Jurnal Pendidikan Kritis dan Kolaboratif
Enhancing Students’ Understanding of Environmental Systems through the Jigsaw Cooperative Learning Model: A Classroom Action Research at MIN 8 North Aceh
This Classroom Action Research (CAR) was conducted to improve students’ understanding of Environmental Systems in the IPAS subject at MIN 8 North Aceh through the implementation of the Jigsaw cooperative learning model. The study was motivated by the observation that students often faced difficulties in connecting concepts related to ecosystems, energy flow, and environmental interactions when taught through conventional teacher-centered methods. The research followed the standard CAR procedures consisting of planning, action, observation, and reflection across two cycles. Each cycle involved group division into expert and home groups, structured discussion, peer teaching, and formative assessment. Data were collected through observation sheets, field notes, student worksheets, and learning outcome tests. Quantitative data were analyzed using descriptive statistics to measure improvements in learning outcomes, while qualitative data were analyzed through thematic reduction to capture behavioral and participatory changes. The findings revealed a significant improvement in students’ conceptual understanding and learning motivation across the two cycles. In the first cycle, many students were still adjusting to the cooperative structure, showing uneven participation and limited communication skills. However, by the second cycle, students demonstrated higher engagement, clearer explanations within expert groups, and stronger collaborative behavior when returning to their home groups. The average test scores increased substantially from Cycle I to Cycle II, indicating that students were able to construct deeper conceptual meaning through peer teaching activities. The use of visual aids, structured worksheets, and guided questions further supported students in organizing information and presenting it confidently. Teachers also reported improved classroom dynamics, characterized by more positive interactions and reduced dependency on direct instruction. Overall, the Jigsaw model proved effective in enhancing students’ understanding of Environmental Systems in the IPAS subject. The model fostered active learning, increased responsibility among group members, and promoted meaningful peer collaboration. Therefore, Jigsaw is recommended for wider implementation in similar learning contexts.
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Enhancing Early Childhood Islamic Character Development Through Story Based Learning at RA Darul Arqom Jembrana
This classroom action research aims to improve early childhood Islamic character development through the implementation of Story-Based Learning (SBL) at RA Darul Arqom Jembrana. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 20 children aged 5–6 years in the B group, who were observed for changes in attentiveness, moral understanding, empathy, and daily behavioral patterns during learning activities. The problem identified at the beginning of the study was that most students demonstrated limited engagement with character-building activities and faced challenges in understanding abstract moral values presented through conventional teaching. To address this issue, Story-Based Learning was introduced as a pedagogical approach that integrates moral narratives, visual aids, dialogic reading, and interactive discussions to make character concepts more concrete and relatable for young learners. Findings from the first cycle revealed that children began to show increased interest in storytelling, though their moral comprehension and application of values—such as honesty, respect, and cooperation—remained inconsistent. After revising the strategy by adding more culturally relevant stories, multisensory media, and role-playing activities in the second cycle, there was a notable improvement in children’s ability to recall moral lessons and apply them in classroom routines. Observation sheets, anecdotal records, and performance assessments indicated significant progress in students’ social interactions, verbal expressions of empathy, and engagement in cooperative play. Furthermore, the SBL approach strengthened teacher–student communication and created a more positive and meaningful learning environment. The study concludes that Story-Based Learning is an effective strategy for enhancing Islamic character development in early childhood education settings, particularly in RA Darul Arqom Jembrana. Through structured moral storytelling and interactive activities, young learners can internalize core values more naturally and consistently, contributing to better behavioral outcomes and a holistic learning atmosphere.
