Meningkatkan Kemampuan Berpikir Kritis Siswa melalui Metode Point-Counterpoint pada Mata Pelajaran Fikih di MI Asy-Syafi'iyah
DOI:
https://doi.org/10.61132/akhlak.v1i3.822Keywords:
Fiqh Learning, Madrasah, Point-CounterpointAbstract
The Point Counterpoint learning method is a method that emphasizes group cooperation to discuss a topic, then the group will argue with other groups that have different perspectives. This approach automatically encourages interaction between students in the learning process, so that the development and achievement of learning outcomes can be achieved properly. This study uses the Classroom Action Research method, which aims to improve the quality of learning in the classroom. The results of the study showed that the Point Counterpoint method is more enjoyable to apply, because students can understand the material more deeply through active discussions. They also feel more comfortable and free to exchange opinions with group members. Changes that occur in student learning outcomes are caused by the demands to master the material that has been given by the educator.
References
Amini, & Dwi, V. (2021). Konsep pengembangan pengalaman belajar di SD. Jurnal Sosial Humaniora dan Pendidikan, 4(1), 68–76.
Arikunto, P. U. (2021). Metode penelitian tindakan kelas (PTK): Panduan praktis untuk guru dan mahasiswa di institusi pendidikan. Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia, 1(4), 1–19.
Arisman, R. (2020). Point-counterpoint strategy for better reading comprehension on EFL junior high school students. J-SHMIC: Journal of English for Academic, 1(1), 63–72.
Astiti, P., Suminar, J. R., & Rahmat, A. (2018). Konstruksi identitas guru bimbingan konseling sebagai komunikator pendidikan. Jurnal Kajian Komunikasi, 6(1), 1. https://doi.org/10.24198/jkk.v6i1.7738
Duha, M. M. (2021). Penerapan strategi pembelajaran point-counterpoint pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan. Jurnal Education and Development, 9(2), 642–646.
Fajriwati, A. (2020). Metode demonstrasi dalam peningkatan pembelajaran fikih. Jurnal Pilar: Jurnal Kajian Islam Kontemporer, 11, 188–199.
Fatimah, M., Fatoni, M. H., Santoso, B., & Syarifuddin, H. (2024). School administration: The key to success in modern educational management. Journal of Loomingulisus Ja Innovatsioon, 1(3), 141–149. https://doi.org/10.70177/innovatsioon.v1i3.1422
Fatoni, M. H., Rohimah, S., Santoso, B., & Syarifuddin, H. (2024). Islamic educational psychology: The urgency in Islamic religious education learning. Jurnal Budi Pekerti Agama Islam, 2(3), 187–195. https://doi.org/10.61132/jbpai.v2i3.316
Kharunnisa. (2021). Efektivitas teknik point-counterpoint berbantuan media kartu pada pembelajaran IPS kelas 5 di SDN 1 Satui Timur. Jurnal Pendidikan Dasar Islam, 2(1), 1–13.
Kusumah, W., & Dwitagama, D. (2009). Mengenal penelitian tindakan kelas. Jakarta: PT Indeks.
Lestari, I. P. (2021). Pengaruh metode point counter point terhadap kemampuan berpikir kreatif siswa dalam pembelajaran PPKn kelas V SD di Kelurahan Petukangan Utara Jakarta Selatan. Universitas Negeri Jakarta.
Pangastuti, R., & Munfa’ati, K. (2018). Penilaian acuan norma, penilaian acuan patokan, riteria ketuntasan minimal di Madrasah Ibtidaiyah An-Nur Plus Junwangi Krian Sidoarjo Jawa Timur. Jurnal Tarbiyah Al-Awlad, 8(2), 202–217.
Prasela, N. (2020). Kajian literatur tentang hasil belajar kognitif menggunakan model pembelajaran langsung siswa sekolah dasar. Jurnal Review Pendidikan dan Pengajaran, 3(2), 209–216. https://doi.org/10.31004/jrpp.v3i2.1218
Ramli, M. (2015). Hakikat pendidikan dan peserta didik. Tarbiyah Islamiyah, 5(1), 61–85.
Umami, R. (2021). The influence of point counterpoint strategy toward students’ writing skill at SMK Negeri 1 Metro. IAIN Metro.
Wardani, H. K. (2022). Pemikiran teori kognitif Piaget di sekolah dasar. Khazanah Pendidikan, 16(1), 7–19. https://doi.org/10.30595/jkp.v16i1.12251
Yati, W. A., & Ramadhan, M. R. (2020). Pendidikan Islam kontemporer: Menggagas pendidikan untuk proyek kemanusiaan. Jurnal At-Tazakki, 4(1), 131–148.
