IMPLEMENTASI MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMK MA'ARIF NU BOBOTSARI

Abstract

In Islamic Religious Education (PAI) learning, the tendency to use methods that are lecture-based and teacher-centered causes student involvement to be limited, so that the ability to think critically, exploratory, and independent learning has not been developed optimally. This condition requires the application of a learning model that provides space for students to find and develop a framework of thinking independently through the process of concept discovery. This study aims to explain the implementation of the Discovery Learning model in PAI learning at SMK Ma'arif NU Bobotsari and analyze students' responses, participation, and learning independence. This study uses a descriptive qualitative approach through interviews, classroom observations, and documentation, focusing on the stages of Discovery Learning implementation, teacher strategies, and the dynamics of learning interactions. Based on the results of the research, the Discovery Learning learning model is carried out through six stages, namely providing stimulus, problem formulation, data collection, information processing, verification, and finally drawing conclusions. This multi-level process successfully encourages students to be more active in discussing, conveying ideas, working together in groups, and building their own understanding through the experience of discovering a concept. Teachers play the role of companions or facilitators who oversee the dynamics of learning. On the other hand, students are encouraged independently in analyzing information and building knowledge. Although there are still obstacles such as differences in learning abilities and limited learning time, the implementation of Discovery Learning contributes to increasing class activity, confidence, and student learning independence in PAI learning.