COPERATIVE APPROACH WITH ISLAMIC EDUCATION

INTRODUCTION


A. Background
Quality of life of the nation is determined by the education factor. Education has a vital role in creating an intelligent life. To create quality human, not an easy task. Therefore, education quality and improving the quality of students' current and future needs to get their attention and intensive treatment. Considering students as one of human resources as well as a national asset that has great potential in determining the life of a nation. Improving the quality of learning in the field of Arabic language study is one of cooperative learning can assist teachers in linking course material to real world situations with a contextual approach.
Everyday life many things related to Arabic. Arabic is the basic science that have an important role in the development of Science and Technology (Science and Technology). That's why the Arabic language used as one of the principal lessons in schools, ranging from Madrasah Ibtida `iyah (MI), Islamic Junior High School (MTs), Madrasah Aliyah (MA), go to college. One obstacle in the Arabic language lessons according to the researchers own experience over the years is students are not interested in Arabic, because according to them that Arabic is the lesson that hard to understand and difficult to understand. Effendy (2001) suggested that there is an impression in the community and among educators that Arabic is less appreciated and less attractive. So the reality on the ground show that the quality of education and low achievement in Arabic.
The low interest in Arabic language is marked by relatively low interest in Arabic literature into courses of study in college, and low motivation of students in following the process of learning Arabic. Furthermore, according Effendy (2001:416) the low appreciation to the Arabic language is caused by many factors, both objective and subjective, among others (1) the psychological effect of the Indonesian population (especially Muslims) feel inferior to all things Muslim and Arab, (2) the attitude of Islamophobia, ie, feelings of anxiety and dislike towards the progress of Islam and Muslims, (3) limited knowledge and insight because of the lack of information provided to the audience about the status and functions of the Arabic language, (4) benefit from a review of Arabic pragtis- pragmatic low compared with other foreign languages, especially English.
Language is the means of communication that allow for interaction between individuals in society. Universal language used by anyone regardless of race, ethnicity, social background, even a cross between nations or continents. According Matsna (2002:48). Arabic language first appeared and was known by the Indonesian people since Islam was introduced to our country around the 13th century AD The above is similar to Nurhadi et al (in Effendy, 2001:407) that the Arabic language into the archipelago along with the emergence of Islam through Muslim traders from Arabia and Persia. Arabic come to Indonesia along with the emergence of Islam, along with the spread of Islamic propaganda, because the characteristics of Islam can not be separated and can not be separated from the Arabic.
The initial purpose of teaching Arabic in Indonesia is to meet the needs of a Muslim pilgrimage, especially prayer (Effendy, 2002:25). The majority of Indonesian population is Muslim, the Arabic language is a language that is very urgent in his life. In its development, Anwar (in Effendy, 2001) the teaching of Arabic in Indonesia varied considerably among others: (1) teaching Arabic (PBA) which is verbalistis, namely to teach the skills of reading Qur `an, the prayers and readings- prayer readings, (2) teaching the Arabic language (PBA) which is closely related to understanding and deepening of the religious teachings of Islam, (3) teaching Arabic (PBA) aims to have proficiency in Arabic learners, (4) teaching Arabic (PBA), which curriculum set by the government and applied nationally in Madrasah Ibtida `iyah (MI), Islamic Junior High School (MTs), Madrasah Aliyah (MA). At all levels of Arabic madrasas are compulsory subjects, (5) the teaching of Arabic language (PBA) for the expertise and professionalism.
Arabic language development in Indonesia is progressing, because the more widespread educational institutions that teach Arabic in various levels of pre-school to college (Arifah, 2005). It is widely found in many people's appreciation that care for the development of Arabic. Reality high attention to the Arabic community is inviting the opportunities and challenges for linguists and practitioners in developing the Arabic language education in Indonesia. They are constantly researching, studying whether learning Arabic so far is a good goal and contributing to society functioning. So practitioners and linguists rose to hold a reflection on the implementation of learning Arabic and trying to improve the quality of Arabic language learning more effective and productive.
Yet many find in the schools, according to the Cape (in Maulidah, 2004) the teacher has a bigger role as a center of student learning, teachers are actively involved in learning activities as the only giver of knowledge to students. Teachers are taught to explain the whole matter clearly in the hope that students can quickly understand the material being taught. This situation continued until the assessment activities to students who are more focused on results that ignore the stale processes, affective and psychomotor, so the purpose of learning is less can be achieved optimally because the passive student learning.
During this learning Arabic is still using teacher-centered learning. Lessons start from a concept or a formula or definition followed by an example, after students learn the examples given by teachers, students were given about the same as the example that has been done by the teacher. At about the same as the example problems, students generally have no trouble. They'd be in trouble if given a different problem with the example problem. This is happening and deliberately carried out, because students tend to memorize. The tendency of students to memorize not only the concepts or definitions, but also on how to progress matters provided. This fact is in accordance with Soedjadi opinion (in Mufidah 2005:2) states:
"Generally the students' intellectual development moves from concrete to abstract, then the subject of the lesson sequence presented as follows: (1) taught the theory, and definitions, (2) given these examples, (3) given exercise, given the form of story-related questions with the applied mathematics or everyday life, is not appropriate. "

