Peran Guru Pendidikan Agama Islam dalam Membentuk Profil Lulusan Aspek Komunikasi melalui Pembelajaran Mendalam pada Kelas IV di SDN 004 Bengalon, Kutai Timur

Pendidikan merupakan proses yang sangat penting dalam membentuk kualitas sumber daya manusia. Salah satu tujuan pendidikan adalah membentuk profil lulusan yang memiliki kemampuan komunikasi yang baik sebagai bekal dalam kehidupan bermasyarakat. Kemampuan komunikasi peserta didik dapat dikembangkan melalui pembelajaran yang aktif, bermakna, dan mendalam. Guru Pendidikan Agama Islam memiliki peran strategis dalam menciptakan proses pembelajaran yang mendorong peserta didik untuk berani menyampaikan pendapat, bertanya, berdiskusi, dan berinteraksi secara santun sesuai dengan nilai-nilai Islam. Rumusan masalah dalam penelitian ini adalah: (1) Bagaimana Karakter Aspek Komunikasi Murid Kelas IV SDN 004 Bengalon, (2) Bagaimana Peran Guru PAI Dalam Membentuk Profil Lulusan Komunikasi Melalui Pembelajaran Mendalam Pada Kelas IV Di SDN 004 Bengalon, (3) Bagaimana Dampak Pembelajaran Mendalam Pendidikan Agama Islam Terhadap Perkembangan Kemampuan Komunikasi Siswa Kelas IV SDN 004 Bengalon.
Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan dengan triangulasi sumber, triangulasi teknik, dan peningkatan ketekunan pengamatan.
Hasil penelitian menunjukkan bahwa pertama, karakteristik komunikasi murid kelas IV SDN 004 Bengalon terlihat melalui kemampuan menyampaikan pendapat, bertanya, berdiskusi kelompok, mempresentasikan hasil kerja, serta berinteraksi dengan guru dan teman sebaya, meskipun masih terdapat beberapa murid yang kurang percaya diri dalam berkomunikasi. Kedua, guru Pendidikan Agama Islam berperan sebagai fasilitator, motivator, pembimbing, teladan, dan evaluator dalam membentuk profil lulusan pada aspek komunikasi melalui penerapan pembelajaran mendalam yang melibatkan kegiatan diskusi, tanya jawab, presentasi, refleksi, dan pemecahan masalah. Ketiga, pembelajaran Pendidikan Agama Islam melalui pembelajaran mendalam memberikan dampak positif terhadap peningkatan kemampuan komunikasi murid, ditandai dengan meningkatnya keberanian berbicara, kemampuan mengemukakan ide, keterampilan berdiskusi, kemampuan presentasi, serta sikap saling menghargai dalam berkomunikasi.

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Education plays a fundamental role in developing high-quality human resources. One of its primary objectives is to develop graduate competencies that equip students with effective communication skills for meaningful participation in society. These communication skills can be fostered through active, meaningful, and deep learning experiences. Within this context, Islamic Education (Pendidikan Agama Islam—PAI) teachers play a strategic role in creating learning environments that encourage students to express their ideas confidently, ask questions, engage in discussions, and communicate respectfully in accordance with Islamic values. This study aims to analyze the communication characteristics of fourth-grade students, examine the role of Islamic Education teachers in developing communication competencies through deep learning, and investigate the impact of deep learning on students' communication skills at SDN 004 Bengalon, East Kutai.
This study employed a descriptive qualitative approach. Data were collected through interviews, classroom observations, and document analysis. The data were analyzed through data reduction, data display, and conclusion drawing. The trustworthiness of the findings was established through source triangulation, methodological triangulation, and prolonged engagement.
The findings reveal three major themes. First, the communication characteristics of fourth-grade students are reflected in their ability to express opinions, ask questions, participate in group discussions, present their work, and interact with teachers and peers, although some students still demonstrate limited self-confidence in communication. Second, Islamic Education teachers perform multiple roles as facilitators, motivators, mentors, role models, and evaluators in developing students' communication competencies through deep learning. This is implemented through discussion-based learning, question-and-answer activities, presentations, reflective learning, and problem-solving tasks. Third, the implementation of deep learning in Islamic Education has a positive impact on students' communication skills, as evidenced by increased confidence in speaking, improved ability to express ideas, enhanced discussion and presentation skills, and greater respect for others during communication.
This study concludes that the effective implementation of deep learning in Islamic Education significantly contributes to the development of students' communication competencies. The active role of teachers is essential in creating meaningful learning experiences that support the achievement of graduate profile competencies while promoting communication skills grounded in Islamic values.