Penerapan Media Card Sort dalam Pembelajaran PAI untuk Mengembangkan Kemampuan Pemahaman Konsep pada Siswa Kelas IX D SMP Muhammadiyah 1 Surabaya

Pembelajaran Pendidikan Agama Islam di tingkat Sekolah Menengah Pertama menuntut siswa tidak hanya menghafal materi, tetapi juga memahami konsep secara mendalam. Namun, pada praktiknya kemampuan pemahaman konsep siswa masih tergolong rendah karena proses pembelajaran cenderung berpusat pada guru dan kurang memanfaatkan media pembelajaran yang interaktif. Oleh karena itu, diperlukan inovasi pembelajaran yang mampu melibatkan siswa secara aktif, salah satunya melalui penggunaan media Card Sort. Penelitian ini bertujuan untuk mendeskripsikan penerapan media Card Sort dalam pembelajaran Pendidikan Agama Islam serta menganalisis bagaimana media card sort dapat mengembangkan kemampuan pemahaman konsep siswa kelas IX D. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah guru Pendidikan Agama Islam dan siswa kelas IX D SMP Muhammadiyah 1 Surabaya. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa penerapan media Card Sort dilaksanakan secara terencana melalui tahap persiapan, pelaksanaan, dan evaluasi pembelajaran. Penggunaan media Card Sort mampu meningkatkan keaktifan siswa, menumbuhkan suasana belajar yang interaktif, serta membantu siswa dalam mengelompokkan dan memahami konsep secara sistematis. Selain itu, siswa mampu menyajikan contoh konkret terkait proses masuknya Islam ke Nusantara, siswa mampu mengelompokkan berbagai teori masuknya Islam di Indonesia, termasuk teori Gujarat, Arab, Persia, dan Cina, sesuai dengan karakteristik dan bukti pendukung masing-masing. Siswa mampu menyusun kembali materi secara ringkas, padat, dan runtut. Siswa mampu menarik kesimpulan dari informasi mengenai proses masuk dan berkembangnya teori Islam di Indonesia. Siswa dapat menelaah berbagai teori masuknya Islam dan menemukan persamaan serta perbedaannya. Dan siswa mampu menguraikan jalur masuk Islam, tokoh penyebar, dan faktor pendukung berkembangnya Islam di Nusantara secara runtut dan logis. Dengan demikian, media Card Sort dapat dijadikan sebagai alternatif media pembelajaran yang efektif dalam mengembangkan kemampuan pemahaman konsep siswa pada mata pelajaran Pendidikan Agama Islam.

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Learning Islamic Religious Education at the junior high school level requires students not only to memorize material but also to deeply understand concepts. However, in practice, students' conceptual understanding remains low because the learning process tends to be teacher-cantered and lacks the use of interactive learning media. Therefore, learning innovations that actively engage students are needed, one of which is the use of Card Sort. This study aims to describe the application of Card Sort in Islamic Religious Education learning and analyse how it can develop students' conceptual understanding of grade IX D students. This study used a qualitative approach with a descriptive approach. The subjects were Islamic Religious Education teachers and grade IX D students at SMP Muhammadiyah 1 Surabaya. Data collection techniques were observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions.
The results indicate that the implementation of Card Sort was carried out in a planned manner, including the preparation, implementation, and evaluation stages of learning. The use of Card Sort increased student engagement, fostered an interactive learning environment, and helped students regularly group and understand concepts. Moreover, students can present concrete examples related to the process of Islam's entry into the Indonesian archipelago. They are able to categorize various theories of Islam's entry into Indonesia, including the Gujarati, Arabic, Persian, and Chinese theories, according to their characteristics and supporting evidence. Students are able to reorganize the material concisely and coherently. Students can draw conclusions from information regarding the entry and development of Islamic theories in Indonesia. Students can examine various theories of Islam's entry and identify their similarities and differences. Students are also able to describe the routes of Islam's entry, the figures who spread it, and the factors supporting the development of Islam in the Indonesian archipelago in a coherent and logical manner. Thus, Card Sort media can be used as an effective alternative learning medium for developing students' conceptual understanding in Islamic Religious Education subjects.