Enhancing Civic Responsibility and Collaborative Skills Through the Jigsaw Learning Model in PPKn Classes at MIS Subarang Koto Baru
This classroom action research aimed to enhance students’ civic responsibility and collaborative learning skills through the implementation of the Jigsaw learning model in PPKn lessons at MIS Subarang Koto Baru. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 26 fifth-grade students who previously showed low engagement, limited participation, and insufficient understanding of civic concepts, particularly related to rights, obligations, and responsible behavior in school and community settings. The Jigsaw model was chosen because of its structured cooperative approach, which encourages students to become both learners and peer teachers within assigned expert groups. During Cycle I, students began adapting to their roles, but several challenges emerged, including uneven participation and limited ability to summarize information. Improvements were made in Cycle II, such as clearer task instructions, guided worksheets, and structured peer feedback. These refinements led to significant growth in students’ motivation, comprehension, and responsibility during group discussions. Observation results showed increased active participation, stronger accountability in completing expert tasks, and improved communication among group members. Students demonstrated better understanding of civic values, particularly in expressing opinions respectfully, recognizing responsibilities, and collaborating to achieve shared goals. Quantitative data from assessments indicated an increase in the average score from 67.3 in Cycle I to 82.5 in Cycle II, surpassing the minimum competency criteria. Qualitative data from field notes also supported these findings, showing enhanced social interaction, stronger group cohesion, and improved self-confidence among students. The study concludes that the Jigsaw learning model effectively strengthens both cognitive mastery of PPKn content and affective aspects related to civic responsibility. Therefore, its application is recommended for PPKn teachers seeking strategies to foster active, meaningful, and values-based learning experiences.
Enhancing Students’ Islamic Moral Understanding through the Jigsaw Strategy in Akidah Akhlak Learning at MTs Al Barokah Karanggayam Kebumen
This Classroom Action Research (CAR) was conducted to improve students’ understanding and internalization of Islamic moral principles in the Akidah Akhlak subject through the implementation of the Jigsaw cooperative learning strategy at MTs Al Barokah Karanggayam, Kebumen, Central Java. The study was motivated by initial observations indicating that students tended to be passive, showed limited engagement in discussions, and demonstrated low comprehension of core moral values such as honesty, discipline, responsibility, and respectful behavior. The Jigsaw strategy was selected because it encourages active participation, collaborative learning, peer teaching, and deeper conceptual processing, all of which are essential for moral-based learning. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. The participants were 28 eighth-grade students enrolled in the Akidah Akhlak class. Data were collected through classroom observations, learning outcome tests, student worksheets, and reflective notes. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed a significant improvement in both cognitive understanding and behavioral indicators of Islamic moral values. Students became more responsible in completing tasks, more respectful in group interactions, and more confident when presenting their assigned subtopics. The average test scores increased from 63.5 in the pre-cycle to 76.2 in Cycle I and 86.8 in Cycle II, indicating substantial academic progress. Observational data also showed higher levels of cooperation and mutual support during group activities. Furthermore, the Jigsaw strategy created a positive classroom atmosphere, enabling students to appreciate diverse perspectives and practice moral conduct in real time. The study concludes that the Jigsaw strategy is an effective pedagogical approach to enhancing both comprehension and character development in Akidah Akhlak learning. Teachers are encouraged to adopt structured cooperative learning
Enhancing Indonesian Reading Comprehension Through the Jigsaw Cooperative Learning Strategy: A Classroom Action Research at MI NW Mekarsari
This Classroom Action Research (CAR) aims to improve students’ reading comprehension skills in Indonesian language learning through the implementation of the Jigsaw cooperative learning strategy at MI NW Mekarsari. The study is motivated by the low engagement and uneven participation of students during reading activities, which often result in limited comprehension and minimal interaction among learners. The Jigsaw approach, which emphasizes collaborative learning and shared responsibility, is expected to create a more active, supportive, and communicative learning environment that enhances students’ understanding of reading texts. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were fifth-grade students enrolled in Indonesian language classes. Data were collected through observation sheets, student worksheets, reading comprehension tests, and field notes. Qualitative data were analyzed descriptively to capture student engagement and group collaboration, while quantitative data were examined through comparative analysis of test results between cycles. The findings indicate a significant improvement in students’ reading comprehension performance after the implementation of the Jigsaw strategy. Students demonstrated increased motivation, more active participation, and stronger responsibility within their groups. The collaborative nature of Jigsaw encouraged students to explain ideas, discuss meaning, and clarify difficult vocabulary together, leading to deeper comprehension of the reading materials. The average reading comprehension scores improved from Cycle I to Cycle II, showing that the strategy effectively supported students’ cognitive development. Moreover, classroom dynamics became more positive, with students engaging in meaningful interactions and developing stronger communication skills. In conclusion, the Jigsaw cooperative learning strategy proved to be an effective approach to enhancing Indonesian reading comprehension at MI NW Mekarsari. Its structured yet flexible group process allows students to learn from one another, actively construct meaning, and build essential social skills. The study recommends the continued use of Jigsaw in Indonesian language learning and suggests further research on its application across different grade levels and language skills.
