Pembelajaran Contextual Teaching and Learning sebagai Strategi Guru Aqidah Akhlak dalam Penguatan Kecerdasan Emoisonal Siswa - Putri, Disa Nurliana; Ramli, Ramli; Taufik, Amalia (Empiricism Journal, 2026)
Penelitian ini menggunakan pendekatan kualitatif dengan jenis field research. Subjek penelitian adalah guru Aqidah Akhlak dan siswa kelas V di MIN 1 Lombok Barat. Penelitian ini bertujuan untuk mendeskripsikan strategi guru Aqidah Akhlak dalam menerapkan pembelajaran Contextual Teaching and Learning (CTL) untuk penguatan kecerdasan emosional siswa kelas V di MIN 1 Lombok Barat, serta mengidentifikasi faktor pendukung dan penghambatnya. Hasil identifikasi menunjukkan penerapan tujuh komponen CTL: konstruktivisme, inkuiri, questioning, learning community, pemodelan, refleksi, dan penilaian autentik. Faktor pendukung meliputi antusiasme siswa dan ketersediaan media, sedangkan faktor penghambat adalah keberagaman karakter siswa dan keterbatasan waktu. Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Teknik analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa strategi guru terbukti efektif menguatkan lima indikator kecerdasan emosional siswa. Penelitian ini menyimpulkan bahwa pembelajaran CTL merupakan strategi yang efektif untuk mengintegrasikan penguatan kecerdasan emosional dalam pembelajaran Aqidah Akhlak.  Contextual Teaching and Learning as a Strategy for Aqidah Akhlak Teachers in Strengthening Students' Emotional IntelligenceAbstractThis study used a qualitative approach with field research. The subjects were Aqidah Akhlak teachers and fifth-grade students at MIN 1 West Lombok. This study aimed to describe the Aqidah Akhlak teacher's strategy in implementing Contextual Teaching and Learning (CTL) to strengthen the emotional intelligence of fifth-grade students at MIN 1 West Lombok, as well as to identify the supporting and inhibiting factors. The identification results showed the implementation of seven CTL components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Supporting factors included student enthusiasm and media availability, while inhibiting factors were the diversity of student characters and time constraints. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation. Data analysis techniques used the Miles and Huberman model. The results showed that the teacher's strategy was proven effective in strengthening five indicators of students' emotional intelligence. This study concluded that CTL learning is an effective strategy for integrating emotional intelligence strengthening in Aqidah Akhlak learning.