The Application of Cooperative-Contextual Learning Style in Islamic Religious Education Learning at Hidayatullah Middle School, Denpasar

Abstract

This study aims to analyze the application of the cooperative-contextual learning style in Islamic Religious Education (PAI) learning at Hidayatullah Middle School, Denpasar, and relate it to Yong Zhao's personalized learning theory. The focus of this study is directed at how this learning strategy addresses the demands of 21st-century education that emphasizes creativity, collaboration, communication, and critical thinking. The research method uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that the application of the cooperative-contextual learning style can create a learning environment that is participatory, reflective, and relevant to students' lives. Teachers act as facilitators who provide space for students to think independently, collaborate, and relate Islamic values ​​to their social and digital realities. This approach is in line with the view of Yong Zhao (2022) who rejects the homogenization of learning and emphasizes the importance of education that is humanistic, personalized, and based on the unique potential of each student. Thus, PAI learning based on the cooperative-contextual learning style has proven effective in strengthening Islamic character, developing creativity, and fostering students' spiritual independence in facing the challenges of 21st-century education.