Fokus penelitian ini berkenan dengan strategi guru dalam pembelajaran Pendidikan Agama Islam terhadap Anak Tunagrahita Sedang di SLB Pangkalpinang. Dengan tujuan untuk mendeskripsikan tentang strategi guru PAI dalam proses pembelajaran dan kendala yang dihadapinnya. Jenis penelitian ini menggunakan penelitian kulitatif deskriptif dengan metode pengumpulan data melalui wawancara, observasi, dokumentasi, untuk jawaban dari rumusan masalah. Adapun hasil penelitiannya yaitu strategi yang digunakan guru dalam pembelajaran Pendidikan Agama Islam bagi Anak Tunagrahita Sedang di SLBN pangkalpinang yaitu Active Learning, Contextual Teacing Learning (CTL), Cooperative Learning, dan PAIKEM. Namun yang sering digunakan adalah Active Learning, Contextual Teacing Learning (CTL). Adapun kendala yang dihadapi guru dalam proses pembelajaran Pendidikan Agama Islam terdiri dari faktor internal dan eksternal. Faktor internal terdiri dari profesionalitas guru dalam berinteraksi terhadap Anak Tunagrahita Sedang. Kedua, faktor eksternal yang terdiri dari kondisi peserta didik dan fasilitas yang berada disekolah.
The focus of this research deals with the teachers strategies in teacher learning of Islamic Studies to ward studies with Middle Mental Retardation of State Difable Elementary School Pangkalpinang. The objective is to discribe the strategies of Islamic Studies Teacher in teaching learning process and the problem on it. This research applied qualitative descriptive, the method of collecting data by interview, observation, documentation to answer the research problems. The result of the research is that the strategies used by the teachers in teaching learning Islamic Studies of Middle Mental Retardation in State Difable Elementary school Pangkalpinang are active Learning, Contextual, Teaching Learning, Cooperative Lerning, and PAIKEM ( is the Indonesia Shorten Term of Active, Inovative,Creative, Effective, and Fun Teaching Learning . But commonly used the Active Learning and Contextual Teaching Learning. The problem faces by teachers in the teaching learning of Islamic Studies consists of Internal and External factors. Internal factor is the teachers profesionalism in interacting with the students with Middle Mental Retardation. The second, eksternal factors is the students conditions and the school facilities.
Analysis of the Knowledge State of Concepts Associated with Weather Changes of Middle School Students and Teaching-Learning Effects