To anticipate the emergence of the problems mentioned above, teachers are required to seek and find a way that can optimize the achievement of learning goals and supporting students to be more actively construct knowledge. In this context Soedjadi (in Maulidah, 2004) suggested to have a strategy that can enhance student motivation in learning. In the process of learning the Arabic language, the teacher models or implementing appropriate learning strategies so that materials delivered to students is understandable. According to Good and Travers (in Shahid, 2003:48) defines the model can be used as a model to imitate, show, explain, or introduce an estimate. Whereas Guftason (in Shahid, 2003:48) describes the model functions as a means to facilitate communication, regular guidance to decision-making, or planning guidance for management activities. One model involves students learning to active learning and cooperation in completing the task is a cooperative learning model linking contextual approach to the real world subjects and motivate students make connections between knowledge held with its application in their lives.
Learning kontektual, according Nurhadi et.al. (2004:12) first introduced by Joh Dewey in 1916 to the theory of curriculum and teaching methodologies associated with the experience and interests of students. Students will learn best when what they are learning relate to what they already know, and the learning process will be more productive if the students are actively involved in the learning process at school. Contextual learning is an alternative to changing the learning environment more pleasant, which aims to help students see where they learned the material by plugging in the context of their everyday lives.
The reason the researchers chose a model of cooperative learning with contextual approach, because cooperative learning was superior in improving learning outcomes and establish an atmosphere of active and fun class that will better motivate students in learning. This statement is based on Johson (in Nurhadi et al, 2004:63) which shows the advantages of cooperative learning, and supported by Abdurrahman and Bintoro (in Nurhadi et al, 2004:62) yamg argued about the difference between cooperative learning groups with traditional learning group. While the contextual approach is an approach consistent with the cooperative learning model because there are some few elements of a contextual approach that emerged during the implementation of cooperative learning.
Topic "Al-Iqtisha: diyah wa al-Ma: liyah" is a lesson taught Arabic Language at grade III semester. Therefore, researchers interested in researching these topics pemyajian using cooperative learning with contextual approach. Because the topic is discussed issues around students' lives everyday. Students can easily find examples that relate to the topic through discussion with classmates. Based on the above description the researcher interested in conducting research on "Learning to cooperate with the contextual approach on the subjects of Arabic in MAN Malang I".

B. Problem formulation
Based on the background described above, the main problem in this research is "How do contextual approach to cooperative learning with other subjects in Class III Arabic Language MAN Malang I". While this research problem formulation in detail is as follows
1. How the strategy in managing cooperative learning teacher with a contextual approach on the subjects of Arabic at Malang I MAN?
2. How the activities of students during cooperative learning with contextual approach on the subjects of Arabic in MAN Malang I?
3. How is the response of students during cooperative learning with contextual approach on the subjects of Arabic at Malang I MAN?
4. How student learning outcomes after the cooperative learning with contextual approach on the subjects of Arabic at Malang I MAN?

C. Objective
The general aim of this study was to describe the contextual approach to cooperative learning with other subjects of Arabic Language in Class III Malang MAN I. While the specific objectives of this research is to obtain a description of:
1. Teacher strategy in managing cooperative learning with contextual approach on the subjects of Arabic at Malang I MAN?
2. Students during cooperative learning activities with contextual approach on the subjects of Arabic at Malang I MAN?
3. Response of students during cooperative learning with contextual approach on the subjects of Arabic at Malang I MAN?
4. Student learning outcomes after a contextual approach to cooperative learning with other subjects of Arabic at Malang I MAN?

