Penerapan Model Two Stay Two Stray terhadap Pemahaman Konsep SKI Kelas IX di SMP Muhammadiyah 1 Surabaya

Penelitian ini dilatarbelakangi oleh tantangan dalam pembelajaran Pendidikan Agama Islam, khususnya pada aspek Sejarah Kebudayaan Islam (SKI) yang seringkali dianggap sebagai materi hafalan yang membosankan bagi peserta didik. Fokus utama penelitian ini adalah materi sejarah perkembangan Islam di Indoneisa yang mencakup teori-teori masuknya Islam di Indonesia. Tujuan penelitian adalah untuk mendeskripsikan implementasi model pembelajaran kooperatif tipe Two
Stay Two Stray, perubahan pemahaman konsep siswa, serta hambatan yang dihadapi dalam proses pembelajaran di SMP Muhammadiyah 1 Surabaya. Metode yang digunakan adalah kualitatif deskriptif, di mana peneliti terlibat langsung sebagai instrument kunci dalam proses pembelajaran di kelas IX. Teknik pengumpulan data meliputi observasi partisipan, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa model Two Stay Two Stray secara efektif membantu siswa membangun pemahaman konsep melalui aktivitas pengajaran teman sebaya saat proses bertamu (stray) dan menerima tamu (stay). Siswa tidak lagi menghafal, melainkan mampu menganalisis pendapat antara Teori Gujarat, Teori Mekkah, Teori Persia, dan Teori Cina secara kolaboratif. Meskipun terdapat hambatan dalam manajemen waktu, strategi adaptasi guru dalam pengorganisasian kelompok mampu mengatasi kendala teknis tersebut. Penelitian ini menyimpulkan bahwa model Two Stay Two Stray memberikan konstribusi positif dalam meningkatkan pembelajaran sejarah yang naratif menjadi lebih dinamis dan bermakna.

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This study was motivated by the challenges in teaching Islamic Religious Education (IRE), particularly in the area of Islamic Cultural History (ICH), which is often perceived by students as tedious rote learning material. The primary focus of this study is the material on the history of Islam’s development in the Archipelago, which includes theories regarding the arrival of Islam in Indonesia. The objective of the study is to describe the implementation of the Two Stay Two Stray cooperative learning model, changes in students’ conceptual understanding, and the obstacles encountered in the learning process at SMP Muhammadiyah 1 Surabaya. The method used was descriptive qualitative, in which the researcher was directly involved as a key instrument in the learning process in the ninth-grade class. Data collection methods included participant observation,
in-depth interviews, and documentation. The research findings indicate that the TSTS model effectively helps students build conceptual understanding through peerteaching activities during the “stray” and “stay” phases. Students no longer memorize but are able to collaboratively analyze the perspectives of the Gujarat Theory, the Mecca Theory, the Persian Theory, and the Chinese Theory. Although there were challenges in time management, the teachers’ adaptive strategies in organizing groups were able to overcome these technical obstacles. This study concludes that the TSTS model makes a positive contribution to transforming narrative history learning into a more dynamic and meaningful experience.