster
is an image that contains information on large paper, which is pasted on the
wall or in certain places so that many people can see it. In the process of
arranging posters, certain design principles must be considered, including the
principles of simplicity, cohesiveness, emphasis, and balance.
The
following visual elements need to be considered: shape, line, space, texture,
and color (Azhar, 2007). (1) Simplicity. The fewer elements make it easier for
students to capture and understand the message presented by the visual. Long or
complex messages or information should be divided into several visual materials
that are easy to read and easy to understand, as well as the accompanying text
of visual materials should be limited; (2) Integration Cohesiveness refers to
the relationship that exists between visual elements which when observed will
function together. The parts must be interrelated and unified so that a graphic
is a comprehensive form that can be recognized and help understand the message
and information it contains; (3) Emphasis. Although the visual presentation is
designed, the concept to be presented often requires an emphasis on one element
that will become the center of students' attention. By using size, relationships,
perspective, color, or space (4) Balance. The shape or pattern chosen should
occupy a viewing space that provides a perception of balance. Balance is a
principle in composition that avoids the impression of bias on a field or area
filled with visual elements. So, in designing pictures, educators must pay
attention to these principles so that the expected learning objectives can be
achieved optimally.
According
to Sudjana and Rivai in their book entitled Teaching Media, several principles
need to be considered in using pictures as visual media in every teaching activity,
including: (1) Use pictures for specific learning purposes, namely by choosing
certain pictures that will support the explanation of the core of the lesson or
the main points of the lesson; (2) Integrate pictures into the lesson, because
the effective use of photographic pictures in the teaching and learning process
requires coherence; (3) Use the pictures sparingly, rather than using lots of
pictures but not being effective. Save on the use of images that contain
meaning. A small but selective number of pictures is better than twice showing random
pictures without being picky; (4) Reduce the discussion of words in pictures,
because pictures are essential in developing words or stories or in presenting
new ideas; (5) Encouraging creative statements, through pictures students will
be encouraged to develop oral and written language skills, graphic arts and
other forms of activity; (6) Evaluating class progress, it can also be done by using
pictures, both in general and in particular (Sudjana & Rivai, 2010).
The
steps for the e-poster comment method are as follows:
a. Topic introduction
stage. The introduction of learning topics is done by holding a question and
answer activity between teachers and students regarding the material on the
provisions of dressing according to Islamic law,
b. Group formation stage.
At the scene of group formation, the teacher forms 4 to 5 groups according to
the number of students using the break-out facility on the zoom application.
c. The stage of
presenting a poster with questions. At this stage, the teacher gives an
e-poster about how to dress in the PowerPoint application.
d. The stage of observing
the poster. Students attend the sign for comments in the form of questions or statements
for approximately 5 minutes.
e. The stage of
commenting on the poster personally. Students make a question or statement that
must be written in PowerPoint.
f. Stage of
choosing the best four comments. After that, each group must choose the best
four questions or statements that can convey the contents of the picture.
g. The stage of
presenting the results of group discussions. Each group presents the results of
their group discussion. Students take turns giving opinions verbally in the
form of approval, refutation, or rejection of views, along with reasons on the
zoom application.
h. The stage of
formulating the results of group discussions. Group representatives prepare
provisions on how to dress by Islamic law. The teacher directs students to
conclude the material.
C. Islamic Religious
Education and Character (PAI and BP) in SMA
Etymologically,
education comes from the word learn. In English, the word to educate and the
word education are obtained. In a narrow sense, the word to educate in the form
of a verb or verb is to teach or help someone learn, which means "to teach
or help someone who is learning" (Na�im, n.d.).
Education
is generally defined as a conscious and planned effort made by teachers to
develop all the potential of students optimally (Wiyani, 2012). Meanwhile, Theodore Mayer Greene describes
education as a human effort to prepare himself for a meaningful life (Tafsir, 2000). According to Haryanto Al-Fandi, education is
a continuous process that contains elements of teaching, training, guidance,
and leadership with a specific focus on transferring various knowledge,
religious and cultural values , and skills that are useful to be
applied by teachers to individuals who need the education. (Herson Anwar, 2019).
From
some of the opinions above, it can be concluded that education is a conscious
and planned effort by teachers that contains elements of teaching, training,
and guidance in developing students' potential optimally to prepare themselves
for a meaningful life.
In
the context of Islam, the notion of education refers to the terms commonly
used, namely, ta'lim, tarbiyah, and tab. The term ta'lim with the verb 'Allama
contains the meaning of telling or giving knowledge. So, this term can be
interpreted as teaching, as in Arabic, the term tarbiyah fatalism is often used
to mean education and teaching (Herson Anwar, 2019).