Enhancing Students’ Moral Reasoning and Aqidah Understanding through the Jigsaw Cooperative Learning Model at MA Sunan Kalijogo
This classroom action research aims to improve students’ understanding of key concepts in Aqidah Akhlak through the implementation of the Jigsaw learning model at MA Sunan Kalijogo. The study was conducted in response to preliminary observations showing that students often faced difficulties in comprehending abstract theological principles and demonstrating moral values in practical contexts. Traditional teacher-centered instruction limited student interaction, curiosity, and active participation. Therefore, the Jigsaw model was selected to promote collaborative learning, peer teaching, and deeper engagement with the subject matter. The research employed the standard procedures of Classroom Action Research (CAR), consisting of two cycles with stages of planning, action, observation, and reflection. Data were collected through learning observations, student worksheets, tests, and reflective journals. The intervention involved dividing students into “home groups” and “expert groups,” where each student was responsible for mastering and teaching specific subtopics related to faith, moral character, and Islamic ethical principles. Findings from both cycles showed a significant improvement in student engagement, conceptual mastery, and reflective moral awareness. During Cycle I, students demonstrated increased participation but required more structured guidance during peer teaching activities. Adjustments in Cycle II, such as clearer task distribution and enhanced learning media, resulted in more effective collaboration and improved learning outcomes. Test results indicated a rising trend in comprehension, with most students achieving the minimum competency criteria. Moreover, qualitative data revealed that students felt more confident expressing their understanding, enjoyed learning from peers, and became more responsible toward group tasks. In conclusion, the Jigsaw learning model effectively enhanced students’ understanding of Aqidah Akhlak and fostered a positive, cooperative learning environment. The study recommends continued application of cooperative learning models to support meaningful and active learning, particularly in moral and faith-based subjects.
Muchamad Usman, Ahmad Mustamsikin Khoiri
Improving Students’ Mastery of Al-Qur’an and Hadith Learning Through a Collaborative Learning Approach at MI Ar Rahman NW Dasan Tapen
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.
Enhancing Students’ Historical Understanding of Early Islamic Civilization Through Problem-Based Learning at MTs Ar Rohman Tegalrejo
This classroom action research aims to improve students’ understanding and engagement in the subject of Sejarah Kebudayaan Islam (SKI), specifically on the topic of Early Islamic Civilization, through the implementation of the Problem-Based Learning (PBL) model at MTs Ar Rohman Tegalrejo. The study was conducted in two cycles, each consisting of the stages of planning, action, observation, and reflection. The participants were 28 eighth-grade students who had previously shown low motivation and limited analytical skills in understanding historical concepts and events in SKI lessons. Data were collected through observation sheets, student worksheets, field notes, and learning outcome tests. The findings revealed a significant improvement in students’ historical understanding as well as their ability to interpret, analyze, and connect events in early Islamic history with contemporary contexts. In Cycle I, students demonstrated increased participation and initial improvement in problem-solving skills, although some students still struggled to articulate historical arguments. Adjustments were made in Cycle II by providing more structured guiding questions and collaborative activities. As a result, students showed higher engagement, more active involvement in discussions, and better performance in completing PBL tasks. Their test scores improved from an average of 68.2 in Cycle I to 82.5 in Cycle II, indicating a meaningful enhancement in learning outcomes. The implementation of PBL also encouraged students to develop critical thinking, teamwork, and historical reasoning—skills that are essential in mastering SKI. Overall, the study concludes that Problem-Based Learning effectively enhances both achievement and engagement in learning Islamic history. It helps transform the classroom environment into a more interactive, student-centered space where learners actively construct knowledge rather than passively receive information. This research highlights the potential of PBL as a relevant and innovative instructional strategy for SKI classrooms in Islamic junior high school
Exploring the Impact of Inquiry-Based Learning on Akidah Akhlak Understanding at MTs. Maraqitta'limat Tembeng Putik: An Action Research Approach
This study aims to explore the application of the Inquiry-Based Learning (IBL) model in enhancing students' understanding of Akidah Akhlak at MTs. Maraqitta'limat Tembeng Putik. Akidah Akhlak, which integrates Islamic faith and moral values, is a crucial subject for shaping students’ character and worldview. The purpose of this action research is to investigate how IBL can improve students’ engagement, critical thinking, and understanding of Akidah Akhlak concepts. The research follows a cyclical action research process, consisting of planning, action, observation, and reflection. Data were collected through classroom observations, student questionnaires, and teacher interviews. In the planning phase, the researcher, together with the teacher, designed inquiry-based activities that encouraged students to actively explore and question Akidah Akhlak topics. During the action phase, the model was implemented in classroom sessions, where students were guided to ask questions, investigate religious and ethical issues, and discuss findings in group settings. The observation phase focused on how students engaged with the inquiry process and how their understanding of Akidah Akhlak developed. Reflection sessions with both students and teachers helped identify the strengths and challenges of the approach. The findings suggest that inquiry-based learning significantly increased student participation and deepened their understanding of Akidah Akhlak. Students showed more enthusiasm in discussions, demonstrated critical thinking skills, and were able to apply moral values in real-life contexts. This study indicates that inquiry-based learning is an effective pedagogical approach for enhancing both academic and moral development in religious education.
