P-ISSN: 2808-0467
E-ISSN: 2808-5051
Homepage: https://iss.internationaljournallabs.com/index.php/iss
20 This work is licensed under CC BY-SA 4.0
THE APPLICATION OF STORYTELLING IN LEARNING AQIDAH
AKHLAK ABOUT PROPHET IBRAHIM AS
Asep Komarudin
Islamic Academy of Yapata Al-Jawami Bandung
asepkomar@gmail.com
PAPER INFO ABSTRACT
Received:
September 2021
Revised: October
2021
Approved:
October 2021
Background: The application of the storytelling can be used as an alternative
learning method used, especially in learning Aqidah Akhlak, with this method
besides being able to quickly hit the hearts of students it is also not easy to
get bored because through storytelling students can take ibrah from the
stories of the Prophets, to be applied in everyday life. The problem is how
the storytelling can be applied effectively so that the implementation of
Aqidah Akhlak learning gets a positive response, attracts attention, can be
developed and practiced in everyday life.
Aim: the objectives of this research are to find out the application of the
storytelling in learning Aqidah Akhlak material about the story of Prophet
Ibrahim AS at MDTA Riyadlut Ta'limiyyah and the effectiveness of the
Storytelling in learning Aqidah Akhlak the material for the story of the
Prophet Ibrahim AS at MDTA Riyadlut Ta'limiyyah.
Method: This study uses a qualitative descriptive approach, namely research
in which the data is in the form of words and the source comes from
interviews, report notes, documents and others.
Findings: The results showed that the application of the Storytelling in
learning Aqidah Akhlak at MDTA Riyadlut Ta'limiyyah was relatively
effective. As evidence that the learning process is effective, the enthusiasm
of students during the learning process, student activity and evaluation results
are increasing.
KEYWORDS
storytelling, Aqidah Akhlak, Prophet Ibrahim AS
INTRODUCTION
One of the problems in the implementation of Islamic religious education is in the aspect
of learning methodology, teachers are still normative, theoretical and cognitive which are less
able to relate and interact with other subject matter. This explains that "The use of Islamic
religious education learning methods in schools is mostly still using traditional learning
methods that are monotonous and static lectures, tends to be normative, monolithic, detached
from history, and increasingly academic."
The teaching and learning process held in schools as formal education centers as an effort
to direct changes in individuals in a planned manner both in terms of cognitive, affective and
psychomotor in learning interactions is strongly influenced by several components including
educators, students, subject matter, learning methods, suggestions for infrastructure, the
environment, and several other components that support the learning process as well as various
efforts that must be made to foster interest and enthusiasm for learning for students.
The mental development of students at school includes the ability to work abstractly
towards conceptually. The implications for learning, must provide varied experiences with
effective and varied methods. The learning process must also pay attention to the interests and
abilities of students.
The Application of Storytelling in Learning Aqidah Akhlak about Prophet Ibrahim AS
21 Interdisciplinary Social Studies, 1(1), Oct 2021
In the process of Islamic education, the method has a very important position for achieving
goals because it becomes a means of delivering subject matter arranged in the curriculum.
Without a method, a subject matter cannot be processed effectively and efficiently in teaching
and learning activities towards the expected educational goals.
The use of the right method will greatly determine the effectiveness and efficiency of
learning. Learning needs to be done with fewer lectures and other teacher-centered methods,
and more emphasis on interaction with students. The use of varied methods will greatly assist
students in achieving learning objectives. The learning experience in schools should be flexible
and not rigid, and should emphasize creativity, curiosity, guidance and direction towards
maturity.
Ineffective educational methods will hinder the smooth teaching and learning process so
that a lot of energy and time is wasted. Therefore, the method applied by a teacher will be
effective and effective if it is able to be used in achieving the educational goals that have been
set.
In the process of Islamic education, the method is appropriate if it contains intrinsic and
extrinsic values in line with the subject matter and functionally can be used to realize the ideal
values contained in the goals of Islamic education. Among the methods, curriculum, and
objectives of Islamic education contain relevance and operations in the learning process.
Because the educational process contains the meaning of internalizing and transforming
Islamic values into human students as an effort to form Muslim personalities who are faithful,
pious, and knowledgeable.
As one of the operational components of Islamic science, the method must be directing the
subject matter to the educational goals to be achieved through a step-by-step process, both in
formal and non-formal institutions. Thus, according to Islamic education, a good method must
have character and relevance that is in line with the goals of Islamic education.
There are three aspects of the values contained in the goals of Islamic education to be
realized through methods that contain the character and relevance. First, forming students to
become servants of God who serve Him alone. Second, it has educational value which refers
to the instructions of the Qur'an. Third, related to motivation and discipline according to the
teachings of the Qur'an called reward and punishment.
One of the effective methods in learning Islamic religious education, especially in Aqidah
Akhlak subjects is the Storytelling. In this method, the technique used is to reveal historical
events that originate from the Qur'an and contain moral, spiritual, and social educational values,
both regarding stories that are good, or tyrannical, or physical-spiritual, material and spiritual
inequalities.