Meanwhile,
the term tarbiyah, which in the Arabic dictionary comes from fi'il made robbed
and its mudhari yurobba, which means to maintain, nurture and educate. In the
form of masdar, it becomes tarbiyah, which means maintenance, upbringing, and
education. From this understanding, it can be understood that the concept of
tarbiyah is a process of educating humans to improve human life in a better
direction. Then, the term tail is linguistically a masher form of the word
addaba which means adab and educates (Herson Anwar, 2019).
Ahmad
D. Marimba (Marimba, 1980) argues that Islamic education is physical and
spiritual guidance based on Islamic religious laws leading to the formation of
a personality that has Islamic values (Ma�rufah, 2019). Meanwhile, according to Zakiah Darajat, as
quoted by Fatah Syukur, Islamic education is more shown to improve mental
attitudes that will be realized in deeds, both for the needs of oneself and
others that are theoretical and practical (Kamal, 2018).
According
to Burian Somad, as quoted by Nur Uhbiyati, Islamic education is education that
aims to form the highest self-characterized individual according to the size of
the Qur'an. The content of education is the teachings of Allah as stated in the
Qur'an, whose implementation is in the practice of daily life as exemplified by
the Prophet Muhammad (Ma�rufah, 2019).
Meanwhile,
according to Maksum, as quoted by Haryanto Al-Fandi, Islamic education is all
educational processes that are sourced from the Qur'an, the Sunnah of the
Prophet, the words and deeds of friends, and the ijtihad of the scholars to
form a solid Muslim personality and able to overcome problems. In life in an
Islamic way so that the ultimate goal is achieved, namely happiness in the
world and the hereafter with the pleasure of Allah (Herson Anwar, 2019).
Meanwhile,
according to Ahmad Tafsir, education must educate humans to become humans (Sulaiman, 2019). The purpose of education is to increase a
high human being; that is what can be called a human being. One method that can
be used is the internalization method. The internalization method has three learning
objectives: (1) Knowing, knowing. Here the teacher's task is to make students see
a concept; (2) be able to carry out or do what he knows (doing); (3) The
disciple becomes what he knows. This concept should belong to him and become
one with his personality (Sulaiman, 2019).
Islam
itself comes from two words with different meanings: "religion" and
"Islam." Many experts say that religion comes from Sanskrit, namely
"a," which means not, and "game," which means chaotic. So
religion means not chaotic (orderly). Thus religion is a regulation, namely a
regulation that regulates the human condition and regarding something
supernatural, regarding character and social life together (Ismail & Islam, 1997).
There
are several other terms of religion, including religion, religion (English),
religie (Dutch), religion/relegate (Latin), and dien (Arabic). The words religion
(English) and religie (Dutch) are derived from the parent language of the two
languages, namely Latin "religion" from the root word "relegate,"
which means binding (Kahmad, 2002). According to Cicero, relegate means doing
something with great suffering, namely the type of worship done repeatedly and
steadily. Lactantius defines relegate as binding together in a common union (Ismail & Islam, 1997). In Arabic, religion is known as al-din and
al-Milah. The word al-din itself contains various meanings. It can mean al-Mulk
(royal), al-khidmat (service), al-izz (glory), al-dull (disgrace), al-nikah
(coercion), al-Ihsan (benevolence), al-adat (habits of ), al-ibadat (devotion),
al-qasr was al-sultan (power and government), al-tadzallulwa al-kudu
(submission and obedience), al-that (compliance), al-Islam al-tauhid (
surrender and unite God) (Kahmad, 2002).
Glock
and Stark define religion as a system of symbols, belief systems, value
systems, and institutionalized behavioral systems centered on issues that are
internalized as the most meaningful (Amawidyati & Utami, 2007). Clifford Geertz defines religion as a
system of symbols that acts to establish intense, pervasive, and enduring moods
and motivations in human beings by formulating concepts of a general order of
existence and wrapping these concepts in a kind of radiance of factuality so
that attitudes and motivations appear realistic (Geertz, 1992).
According
to Hadikusuma in Bustanuddin Agus, religion is teaching revealed by God to
guide people in living their lives (Agus, 2006). Some call faith a universal feature of human social life
because all societies have ways of thinking and behavior patterns that meet "religion,"
consisting of symbols, images, beliefs, and values. Precisely, human beings
interpret their existence, including a ritual component (Ishomuddin, 2002).
While
the word Islam is a derivative of the phrase assalmu, assalamu, assalamatu,
which means clean and safe from physical and mental defects. Other meanings of
Islamic derivatives are "peace" or "peace" and
"security." Ahmad Abdullah Almasdoosi terminologically expresses the
understanding of Islam as a rule of life that contains clear and complete
guidance regarding aspects of human life, both spiritual and material (Awaliyah, 2019). To understand Islam more broadly, it is
necessary first to understand the basics of Islam or what is often called the
basic framework of Islamic teachings. By understanding this basic framework,
one can understand the overall picture of Islamic teachings.