Enhancing Student Engagement in IPAS through Differentiated Learning Models at MIS Al-Fatah Riung: A Collaborative Action Research
This study explores the implementation of differentiated learning models to enhance student engagement in the Integrated Natural Sciences (IPAS) curriculum at MIS Al-Fatah Riung. The goal of this action research is to identify effective strategies for meeting the diverse learning needs of students, thereby improving their academic performance and interest in IPAS. Differentiated learning, which tailors teaching methods, content, and learning activities according to students’ individual needs, abilities, and interests, was chosen as the main instructional approach. The research was conducted in three cycles, each consisting of planning, action, observation, and reflection stages. The participants were a group of students from the school, with varying levels of academic ability. Data was collected through classroom observations, interviews with teachers, and student feedback surveys. The findings suggest that differentiated learning can positively influence student motivation and academic achievement, particularly in fostering a deeper understanding of scientific concepts. Students reported feeling more engaged and confident in their learning as they were provided with tasks suited to their own pace and learning style. This research contributes to the growing body of literature on differentiated instruction in Indonesian schools, especially in the context of IPAS. It underscores the importance of adapting teaching strategies to cater to the diverse needs of students to ensure that every learner has the opportunity to succeed. Furthermore, the study highlights the role of teachers in creating a supportive learning environment where students are encouraged to explore and develop their knowledge in a personalized way.
Upaya Meningkatkan Hasil Belajar Fiqih Tentang Zakat dengan Model Problem Based Learning (PBL)
Penelitian ini bertujuan untuk meningkatkan hasil belajar fiqih materi zakat melalui penerapan model Problem Based Learning (PBL). Latar belakang penelitian menunjukkan bahwa hasil belajar siswa pada materi zakat masih rendah, ditandai dengan kurangnya pemahaman konsep, rendahnya keterlibatan dalam diskusi, dan penggunaan metode pembelajaran konvensional yang berpusat pada guru. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus yang masing-masing melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas X pada mata pelajaran fiqih di MA AL-IHKLAS NUNGGI. Teknik pengumpulan data meliputi observasi, tes hasil belajar, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata hasil belajar dari kondisi awal sebesar 62 menjadi 72 pada siklus I dan meningkat menjadi 82 pada siklus II. Persentase ketuntasan belajar juga meningkat dari 35% pada pra-siklus menjadi 65% pada siklus I dan mencapai 90% pada siklus II. Selain itu, aktivitas belajar siswa meningkat, ditandai dengan meningkatnya keaktifan bertanya, partisipasi dalam diskusi, dan keberanian mengemukakan pendapat. Dengan demikian, penerapan model Problem Based Learning (PBL) terbukti dapat meningkatkan hasil belajar fiqih materi zakat, sekaligus mendorong keterlibatan aktif siswa dalam proses pembelajaran
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Enhancing Students' Understanding of Aqidah and Akhlaq through Contextual Learning at Mas DDI Majene
This study explores the implementation of Contextual Learning in teaching Aqidah and Akhlaq at Mas DDI Majene. Aqidah and Akhlaq are fundamental subjects in Islamic education that aim to shape students' understanding of faith and moral character. Traditional teaching methods often focus on theoretical concepts, which may not fully engage students or connect the material to their everyday lives. Contextual Learning, which emphasizes the relevance of learning to students' real-world experiences, offers an effective approach to bridge this gap. This research investigates how Contextual Learning can be applied to Aqidah and Akhlaq to improve students’ understanding and practical application of Islamic values. Using a qualitative approach, this study employs classroom action research (CAR), consisting of planning, action, observation, and reflection over multiple cycles. Data were collected through classroom observations, interviews with teachers and students, and analysis of students' work. The findings suggest that Contextual Learning significantly enhances students' engagement with Aqidah and Akhlaq by making the subjects more relatable to their daily experiences. Students were able to see the practical implications of their religious beliefs and ethical conduct in their personal lives. Furthermore, the teacher’s role as a facilitator in guiding students to connect Islamic principles with real-world situations was key to the success of the approach. This research concludes that Contextual Learning is an effective method for teaching Aqidah and Akhlaq, fostering deeper understanding, and encouraging the application of Islamic values in students’ everyday behavior. It is recommended that the method be further integrated into the curriculum to create a more dynamic and relevant learning environment in Islamic education.
Enhancing Students' Understanding of Islamic Cultural History Through Inquiry-Based Learning at SP Muadalah Tsanawiyah Pesantren Musthafawiyah
This research aims to explore the implementation of Inquiry-Based Learning (IBL) in improving students' understanding of Islamic Cultural History (SKI) at SP Muadalah Tsanawiyah Pesantren Musthafawiyah. The study focuses on how the IBL model can foster critical thinking, curiosity, and deeper engagement with the subject matter among students. In this qualitative study, the researcher employed a classroom action research approach involving a series of interventions designed to enhance the learning experience in the context of SKI. The primary objective was to assess how IBL, through questioning and investigation, can encourage active participation and independent learning in the subject of Islamic Cultural History. The research process was carried out in three cycles, where each cycle involved planning, action, observation, and reflection. Data was collected through observation, interviews, and student performance assessments. The findings indicated that the IBL approach significantly improved students' ability to analyze and understand historical events, as well as their ability to connect these events to contemporary issues. Students showed increased interest in the subject, with a higher level of engagement during discussions and activities. The results also revealed that the teacher's role as a facilitator in guiding students' inquiry-based activities was essential in the success of the learning process. This study concludes that Inquiry-Based Learning is an effective method for enhancing students' understanding of Islamic Cultural History, fostering critical thinking, and encouraging active learning. It is recommended that IBL be further implemented in the curriculum to create a more dynamic and student-centered learning environment.
Enhancing Civic Education through Contextual Learning: A Study on PPKn at MIS Ntonggu
This study aims to explore the effectiveness of Contextual Teaching and Learning (CTL) in enhancing students' understanding of Pancasila and Civic Education (PPKn) at MIS Ntonggu. Civic education plays a critical role in shaping students' values, citizenship, and social responsibility, making it essential to adopt teaching strategies that connect the subject matter with students' real-life experiences. The CTL model, which focuses on contextualizing lessons to the students’ everyday lives, was implemented to bridge the gap between theoretical knowledge and practical application. The research employed a qualitative approach with classroom observations, student surveys, and teacher interviews to gather data on the implementation and impact of CTL in PPKn lessons. Findings from this study indicate that the CTL model significantly improved students’ engagement and understanding of PPKn concepts. By relating the values of Pancasila to real-world situations, students developed a deeper appreciation for the importance of civic responsibilities in their daily lives. Furthermore, the CTL approach encouraged active participation, critical thinking, and collaborative learning among students. However, challenges were noted in the initial stages of implementation, particularly in adapting the model to local contexts and ensuring that all students were equally engaged. Despite these challenges, the study concludes that CTL is a promising approach to teaching PPKn, fostering not only cognitive learning but also the moral and social development of students. This research contributes to the body of knowledge on innovative teaching methods in civic education and offers practical insights for educators seeking to implement context-based learning strategies in their classrooms.
