%I Universitas Pendidikan Indonesia
%O https://scholar.google.com/citations?user=JcpFRVgAAAAJ&hl=en

ID Sinta Dosen Pembimbing:
Udin Supriadi: 5993561
Agus Fakhruddin: 5993691
%A - Muhammad Maulana Malik Ibrohim
%A - Udin Supriadi
%A - Agus Fakhruddin
%L repoupi137028
%X Sistem pendidikan di Indonesia masih menghadapi tantangan dalam menciptakan pembelajaran yang bermakna, terutama karena dominasi pendekatan hafalan dan ceramah satu arah, khususnya dalam Pendidikan Agama Islam (PAI). Pendekatan meaningful learning dinilai relevan karena menekankan pembelajaran yang mendalam, kontekstual, serta terkait dengan kehidupan nyata siswa, sejalan dengan nilai-nilai Islam dan tujuan pendidikan nasional. Penelitian ini bertujuan mendeskripsikan dan menganalisis pola pembelajaran meaningful learning di SMA Mutiara Bunda dan SMA OMNI Bintang Madani berdasarkan teori David Ausubel. Pendekatan penelitian yang digunakan adalah kualitatif deskriptif, dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Informan terdiri dari wakil kepala sekolah bidang kurikulum, guru PAI, dan peserta didik. Hasil penelitian menunjukkan bahwa kedua sekolah telah menerapkan pembelajaran kontekstual yang mengaitkan materi dengan kehidupan siswa, meskipun belum sepenuhnya mengikuti prosedur Ausubel secara formal. Perencanaan dilakukan melalui pelatihan guru dan penyusunan modul ajar, sedangkan pelaksanaan melibatkan strategi seperti apersepsi, diskusi, penggunaan media digital, dan refleksi. Evaluasi dilakukan dengan asesmen formatif, sumatif, serta supervisi guru. Penelitian ini menegaskan bahwa keberhasilan meaningful learning tidak hanya ditentukan oleh prosedur, tetapi juga oleh kesadaran guru dalam merancang pembelajaran yang relevan dan berdampak nyata. Dengan demikian, meaningful learning merupakan pendekatan strategis dalam mewujudkan pembelajaran yang adaptif dan transformatif di sekolah.

The education system in Indonesia still faces challenges in creating meaningful learning, especially due to the dominance of rote learning and one-way lectures, particularly in Islamic Religious Education (PAI). The meaningful learning approach is considered relevant because it emphasizes deep, contextual learning that is relevant to students' real lives, in line with Islamic values and national education goals. This study aims to describe and compare the implementation of meaningful learning at Mutiara Bunda High School and OMNI Bintang Madani High School based on David Ausubel's theory. The research approach used is descriptive qualitative, with data collection techniques through in-depth interviews, observations, and documentation. Informants consist of the vice principal for curriculum, IRE teachers, and students. The research results indicate that both schools have implemented contextual learning that connects the material to students' lives, although they have not fully followed Ausubel's procedures formally. Planning is carried out through teacher training and the development of teaching modules, while implementation involves strategies such as apperception, discussion, the use of digital media, and reflection. Evaluation is conducted through formative and summative assessments, as well as teacher supervision. This study emphasizes that the success of meaningful learning is not solely determined by procedures but also by teachers' awareness in designing relevant and impactful learning experiences. Thus, meaningful learning is a strategic approach in achieving adaptive and transformative learning in schools.
%D 2025
%K Meaningful Learning, SMA Mutiara Bunda, SMA OMNI Bintang Madani

Meaningful Learning, Mutiara Bunda Highschool, OMNI Bintang Madani Highschool
%T POLA PEMBELAJARAN MEANINGFUL LEARNING DI SMA MUTIARA BUNDA DAN BINTANG MADANI PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM