Improving Students’ Mastery of Al-Qur’an and Hadith Learning Through a Collaborative Learning Approach at MI Ar Rahman NW Dasan Tapen

Abstract

This classroom action research aims to improve students’ mastery of Al-Qur’an and Hadith learning at MI Ar Rahman NW Dasan Tapen through the implementation of a Collaborative Learning Approach. The study was motivated by initial observations indicating that students often experienced difficulty in understanding the meaning of verses and hadiths, showed limited participation in class discussions, and lacked confidence when reading or explaining religious texts. To address these challenges, collaborative learning was introduced to encourage peer interaction, shared responsibility, and deeper engagement with the learning material.

The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants included 26 fourth-grade students who were divided into small groups to work collaboratively on tasks such as reading verses, analyzing meanings, identifying moral values, and presenting group findings. Data were collected using observation sheets, student performance assessments, field notes, and learning outcome tests.

Findings from Cycle I showed an increase in student participation and cooperation, though some students still hesitated to express their understanding in group discussions. Adjustments were made in Cycle II by providing clearer instructions, group role assignments, and guided questioning to support deeper comprehension. As a result, students demonstrated stronger reading accuracy, improved interpretation of verses and hadiths, and more active engagement in presenting their group work. Average test scores increased from 67.5 in Cycle I to 82.8 in Cycle II, showing a notable improvement in learning outcomes.

Overall, the study concludes that the Collaborative Learning Approach is effective in enhancing students’ mastery of Al-Qur’an and Hadith. It not only strengthens cognitive understanding but also develops cooperation, communication, and religious literacy skills. The approach is recommended for wider implementation in Islamic elementary schools to create a more interactive and meaningful learning environme

nt.