Integrasi Nilai-nilai Keislaman pada Pembelajaran IPA Pendidikan Dasar di Masa Pandemi Covid-19

Abstract

Abstrak: Penelitian ini melihat pembelajaran IPA di Madrasah Ibtidaiyah (MI) Muhammadiyah Watubelah selama masa pandemi, khususnya untuk melihat bagaimana pembelajaran IPA diintegrasikan dengan akidah Islam pada masa wabah Covid-19. Pendekatan penelitian yaitu deskriptif kualitatif. Subjek penelitian adalah guru kelas V di sekolah tersebut. Temuan menunjukkan bahwa guru di sekolah tersebut mengalami kesulitan mengintegrasikan keyakinan Islam ke dalam kurikulum sains selama pandemi Covud-19. Faktor pertama yaitu rutinitas pembelajaran online yang berlangsung cukup lama menyebabkan siswa kehilangan fokus dan menjadi bosan sehingga mengakibatkan hilangnya semangat. Faktor kedua yaitu pembelajaran online melalui tugas di grup WhatsApp tidak memungkinkan guru mengintegrasikan nilai-nilai Islam ke dalam pembelajaran IPA. Faktor ketiga yaitu pembelajaran tatap muka dibatasi 50% dari jumlah siswa dan dilakukan selama 2 jam karena kelas dibagi dua, mengharuskan guru mengulang materi yang sama pada pertemuan lain, menyebabkan guru hanya fokus pada menyampaikan materi inti, dari pada integrasi nilai-nilai Islam ke dalam pembelajaran IPA. MI Muhammadiyah Watubelah harus membenahi atau menata ulang perencanaan dan pelaksanaan pembelajaran di masa Covid-19. Hal ini harus dilakukan agar tujuan pembelajaran dapat tercapai.

Abstract: This study observes science learning at Madrasah Ibtidaiyah (an Islamic Primary School) Muhammadiyah Watubelah during the pandemic, particularly to observe how Islamic values were integrated in science learning during the COVID-19 outbreak. The research approach was descriptive qualitative. The research subject was a fifth grade teacher at the school. The findings showed that the teacher at the school had difficulty in integrating Islamic values into the science curricula during the COVID-19 pandemic. The first factor was that the online learning routine lasted long enough causing students to lose focus and get bored, resulting in loss of enthusiasm. The second factor was that online assignments in WhatsApp groups did not allow the teacher to integrate Islamic values into the learning process. The third factor was that face-to-face learning was limited to 50% students and was carried out for two hours since it was divided into two sessions. It demanded the teacher to repeat the same materials causing less focus of the teacher in delivering the materials, instead of the Islamic values. The Muhammadiyah Watubelah Primary school must rearrange the learning planning and implementation during the COVID-19 period. This must be done so that the learning objectives can be achieved.