Implementasi Metode Discovery Learning Berbasis Media Smart Board dalam Meningkatkan Hasil Belajar Siswa Kelas X Mata Pelajaran PAI di SMK Muhammadiyah 1 Pandaan

Penelitian ini dilatarbelakangi oleh tantangan pendidikan di era disrupsi yang menuntut transformasi metode pembelajaran konvensional menuju pembelajaran mendalam (deep learning) yang berbasis teknologi digital. SMK Muhammadiyah 1 Pandaan, sebagai sekolah yang berkomitmen pada penguatan karakter religius dan penguasaan teknologi, mengintegrasikan metode Discovery Learning dengan media Smart Board dalam rangka mengoptimalkan pembelajaran Pendidikan Agama Islam di kelas. Tujuan dalam penelitian ini, yaitu untuk mendeskripsikan implementasi metode Discovery Learning berbantuan Smart Board pada siswa kelas X, mendeskripsikan peningkatan dari hasil belajar siswa setelah penerapan metode discovery learning berbasis smart board, dan mendeskripsikan faktor pendukung dan penghambat saat metode ini.
Metode yang digunakan pada penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Data yang dikumpulkan melalui teknik observasi, wawancara, tes, dan dokumentasi. Analisis data yang dilakukan melalui tahap pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Subjek yang diteliti adalah Kepala Sekolah, Guru PAI, dan siswa kelas X PPLG SMK Muhammadiyah 1 Pandaa.
Setelah penelitian dilaksanakan, diketahui bahwa implementasi metode Discovery Learning dilakukan melalui enam sintaks, yaitu pemberian rangsangan (stimulation), identifikasi masalah, pengumpulan data, pengolahan data, pembuktian (verification), dan penarikan kesimpulan (generalization), yang seluruhnya didukung oleh fitur interaktif Smart Board; (2) Penggunaan kombinasi metode dan media ini terbukti efektif meningkatkan hasil belajar siswa yang mencakup aspek kognitif, afektif, dan psikomotorik, di mana siswa menjadi lebih aktif, kritis, dan mandiri dalam memahami materi PAI; (3) Faktor pendukung utama adalah ketersediaan fasilitas teknologi yang memadai dan motivasi intrinsik siswa yang tinggi terhadap media digital, sementara faktor penghambat meliputi alokasi waktu yang lebih panjang dalam proses penemuan konsep serta perlunya adaptasi berkelanjutan bagi pendidik dalam mengoperasikan fitur-fitur kompleks pada Smart Board.

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This study was motivated by the challenges of education in the era of disruption, which demand a transformation from conventional teaching methods toward technology-based deep learning. SMK Muhammadiyah 1 Pandaan, as a school committed to strengthening religious character and technological proficiency, integrates the Discovery Learning method with Smart Board media to optimize Islamic Education learning in the classroom. This study aimed to describe the implementation of the Smart Board-assisted Discovery Learning method among Grade X students, describe the improvement in students’ learning outcomes after the implementation of the Smart Board-based Discovery Learning method, and describe the supporting and inhibiting factors in the implementation of this method.
This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, tests, and documentation. Data analysis was conducted through the stages of data collection, data condensation, data display, and conclusion drawing. The research participants consisted of the principal, an Islamic Education teacher, and Grade X PPLG students at SMK Muhammadiyah 1 Pandaan.
The results showed that the Discovery Learning method was implemented through six stages: stimulation, problem identification, data collection, data processing, verification, and generalization, all of which were supported by the interactive features of the Smart Board. The combination of this method and media was shown to be effective in improving students’ learning outcomes across cognitive, affective, and psychomotor domains, with students becoming more active, critical, and independent in understanding Islamic Education materials. The main supporting factors were the availability of adequate technological facilities and students’ high intrinsic motivation toward digital media, while the inhibiting factors included the longer time required for the concept discovery process and the need for educators to continuously adapt to operating the complex features of the Smart Board.