Thus
Islamic Religious Education is an effort in the form of guidance and care for
students so that later after completing their education, they can understand
and practice Islamic teachings. Islamic Religious Education in this discussion
is positioned as one of the fields of study that every student must follow,
both in public schools and in private schools. Islamic Religious Education and
Character Education are previously known as Islamic Religious Education (PAI)
subjects. The change in the vocabulary of PAI subjects to Islamic Religious
Education and Character Education is intended to strengthen the mission of
Islamic teachings to be more grounded and universal. Juridically, the name
change refers to PP No.32/2013, the explanation of Article 77 Paragraph (1)
Letter a: that religious education is intended to shape students into human
beings who believe and fear God Almighty and have a noble character, including character.
(Ismail & Islam, 1997).
The
subject of Islamic Religious Education is one of the fields of study that is
presented to high school students by Law no. 20/2003 concerning the National
Education System; it is stated that national education functions to develop
capabilities and shape the character and civilization of a dignified nation in
the context of educating the nation's life, aiming at developing the potential
of students to become human beings who believe and fear God Almighty, have
noble character. Healthy, knowledgeable, capable, creative, independent, and
become a democratic and responsible citizen.
Islamic
religious education in high school consists of four primary materials, namely:
Qur'an-Hadith, Aqidah-akhlak, Fiqh, and Dates (History) of Islamic Culture.
Each of these subjects is interrelated, complementary, and complementary.
Al-Qur'an-Hadith is the primary source of Islamic teachings, which is the source
of aqidah-morals, and shari'ah/fiqh (worship, muamalah), so the study is in
each of these elements. Aqidah or faith is the root or principle of religion,
while shari'ah/fiqh is a system of norms regulating human relations with Allah,
fellow humans, and other creatures. In contrast, the date (history) of Islamic
culture is the development of the life journey of Muslim humans from time to
time in the sharia business (worship and muamalah) and morals and developing a
life system based on aqidah.
Each
subject has specific characteristics or characteristics that can distinguish it
from other issues, including Islamic Religious Education and Character
Education (PAI & BP). The features of Islamic Religious Education in
question are as follows:
a. Islamic Religious Education
is a group of subjects developed from the fundamental teachings contained in
Islam.
b. In terms of content,
Islamic Religious Education is the main subject which is one of the components
and cannot be separated from the group of topics that aim to develop the morals
and personality of students.
c. The purpose of Islamic
Religious Education is to form students who believe and fear Allah SWT, have
noble character (have good morals), know the central teachings of Islamic
teachings and practice them in daily life, and have broad and deep knowledge
about the teachings of Islam. Islam is therefore adequate both for people's
lives and for continuing to study at a higher level.
d. Islamic Religious
Education (PAI), a learning program, is directed at 1) maintaining the aqidah
and devotion of students, 2) being the basis for being more diligent in
studying other sciences taught in schools/madrasas, 3) encouraging students to
be critical, creative and innovative, and 4) become the foundation in everyday
life (building social ethics).
e. Islamic Religious
Education Learning (PAI) emphasizes the mastery of cognitive skills and affective
and psychomotor.
f. The content of
Islamic Religious Education (PAI) subjects is based on and developed from the
provisions contained in the primary sources of Islamic teachings, namely the
Qur'an and the Sunnah of the Prophet Muhammad (peace be upon him). In addition,
the material for Islamic religious education (PAI) is also enriched with the
results of Sinbad or ijtihad (dalil all) of The scholars so that the central
teachings of a general nature are more detailed and detailed.
g. Islamic Religious
Education Materials (PAI) were developed from three basic frameworks of Islamic
teachings, namely aqidah, shari'ah, and akhlaq.
Muhaimin
stated the characteristics of Islamic Religious Education as follows:
Islamic
religious education and good manners are aimed at being able to harmonize,
harmonize, and balance between faith, Islam, and ihsan, which is manifested in
the human relationship with Allah SWT, the relationship between humans and
themselves, human relationships with fellow humans, and human relationships
with their natural environment.
CONCLUSION
Islamic
Religious Education (PAI) learning in developing the skills of 4Cs, in general,
can be implemented well with the achievement of indicators of the skills of
4Cs. Pai's learning process to establish 4Cs in SMAN 27 Bandung city was quite
effectively marked by most students enthusiastic in following the learning
marked by their seriousness following the teaching, giving opinions during
discussions, and responding to the views of their friends. Students understand
the material quite well, characterized by the ability to provide a statement
and choose one of the existing images according to the group question in the
e-poster accompanied by the reasons.
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