D. Scope
Based on the problems and goals of the research that has been described, the translation of the scope of this research includes four variables related to (1) strategies of teachers in teaching Arabic language, (2) student activity for learning the Arabic language, (3) student response during Arabic language learning, and (4) student learning outcomes after learning Arabic. And the existence of limitations on the researcher, the scope of research can be found in appendix A.1 in Table 1.1


E. Benefit Research
The benefits of research can be described as follows.
1. Arabic teacher in MAN
results of this study, as an input to the teacher in determining an alternative learning strategy.
2. Principal MAN
As a consideration in determining the appropriate learning strategies and efficiently in accordance with learning objectives have been determined.
3. Researcher
As input the researchers who are interested to do further research about learning Arabic in connection with a contextual approach cooperative model.

F. Operational Definitions
In accordance with the title of the research then there are terms that need to be given boundaries following definition.
1. Contextual approach
Contextual approach is a learning process that uses contextual problems (problems related to students' real life). The concept of learning that help teachers bring the real world into the classroom and encourage students to make connections between the knowledge possessed by its application in their lives. Kontektual approach students are also given the freedom to solve problems based on their own contextual knowledge and their initial.
2. Cooperative learning
Cooperative learning is learning to consciously develop a systematic interaction asih penance, penance grindstones, penance foster among students which aims to train students to do social skills by encouraging students to cooperate, exchange ideas, and discuss in small groups of heterogeneous for mutual help in understanding the material.
3. Mastery learning students
Mastery learning students is a stipulation that a student as an individual is said to pass the study if the absorbed power reached at least 65%, whereas in a classical group or is said to pass the study if at least 85% of students achieved 65% absorption.

G. Assumptions and Limitations
1. Assumptions
In this study it is assumed that:
a. Students who become subject, complete the test seriously and answer the student shows the ability possessed by students
b. Students fill out a questionnaire response earnest student with in accordance with the opinion of students because the charging response, questionnaire sheets are named, and there is no element of coercion in filling the questionnaire.
2. Limitation
Given the limitations of the researchers, this research is limited as follows
a. The material chosen in this study is on the topic
"Al-Iqtisha: diyah wa al-Ma: liyah" which is a lesson which is given to students of class III LANGUAGE semester 2006/2007.
b. This research is only conducted at one school in MAN I Malang, namely in the class III language.















CHAPTER II
LITERATURE REVIEW

In this Chapter are some things that deal with issues of research, namely: (a) the nature of contextual learning, (b) the nature of cooperative learning, (c) the characteristics of Arabic language learning in the Madrasah Aliyah, and (d) the activity of students and teachers.

A. The Nature of Contextual Learning
1. Definition of Contextual Learning
In 1916 the application of contextual learning from expert views by Johson Dewey classical education in the United States with a theory of curriculum and teaching methodologies associated with the experience and interests of students. According to Johson (within Nurhadi et al, 2004) defines contextual learning as a process of education is aimed at students see meaning in the material they learned lessons by plugging in the context of their everyday lives. While the Washington formulated that emphasizes contextual learning higher-order thinking, knowledge transfer through the disciplines, and collecting, analyzing and mensintesisikan information and data from various sources and viewpoints.
Above definition is similar to what was presented by the institute (Center On Education and Work at the University of Wisconsin-Madison, called TEACHNET (in Nurhadi et al, 2004:12) stated that learning is contextual conceptions of teaching and learning that helps teachers connect the content of lessons with the situation real world and motivate students make connections between knowledge and its application in their daily lives. As such, a brief statement of some definitions of the above conclusion that the concept of contextual learning is learning where the teacher mengahadirkan real world into the classroom and encourage students to make connections between knowledge owned by its application in their daily lives.

2. Characteristics of Contextual Learning
Contextual learning has eight major components that exhibit the characteristics of contextual learning system are: (1) conducting a meaningful relationship, (2) conduct a meaningful relationship, (3) self regulated learning, (4) work together, (5) Critical Thinking and creative, (6) parenting or personal care of students, (7) to reach high standards, (8) using authentic assessment (Nurhadi et al, 2004:31).
Besides, has identified six key elements of contextual teaching by the University of washington in Nurhadi (2004:14), among others:
a. Meaningful learning: understanding, personal assessment siswaa elevansi and that he was concerned about the content to be learned. Learning is perceived as relevant to their lives.
b. Application of knowledge: kemamapuan students to understand what is learned and applied in the orders of life and function in the present or in future.
c. Higher-order thinking: students are trained to use critical thinking and creative in collecting data, understanding an idea and solving a problem.
d. The curriculum was developed based on the standard. Learning contents should be linked with local standards, provincial, national, developments in science and technology and the world of work
e. Responsive to culture: educators must understand and appreciate the top-up terminal, beliefs, habits of students, friends, educators and the society where he educates.
f. Authentic assessment: use of a variety of valid assessment strategies that reflect the actual learning outcomes expected of students.

