Implementation of the scientific approach in the teaching of Islamic cultural history at the MI/SD level

Abstract

The scientific approach is an important component of learning within the 2013 Curriculum, including the teaching of Islamic Cultural History (SKI) at the Islamic elementary school (Madrasah Ibtidaiyah/MI) level. However, its implementation requires careful planning, appropriate learning models, and adequate instructional media to ensure active student participation. This study aims to describe the planning, implementation, and evaluation of the scientific approach in SKI instruction and to identify factors that support and hinder its implementation at MIN Tanggul Wetan Jember. This study employed a qualitative approach with a descriptive research design. Data were collected through classroom observation, interviews with SKI teachers, and documentation of lesson plans, teaching materials, and instructional media. The data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was established through source and technique triangulation. The findings indicate that the planning of scientific approach-based instruction involves reviewing the syllabus, formulating competency indicators, selecting learning materials from textbooks and other relevant sources, and designing learning activities according to students' characteristics and the educational context. The inquiry learning model was implemented through discussion, observation, exploration, experimentation, questioning, assignments, and the use of visual media. The implementation followed the scientific stages of observing, questioning, gathering information, reasoning or associating, and communicating. However, its implementation remained suboptimal due to limited instructional media, differences in students' prior knowledge, and the need for teacher training in lesson planning and scientific learning strategies. The study concludes that the scientific approach can encourage active student participation in SKI learning, but its effectiveness depends on adequate teacher competence, instructional planning, learning media, and supporting learning environments.