Enhancing Understanding of Islamic History (SKI) at MI Darul Istiqamah Topoyo: Implementing Constructivist Learning Models for Active and Meaningful Learning

Abstract

This study aims to improve students' understanding of Islamic History (SKI) at MI Darul Istiqamah Topoyo through the implementation of constructivist learning models. Constructivist learning is an approach that emphasizes active learning, where students build their knowledge through experiences, discussions, and problem-solving activities. In the context of SKI, this model encourages students to actively engage with historical material, critically analyze events, and relate them to their own lives, thus fostering deeper understanding and meaningful learning.

The research adopts a qualitative approach, utilizing classroom observations, interviews with teachers and students, and analysis of students' learning outcomes. The study found that the implementation of the constructivist approach led to increased student participation and engagement in the learning process. Students showed greater enthusiasm and motivation to explore historical topics, asking questions and sharing insights during discussions. The collaborative nature of the activities also enhanced their communication and critical thinking skills.

Additionally, the study highlights the importance of teacher facilitation in constructivist learning environments. Teachers acted as guides, providing opportunities for students to explore and construct their own understanding of the material while offering support when necessary. This approach also helped students connect historical events to present-day contexts, making the learning experience more relevant and applicable.

In conclusion, the constructivist learning model proved to be an effective approach in enhancing students' understanding of Islamic History (SKI) at MI Darul Istiqamah Topoyo, fostering active engagement, critical thinking, and meaningful connections with the material.