3. Contextual Teaching and Learning Strategies
Center of occupational Reserch and Development (Concord), which shortened with REACT (in Nurhadi et al, 2004:23) formulated five strategies for teachers in order to implement contextual learning, namely: (a) Relating, that learning was associated with the context of real life experiences, ( b) Experiencing, which emphasized learning to dig, the discovery, creation, (c) applying, namely pengetahaun learn when presented within the context of their utilization, (d) Cooperating, ie learning through the context of interpersonal communication, sharing, (e) Tranfering, namely learning through the utilization of knowledge in new situations or contexts.

4. Seven Principles of Contextual Learning
To implement the above learning strategy there are seven main principles of contextual learning, namely:

a. Constructivism
Constructivism (Kontruktivisme) is the foundation of thoughts contextual learning that knowledge is built little by little. In view of kontruktivisme, strategies gain precedence over how much students gain knowledge and memory. Knowledge is not a set of facts, concepts or rules that only taken and to remember, but must construct and give meaning through actual experience.
Characteristic in the learning kontruktivisme awakening understanding of their own stresses an active, creative, and productive than previous experience or knowledge and the experience meaningful. Students are taught to solve problems, find something useful for himself, and wrestled with the ideas of. Feature of the above stated Latief (in Arifah, 2005:23), namely, liveliness and involvement of students in the process of learning efforts in accordance with ability, prior knowledge and learning styles each with the help of the teacher as a facilitator who helps students when students experience difficulties in learning .

b. Inquiri
Inquiri (find) is a core part of contextual learning activities. Knowledge and skills acquired from the results, students are expected not to remember facts or concepts but from the discovery by the students themselves. Dalam inquiry there are steps in contextual learning, including: formulating a problem, observing and collecting data through observation, analyze and present the results in the writings, drawings, reports, charts, tables, and other works, and concludes.
Inquiry learning can develop the ability to communicate with students, students ask, seek answers and report the answers to fellow students. So the students teach one another and learn from fellow students.

c. Questioning
Questioning (asking) is the parent of contextual learning strategy, the beginning of knowledge, and important aspects of learning. Dalam questioning the class that implements the indicated number of fun activities or conduct activities asking students in the learning process.
Questioning is seen as a teacher of activities to encourage, guide and assess students' thinking abilities. Questioning in learning has benefits, namely: (1) gather information, (2) evoke student response, (3) to check students' understanding, (4) determine how far the curiosity of students, (5) know the things that have been known to students, ( 6) focuses students' attention, (7) to remind students on previous knowledge.
d. Modeling
Modeling (modeling) is a learning particular skills or knowledge in which there is a replicable model. According to Good and Travers (in Shahid, 2003:48) model is a model that can be used to imitate, show, explain, predict or introduce something. Function, Guftason (in Shahid, 2003:48) describes the function of the model as a means to facilitate communication, or instructions to regular decision-making, or planning guidance for management activities.
Contextual learning, teachers are not the only model. Which acts as a model can be teachers or students, even both together as a model. Modeling can take the form demonstrations, giving the example of the concept or learning activities. Models can be designed to involve students appointed to progress an example for the others.

e. Learning Community
Leearning community (community learning) be interpreted as a learning society, namely the study groups to communicate for a variety of duties and experience, there is cooperation to solve the problem so as to create a better learning.
The concept of community learning suggest that learning outcomes gained from cooperation with others using two-way communication. This is realized by implementing learning in study groups. In its activities, students learn to give the information required by the friends of learning and also request the necessary information to the friends of learning.

f. Reflections
Reflection (reflection) is the activity performed on the learning end of students' understanding of the materials studied in this day of learning activities, impressions, and suggestions about learning today's students. reflection is a way of thinking about what a new study. Students create new knowledge structure of what a new study. So the reflection is a response to events, activities, or to accept the new knowledge.

