IMPLEMENTASI KRITERIA KETUNTASAN MINIMAL BERBASIS INTELLIGENCE QUOTIENT (IQ) PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA (Penelitian di Madrasah Aliyah Persatuan Islam Sindangkasih Kec. Sindangkasih Kab. Ciamis)
Abstract
In learning, each teacher usually sets the Minimum Completeness Criteria that must be taken by students, the determination of this Minimum Completeness Criteria depends on the policy of the subject teacher, between one subject and other subjects the minimum completeness may differ depending on the subjectivity of the teacher in setting these criteria. The problem in determining the Minimum Completeness Criteria is to equate students who have the potential to learn quickly, and have a high level of intelligence with students who have less grasping power, or lower intelligence so that students with high IQs tend to be more bored and bored in learning because there is no target. which is more in line with his intellectual capacity.
The purpose of this study is to describe the application of the Intelligence-based Minimum Completeness Criteria used in Islamic Unity Madrasah Aliyah, Sindangkasih sub-district, Ciamis district from the planning process of implementation, implementation and the results of the application of Minimum Completeness Criteria in Islamic Subjects.
This study uses a qualitative approach. The data analysis technique used is descriptive narrative. While the data collection techniques were carried out through observation, interviews, and documentation. In this study, the validity of the data was tested using a triangulation technique, namely looking at specific data from the results of questionnaires, interviews and discussions. The data collection procedures are data reduction, data presentation and conclusions.
From the results of this study, the researchers concluded that: First, planning for the application of IQ-based Minimum Completeness Criteria at Madrasah Aliyah Persatuan Islam Sindangkasih is the measurement of IQ and student talent by involving psychological institutions, the results of the IQ measurement are converted into Minimum Completeness Criteria values; Second, in the implementation of the IQ-based Minimum Completeness Criteria, namely the cooperation of all stakeholders , both the principal, deputy head of the curriculum, PAI teachers and BK teachers and parents, monitoring and evaluating the learning process and student learning outcomes. The implementation is carried out in both formative and summative tests. Some of the obstacles faced include no IQ data for transfer students/who have not taken the IQ test, and several problems faced by students in learning so that the minimum criteria for completeness that have been determined are not achieved, including the limited existing infrastructure; Third, the result of the application of the Intelligence-based Minimum Mastery Criteria is that there is a follow-up that must be carried out by Islamic Religious Education subject teachers, namely holding a remedial program for students who have not met the specified minimum completeness criteria, and holding an enrichment program for students who have met the criteria. Minimum Completeness.
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