The storytelling is very effective if applied in learning Aqidah Akhlak, because this method
is very interesting and can increase the enthusiasm of students, while the purpose of this method
is to take Ibrah from the stories contained in the Qur'an so that it can be understood and
practiced, so that can form students who have strong faith (Aqidah) and have noble character
and provide benefits and benefits both for themselves and for the surrounding community. So,
from the description of the background of the problem above, the researcher intends to conduct
a study on the effectiveness of the method with a title "The Application of the Storytelling in
Learning Aqidah Akhlak in the material of the story of the Prophet Ibrahim AS (Research on
The Application of Storytelling in Learning Aqidah Akhlak about Prophet Ibrahim AS
22 Interdisciplinary Social Studies, 1(1), Oct 2021
MDTA students Riyadlut Ta'limiyyah Kp. Cirandaka Tanggulun Village, Kadungora Sub-
District, Garut District).
METHOD
This study will examine and describe the application of the Storytelling in learning Aqidah
Akhlak commendable moral material at MDTA Riyadlut Ta'limiyyah Kp. Cirandaka
Tanggulun Village, Kadungora Sub-District, Garut District. The focus is on the learning
process and its results both in terms of values and attitudes. In accordance with this, this
research uses a qualitative descriptive paradigm approach.
The types of data to be taken in this study are qualitative data. Qualitative data is data that
is presented in the form of verbal words, not in the form of numbers, namely: 1) Overview of
MDTA Riyadlut Ta'limiyyah; 2) The condition of teachers, employees and students of MDTA
Riyadlut Ta'limiyyah; and 3) The application of moral learning methods at MDTA Riyadlut
Ta'limiyyah.
The sources of data in this study were: 1) Primary data sources (Aqidah Akhlaq subject
teacher and MDTA students Riyadlut Ta'limiyyah); and 2) Secondary data sources (Data
obtained from existing data and has a relationship with the problem to be studied or
complementary data sources).
As for the population in this study, all MDTA students Riyadlut Ta'limiyyah Kp.
Cirandaka, Tanggulun village, Kec. Kadungora kab. Garut totaling 141 students. Based on this,
the research sample is all MDTA students Riyadlut Ta'limiyyah Kp. Cirandaka, Tanggulun
village, Kec. Kadungora kab. Garut, which has 30 students, is only grade IV. This research is
a population study, because the number of samples to be studied is less than 100 people. This
is in accordance with the opinion of Suharsimi Arikunto (2006), which states: "Just for
prediction, if the subject is less than 100 it is better to take all of them so that the research is a
population study. But if the number of subjects is greater than 100, it can be taken between 10
- 15% or 20 - 25% or more". Meanwhile, data collection techniques applied in this study were
observation, interviews, documentation, and triangulation.
RESULTS AND DISCUSSION
The Application of Storytelling in Learning Aqidah Akhlak at MDTA Riyadlut
Ta'limiyyah Kp. Cirandaka Tanggulun Village, Kadungora Sub-District, Garut District
In teaching and learning activities, one of the supporters of teacher success is the teacher's
ability to master and apply learning methods that are in accordance with the material,
characteristics and conditions of students. The learning method used must be in accordance
with the teacher's skills in delivering subject matter, mastering the class, and attracting students'
attention. The more skilled the teacher in teaching, the methods applied will be right on target
and become effective.
The application of the storytelling requires teacher creativity. It must be supported by
several elements including the facilities available in schools, the media used and the strategies
used by teachers so that the application of the method can run well.
The delivery of Aqidah Akhlak subject matter so far mostly still uses the lecture method,
which method does not attract the attention and enthusiasm of students, even making students
get bored quickly and cannot understand the material presented optimally because what is
The Application of Storytelling in Learning Aqidah Akhlak about Prophet Ibrahim AS
23 Interdisciplinary Social Studies, 1(1), Oct 2021
delivered is very theoretical. Hence, there needs to be variations in the use of methods in
learning Aqidah Akhlak, one of which is the application of the storytelling. This is expected to
increase students' enthusiasm for learning. This storytelling correlates theory with ibrah or a
picture of life in the past to be used as a reference or provision in navigating the life to come,
so that the quality of human life will get better from time to time.
The Effectiveness of Storytelling in Learning Aqidah Akhlak at MDTA Riyadlut
Ta'limiyyah Kp. Cirandaka Tanggulun Village, Sub-District of Kadungora, Garut
District
Effectiveness is an implementation which is a stage to achieve the expected goals. Thus,
the application of the storytelling in learning Aqidah Akhlak is expected to help educators and
students in achieving the goals of Islamic religious education.
The objectives of learning Aqidah Akhlak are: 1) Provide knowledge, appreciation, and
belief to students about things that must be believed, so that it is reflected in their daily attitudes
and behavior; 2) Provide knowledge, appreciation, and a strong will to practice good morals
and stay away from bad morals, whether in relation to God, himself, fellow human beings and
with the natural surroundings; and 3) Provide provisions to students about Aqidah and morals
to continue their lessons to a higher level.
