IMPLEMENTASI PENDEKATAN KONTEKSTUAL DALAM MENANAMKAN PEMAHAMAN KONSEP SHALAT PADA SISWA KELAS 4 MADRASAH IBTIDAIYAH NURUL JANNAH MUARO JAMBIJUDUL ARTIKEL PENELITIAN

Abstract

This research was motivated by the low level of understanding of the concept of prayer among fourth-grade students at Nurul Jannah Elementary School, Muaro Jambi. This problem is evident in the fact that many students do not understand the correct prayer procedures, do not understand the recitations and movements of prayer, and lack awareness of the importance of prayer as a Muslim obligation. Furthermore, the learning process, which is still dominated by lectures, causes students to easily become bored and less active in learning. Therefore, a learning approach that connects the material to students' real lives is needed, one of which is through a contextual approach (Contextual Teaching and Learning/CTL). This study aims to determine the application of a contextual approach to improving the understanding of the concept of prayer among fourth-grade students at Nurul Jannah Elementary School, Muaro Jambi, and to identify supporting and inhibiting factors in its implementation. This study employed a qualitative approach with fieldwork. Data collection techniques included observation, interviews, and documentation. The subjects included Islamic Religious Education teachers and fourth-grade students at MI Nurul Jannah Muaro Jambi. Data were analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results showed that implementing a contextual approach improved students' understanding of the concept of prayer. This was evident in the students' improved ability to understand the movements, recitations, and procedures of prayer, as well as their increased activeness and enthusiasm in the learning process. The contextual approach also helped students connect the learning material to their daily lives, making learning more meaningful. Supporting factors in implementing this approach included teacher support, a religious school environment, and adequate prayer facilities. Meanwhile, inhibiting factors included limited learning time, differences in student abilities, and a lack of attention on the part of some students during the learning process.