MODEL KONTEKSTUAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: TINJAUAN SISTEMATIS TERHADAP EFEKTIVITAS DAN HASIL BELAJAR SISWA SMA

Abstrak

Penelitian ini bertujuan mengkaji secara sistematis efektivitas model Contextual Teaching and Learning (CTL) dalam pembelajaran Pendidikan Agama Islam (PAI) pada jenjang Sekolah Menengah Atas (SMA). Meskipun CTL telah banyak dikaji di berbagai konteks pendidikan, belum terdapat tinjauan sistematis yang secara spesifik mengintegrasikan temuan-temuan dari berbagai studi empiris mengenai penerapannya dalam PAI di jenjang SMA. Metode yang digunakan adalah beberapa Systematic Literature Review (SLR) dengan protokol PRISMA, melibatkan b artikel dari jurnal ilmiah terakreditasi yang dipublikasikan antara 2019–2026. Hasil kajian menunjukkan bahwa: (1) CTL secara konsisten meningkatkan hasil belajar pada domain kognitif, afektif, dan psikomotorik; (2) implementasi CTL di SMK terbukti meningkatkan relevansi materi PAI dengan dunia kerja dan kehidupan sehari-hari; (3) faktor pendukung keberhasilan CTL meliputi kompetensi pedagogi guru, sarana sekolah yang memadai, dan motivasi intrinsik siswa; (4) CTL selaras dengan prinsip Kurikulum Merdeka yang menekankan pembelajaran bermakna dan berpusat pada peserta didik. Temuan ini memiliki implikasi penting bagi guru PAI dalam merancang pembelajaran yang inovatif, kontekstual, dan berkarakter.   

This study aims to systematically examine the effectiveness of the Contextual Teaching and Learning (CTL) model in Islamic Religious Education (PAI) learning at the Senior High School (SMA) level. Although CTL has been widely studied in various educational contexts, there has not been a systematic review that specifically integrates findings from various empirical studies regarding its application in PAI at the senior high school level. The method used is a Systematic Literature Review (SLR) with the PRISMA protocol, involving several articles from accredited scientific journals published between 2019–2026. The results of the study indicate that: (1) CTL consistently improves learning outcomes in the cognitive, affective, and psychomotor domains; (2) the implementation of CTL in vocational schools has been proven to increase the relevance of PAI material to the world of work and daily life; (3) supporting factors for the success of CTL include teacher pedagogical competence, adequate school facilities, and students' intrinsic motivation; (4) CTL is in line with the principles of the Independent Curriculum which emphasizes meaningful and student-centered learning. These findings have important implications for Islamic Education teachers in designing innovative, contextual, and character-based learning.