g. Authentic Assessment
Authentic Assessment (authentic assessment) is the process of collecting various data that can give learning development, Progress study visits of the process rather than results. The development of student learning needs to be known by teachers in order to ensure that students experience the learning process correctly. The type of assessment used by teachers is an oral interview to measure oral language skills and ask questions, disclosure of the contents of back story newly learned basic reading, written reports or verbal tasks, teacher observations, portfolio (a collection of students' work, role playing , drama, simulations, discussion. (Suyanto in Arifah, 2005:26).
In this study, researchers used a model of cooperative learning, the main component in the approach that always appears is kontektual Learning Communitiy, this is realized by implementing learning in study groups where students learn from friends through group work or discussion. Components of questioning (asking) among students with a student or students and teachers also appeared in cooperative learning because students are given a problem by the teacher to discuss with each group so that students are required to build and find their own understanding of concepts. this is in accordance with Kontriuktivisme and inquiri, as well as authentic assessment component for students in the value of learning not only the result but also the learning process,
While reflection is also a component of the contextual approach that allows arise because at the end of each cooperative learning teachers always ask students to reflect on the learning that has been done, so too Modelling in any particular learning there is always a model that can be replicated. This learning, teachers are not the only model. Models can be designed to involve students appointed for advanced set an example for the others about a draft.





B. The Nature of Cooperative Learning
1. Understanding Cooperative Learning
Learning Cooperative learning is consciously and systematically develop a successive interaction grindstones, penance love, and penance foster inter fellow students as living in a community exercise significantly (Nurhadi et al, 2004). According Holubec (in Nurhadi, 2004:60) cooperative learning is learning through the use of small groups which carried out all work together to maximize student learning conditions in achieving learning objectives. Cooperative learning is an instructional model where students learn together in small groups to help each other understand a subject matter, improve response of friends, as well as other activities with a view to achieving the highest academic achievement.
Cooperative learning has a system in which there are elements or elements that are interrelated. The elements (characteristics) that sets it apart from the underlying normal learning groups according Abdurrahaman and Bintoro (in Nurhadi et al, 2004:61) is as follows: (1) positive ketergantunag each other, (2)-face interaction, (3) accountability individual, and (4) skills for interpersonal relationships or social skills are deliberately taught.
Results of research conducted by Johson (in Nurhadi et al, 2004:63) indicates that there are several advantages of cooperative learning, namely:
a. Facilitate students' social adjust

b. Develop a true joy of learning
c. Allows students to learn each other about the attitudes, skills, information, social behavior, and views
d. Allows formed and the development of social values and commitments
e. Emphasis impoverish themselves or selfish
f. Build friendships that can continue into adulthood
g. Improve pearasaan mengeanai meaningful direction and purpose in life
h. Increase positive attitudes toward learning and a learning experience
i. Improving students' views of teachers who not only as educators but also educators
j. supporting academic success but also the healthy development of personality and intelligence.
k. and so forth.
In addition, in cooperative learning also has some methods in learning. According to Arends (in Nurhadi et al, 2004:64) suggests there are four methods performed by teachers, among others: the method STAD (Student Teams Achievement divisions), Jigsaw method, the method of GI (Group Investigation), and Structural methods. In this study using a simple method in implementing cooperative learning, ie STAD method.
STAD method has been developed by Robert Slavin and his friend (in Nurhadi et al, 2004:64) This method is considered simple and direct approach to cooperative learning. The students in the class is divided into several groups and each group contains four or five members of the group. Each team has members who are heterogeneous. Each team member uses academic worksheet, and then help each other to master the teaching materials through a question and answer or discussion among team members. In order for the implementation of cooperative learning is going well, then the teacher asked to constantly monitor and evaluate their progress towards mastery of instructional materials.

2. Cooperative Learning Steps
Cooperative learning there are six steps that are used. steps of cooperative learning model will be shown in Table 2.1 as follows
The steps in the PK behavior Guru
Step - 1
Delivering objective and motivate students Teachers communicate learning goals to be achieved in the learning and motivate students to learn.
Step - 2
Teacher presents information presents information to students with a street demonstration or via reading materials.
Step - 3
Organize students into learning groups teachers explain to students how to form study groups and help each group to conduct an efficient transition.
Step - 4
Working groups and study guides to guide teacher learning groups as they do their job
Step - 5
Teacher Evaluation to evaluate the results of learning about the material that has been learned or each group mempesentasikan handiwork
Step - 6
Rewarding Teachers looking for ways to appreciate both the effort and learning outcomes of individuals and groups.
(Ibrahim in Mufidah, 2005:11)



3. Cooperative Learning Differences with Traditional Learning
In traditional learning is also known the existence of group learning.