STRATEGI PEMBELAJARAN AKIDAH AKHLAK DALAM MENINGKATKAN PRESTASI BELAJAR SISWA DI Mts RAUDLATUL ULUM KARANG PLOSO KABUPATEN MALANG

Abstract

Akidah Akhlak education plays a strategic role in shaping the character, morality, and overall personality of students in Islamic educational institutions. It not only functions as a medium for transmitting religious knowledge but also as an essential foundation for building noble character (akhlakul karimah) and preparing students to apply Islamic values in their daily lives. MTs Raudlatul Ulum Ngijo Karangploso, an A-accredited madrasah in Malang Regency, embodies a vision to produce graduates who excel academically and simultaneously uphold Islamic ethics. Nevertheless, preliminary observations revealed several urgent challenges that may hinder the realization of this vision. These include students’ low motivation to read, their tendency to neglect homework, and a lack of focus during learning activities. Such issues, if not addressed through appropriate interventions, have the potential to negatively affect academic performance as well as the formation of Islamic character. Therefore, it becomes crucial to implement effective, contextual, and adaptive learning strategies that are responsive to students’ needs and the contemporary educational environment.

The purpose of this study is threefold: first, to describe the general approach adopted by teachers in teaching Akidah Akhlak at MTs Raudlatul Ulum; second, to identify the specific teaching methods utilized in the classroom; and third, to analyze the strategies designed to enhance students’ learning achievement while cultivating moral character. This research employed a descriptive qualitative methodology with a case study design to capture a comprehensive understanding of the learning process. Data were collected through participatory classroom observations, in-depth interviews with Akidah Akhlak teachers, the principal, and selected students across grade levels, as well as document analysis involving lesson plans (RPP), syllabi, and student evaluation records. To ensure validity, triangulation of both sources and methods was applied, while data analysis followed the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing.