IMPLEMENTASI MODEL BLENDED LEARNING DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) PADA MASA PANDEMI COVID-19 DI SDIT MUHAMMADIYAH WIROSARI GROBOGAN

The background of this research problem is the existence of PAI learning problems during the Covid-19 pandemic at SDIT Muhammadiyah Wirosari Grobogan. Learning is done with a blended learning model. However, the learning encountered several obstacles because it was a new thing and some aspects of competence were not optimal, especially in the field of operational management of learning. Therefore it is necessary to study to solve the problems experienced. Based on this problem, further research was conducted on the implementation of the blended learning model in PAI learning using operational management of learning. The type of research used is a qualitative research using an operational management approach and Technology Acceptance Model (TAM). Data collection techniques are carried out through observation, interviews, and documentation. While the research data is analyzed using qualitative analysis, namely data reduction, data presentation, verification, and conclusion. Validity test of the data in this study is data triangulation, namely technique triangulation and sources triangulation. The results showed: first, PAI learning planning using a blended learning model during the Covid-19 pandemic at SDIT Muhammadiyah Wirosari Grobogan were: determining learning applications, preparing yearly program, semester program, and PAI learning plan, preparing teaching materials and learning media. Second, the implementation of the blended learning model done by offline learning at class and online learning at home using the WhatsApp application, video channel, Google Classroom, and Zoom. The meeting time in one week is one meeting with a duration of 2 hours of subjects. Each class is divided into 2 sessions according to odd and even attendance nurmber during offline and online learning. Third, the evaluation of PAI learning uses a blended learning model using a learning assessment consisting of two aspects, namely formative and summative assessment. Summative assessment is divided into three aspects, namely attitude assessment, knowledge assessment and skills assessment