Ila Fajri, Martin Kustati, Rezki Amelia, Gusmirawati Gusmirawati

Pendampingan Belajar Pai Melalui Program Bimbingan Belajar

Introduction

Pendampingan belajar pai melalui program bimbingan belajar. Tingkatkan motivasi & kebiasaan belajar PAI siswa MA Ulya Taruna dengan program pendampingan bimbingan belajar. Atasi masalah belajar & hasilkan pemahaman efektif.

Abstract

Pendampingan di MA Ulya Taruna Al-Kahfi Kalam Madani bertujuan untuk mengurangi kebiasaan tidak produktif, meningkatkan motivasi dan minat belajar siswa, serta membangun pemahaman belajar efektif dalam Pendidikan Agama Islam (PAI). Masalah yang dihadapi meliputi rendahnya antusiasme belajar, tidak menyelesaikan tugas, mengantuk saat pelajaran, dan sering meninggalkan kelas. Program ini menggunakan metode Service Learning (SL) melalui tiga tahap: pengenalan konsep belajar efektif, penekanan pada motivasi belajar, dan penerapan ilmu yang dipelajari. Hasil menunjukkan adanya peningkatan motivasi dan pemahaman siswa terhadap pentingnya belajar giat. Pendekatan bimbingan kelompok yang diterapkan efektif dalam membentuk kebiasaan belajar produktif. Program ini membuktikan bahwa penerapan metode serupa dapat menjadi solusi peningkatan kualitas pendidikan, membekali siswa agar lebih aktif dalam mencari informasi dan memanfaatkan waktu belajar secara optimal. Diharapkan program ini berkelanjutan dan dapat diadopsi secara luas untuk mendukung pembelajaran yang lebih baik di masa depan.

Review

This paper presents an intervention program focused on enhancing the learning experience in Islamic Religious Education (PAI) through a structured tutoring initiative. The authors effectively identify critical issues prevalent among students at MA Ulya Taruna Al-Kahfi Kalam Madani, including low enthusiasm, non-completion of assignments, drowsiness, and frequent class absenteeism, all stemming from unproductive study habits and a lack of effective learning strategies. The core objective of the program, as outlined, is to mitigate these unproductive behaviors, bolster student motivation and interest in learning, and cultivate an understanding of effective study techniques. The abstract clearly articulates the problem addressed and the intended positive impact on student engagement and academic outcomes. The methodology employed, Service Learning (SL), is introduced as a three-stage process encompassing the introduction of effective learning concepts, an emphasis on motivation, and the practical application of acquired knowledge. This structured approach is commendable for its potential to foster deeper engagement and practical skill development. The abstract reports significant positive outcomes, specifically an increase in student motivation and a greater understanding of the importance of diligent study. Furthermore, the effectiveness of the group guidance approach in shaping productive study habits is highlighted, suggesting a practical and replicable model for educational improvement. The program is positioned as a viable solution for enhancing educational quality, empowering students to be more proactive learners. While the abstract convincingly portrays the program's success and potential for broader adoption, a more comprehensive understanding would benefit from further elaboration on certain aspects in the full paper. Specifically, detailing the precise activities and content within each of the three Service Learning stages would provide greater insight into the intervention's mechanics. Moreover, while increased motivation and understanding are reported, the inclusion of specific qualitative data (e.g., student testimonials, observational notes) or quantitative metrics (e.g., pre- and post-intervention scores, attendance rates) would substantially strengthen the evidence base for these claims. Exploring any challenges encountered during implementation and discussing the long-term sustainability and scalability of the program beyond the initial phase would also enrich the research. Nevertheless, this initiative demonstrates a thoughtful and practical approach to addressing student engagement issues in PAI.

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