In the application of the storytelling, the teacher has a very important role in the classroom
and is also responsible for the success of students. Hence, the teacher, before the teaching and
learning process is carried out, should first make a learning implementation plan that will be
delivered in accordance with the specified competency standards.
After evaluating the students who became research respondents both in writing, verbally
and their attitudes during the learning process or after, it can be concluded that the Storytelling
is an effective method when applied in learning Aqidah Akhlak. Effectiveness can also be
determined by the suitability of the application procedures carried out by the teacher and the
learning outcomes of students, both in terms of written, oral assessment, performance and
changes in their attitudes.
From the observations made by the researchers, it can be seen that the application of the
storytelling in learning Aqidah Akhlak at MDTA Riyadlut Ta'limiyyah Kp. Cirandaka
Tanggulun Village, Kadungora Sub-District, Garut District is very effective. The indicators
are: 1) Increase the enthusiasm of students in participating in Aqidah Akhlak learning; 2) Make
students happier and easier to understand the material presented; 3) Improving student learning
outcomes both in writing, verbally and in action; and 4) Students are able to apply the material
they get in everyday life.
Some of the indicators above can be used as a benchmark for the effectiveness of Aqidah
Akhlak learning at MDTA Riyadlut Ta'limiyyah Kp. Cirandaka Tanggulun Village, Kadungora
Sub-District, Garut District, because the use of effective learning methods is very helpful for
educators in delivering subject matter and can realize students in accordance with the desired
goals.
CONCLUSION
Based on the overall description of the results of research in the field, researchers can
conclude several things as follows: 1) The story method is applied in learning Aqidah Akhlak
The Application of Storytelling in Learning Aqidah Akhlak about Prophet Ibrahim AS
24 Interdisciplinary Social Studies, 1(1), Oct 2021
as a form of method variation and is expected to help educators in the teaching and learning
process to make it easier to convey subject matter and provide maximum results; and 2) The
application of the story method in learning Aqidah Akhlak is very effective because it can make
students more enthusiastic during the learning process and make it easier for students to
understand the subject matter and can provide examples in attitude and behavior.
REFERENCES
Al-Qur’an Karim dan Terjemahnya. 1990. Semarang: Menara Kudus.
Arifin. Ilmu Pendidikan Islam: Tinjauan Teoretis dan Praktis Berdasarkan Pendekatan
Interdisipliner. Jakarta: PT Bumi Aksara. 2003.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
2002.
Athiyah, Moh. Dasar-Dasar Pokok Pendidikan Islam. Jakarta: Bulan Bintang. 1984.
Hadi, Sutrisno. Metodologi Riset. Yogyakarta: Andi Offset. 1989.
Muhaimin (dkk.). Strategi Belajar Mengajar (Penerapannya dalam Pembelajaran Pendidikan
Agama). Surabaya: CV. Citra Media. 1996.
__________ Pemikiran Pendidikan Islam (Kajian Filosofis dan Kerangka Dasar
Operasionalisasinya). Bandung: Trigenda Karya. 1993.
__________ Paradigma Pendidikan Islam (Upaya Mengefektifkan Pendidikan Agama Islam
di Sekolah). Bandung: PT Remaja Rosdakarya. 2001.
__________ Nuansa Baru Pendidikan Islam: (Mengurai Benang Kusut Dunia Pendidikan).
Jakarta: Raja Grafindo. 2006.
Mulyasa, E. Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan
Menyenangkan. Bandung: PT Remaja Rosda Karya. 2008.
Moleong, Lexy. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. 2002.
Nawawi, Hadari. Pendidikan dalam Islam. Surabaya: Al-Ikhlas. 1993.
Quthb, Muhammad. Sistem Pendidikan Islam. Terj. Harun, Salman. Bandung: PT Al-Ma’arif.
1993.
Qatthan, Manna’ Khalil. n.d. Mabahits fi ‘ulumil Qur’an. Cet.III.
___________ Studi Ilmu-Ilmu Qur’an. Terj. Mudzakir. Jakarta: PT Pustaka Litera Antar Nusa.
1973.
Rifai, Moh. Aqidah Akhlak (Untuk Madrasah Tsanawiyah Kurikulum 1994 Jilid I Kelas I).
Semarang: CV Wicaksana. 1994.
Syaodih, Nana. Metode Penelitian Pendidikan. Bandung: PT. Rosda Karya. 2005.
Shihab, Quraisy. Tafsir Al-Mishbah Pesan, Kesan dan Keserasian Al- Qur’an. Jakarta: Lentera
Hati. 2002.
Tadjab (dkk). Dimensi-Dimensi Studi Islam. Surabaya: Karya Abditama, 1994.
UU RI No. 20 Tahun 2003. Tentang Sistem Pendidikan Nasional. Bandung: Citra Umbara.
2006.
