TEACHER STRATEGIES FOR ADDRESSING STUDENTS` AFFECTIVE LEARNING DIFFICULTIES IN ISLAMIC RELIGIOUS EDUCATION AT SCHOOL

Aldi, Pratama (2026) TEACHER STRATEGIES FOR ADDRESSING STUDENTS` AFFECTIVE LEARNING DIFFICULTIES IN ISLAMIC RELIGIOUS EDUCATION AT SCHOOL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis strategi guru dalam mengatasi kesulitan belajar peserta didik pada ranah afektif dalam pembelajaran Pendidikan Agama Islam di SMP Negeri 04 Tanjung Raja. Permasalahan yang ditemukan meliputi rendahnya minat dan motivasi belajar, kurangnya disiplin, lemahnya perhatian, serta kesulitan peserta didik dalam menginternalisasi nilai-nilai keagamaan ke dalam perilaku sehari-hari. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, peserta didik, dan orang tua. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa kesulitan belajar afektif dipengaruhi oleh faktor internal, seperti motivasi belajar yang rendah, kelelahan fisik, dan perbedaan kemampuan peserta didik, serta faktor eksternal, seperti metode pembelajaran yang monoton, keterbatasan sarana pembelajaran, dan minimnya dukungan keluarga. Untuk mengatasi permasalahan tersebut, guru menerapkan strategi pemberian motivasi, pendekatan individual, penggunaan metode pembelajaran yang bervariasi, penciptaan suasana kelas yang kondusif, serta evaluasi pembelajaran secara berkelanjutan. Strategi ini berkontribusi positif dalam meningkatkan sikap, tanggung jawab, dan keterlibatan peserta didik dalam pembelajaran Pendidikan Agama Islam Abstract: This study aims to analyze teachers' strategies in overcoming students' learning difficulties in the affective domain in Islamic Religious Education at SMP Negeri 04 Tanjung Raja. The problems found include low interest and motivation to learn, lack of discipline, poor attention, and students' difficulties in internalizing religious values into their daily behavior. This study used a descriptive qualitative method with data collection techniques in the form of interviews, observations, and documentation involving the principal, vice principal for curriculum, teachers, students, and parents. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing and verification. The results show that affective learning difficulties are influenced by internal factors, such as low learning motivation, physical fatigue, and differences in student abilities, as well as external factors, such as monotonous learning methods, limited learning facilities, and minimal family support. To overcome these problems, teachers implemented strategies such as providing motivation, individualized approaches, using varied learning methods, creating a conducive classroom atmosphere, and conducting continuous learning evaluations. These strategies contributed positively to improving students' attitudes, responsibility, and involvement in Islamic Religious Education learning.

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