Enhancing Quranic and Hadith Understanding through Contextual Learning: A Study at Mas DDI Majene
This research aims to explore the effectiveness of contextual learning in enhancing students' understanding of the Quran and Hadith at Mas DDI Majene. The study focuses on the integration of contextual learning strategies to facilitate better comprehension and application of Islamic teachings in everyday life. Contextual learning, which connects academic content with real-world situations, is considered a powerful pedagogical approach that helps students make meaningful connections between their lessons and the world around them. In this study, the researcher implemented a contextual learning model in the teaching of Quranic verses and Hadith to students at Mas DDI Majene. The research utilized a qualitative approach, employing classroom observations, interviews, and surveys to gather data. The findings suggest that contextual learning significantly improves students' engagement, comprehension, and ability to apply Quranic and Hadith teachings in their daily lives. This study highlights the importance of adapting traditional Islamic education to modern pedagogical methods, emphasizing the relevance of religious teachings in the contemporary context. Additionally, the research discusses the potential challenges faced by educators in implementing contextual learning and offers practical recommendations for improving teaching methods. The results of this study contribute to the growing body of research on innovative educational practices in Islamic studies, providing insights into how contextual learning can bridge the gap between religious knowledge and practical application for students.
Penerapan Google Form Berbasis Evaluasi Interaktif untuk Meningkatkan Kemampuan Literasi Digital PAI terhadap Siswa Kelas VIII SMPN 1 Ulakan Tapakis
Perkembangan teknologi digital menuntut adanya inovasi pembelajaran, termasuk pada mata pelajaran Pendidikan Agama Islam (PAI) yang tidak hanya berfokus pada aspek kognitif, tetapi juga pada literasi digital peserta didik. Observasi awal pada siswa kelas VIII menunjukkan bahwa kemampuan literasi digital masih rendah, ditandai dengan keterbatasan dalam mengakses informasi keagamaan yang kredibel, rendahnya kemampuan menggunakan aplikasi berbasis web, serta minimnya pengalaman siswa dalam mengerjakan evaluasi digital. Hanya 27% siswa yang mampu mengoperasikan aplikasi evaluasi sederhana, sedangkan sebagian besar masih bergantung pada metode konvensional. Kondisi ini menunjukkan perlunya penggunaan media evaluasi digital yang efektif, mudah diakses, dan mampu melatih keterampilan digital siswa. Penelitian ini bertujuan menganalisis efektivitas penerapan Google Form berbasis evaluasi interaktif dalam meningkatkan kemampuan literasi digital siswa pada pembelajaran PAI. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang terdiri atas tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 30 siswa kelas VIII, dan penelitian dilaksanakan dalam dua siklus. Data diperoleh melalui tes literasi digital, angket respons siswa, observasi aktivitas, dan dokumentasi. Analisis data dilakukan secara kuantitatif (rata-rata nilai, ketuntasan belajar, dan N-Gain) serta kualitatif melalui analisis aktivitas dan respons siswa. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan literasi digital siswa. Nilai rata-rata pra-tindakan sebesar 55 dengan ketuntasan 20%. Setelah penerapan Google Form interaktif pada siklus I, rata-rata meningkat menjadi 72 dengan ketuntasan 63%. Setelah perbaikan pada siklus II melalui penyederhanaan tampilan dan penambahan video tutorial, nilai rata-rata meningkat menjadi 86 dengan ketuntasan 90%. Perhitungan N-Gain sebesar 0,69 menunjukkan peningkatan literasi digital pada kategori sedang–tinggi. Secara kualitatif, siswa menunjukkan antusiasme lebih tinggi, meningkatnya kemandirian dalam menggunakan perangkat digital, serta kemampuan lebih baik dalam mengakses dan mengevaluasi informasi keagamaan daring. Mayoritas siswa menilai Google Form interaktif menarik, mudah digunakan, dan membantu memahami materi evaluasi. Penelitian ini menyimpulkan bahwa Google Form berbasis evaluasi interaktif merupakan media evaluasi digital yang efektif dalam meningkatkan literasi digital siswa, terutama dalam pembelajaran PAI. Media ini tidak hanya mempermudah proses evaluasi, tetapi juga menumbuhkan keterampilan digital yang relevan dengan tuntutan pendidikan abad ke-21. Penggunaan Google Form direkomendasikan sebagai bagian dari strategi pembelajaran digital di sekolah.
Peningkatan Pemahaman dan Pengamalan Nilai Akhlak Siswa melalui Metode Role Playing pada Mata Pelajaran PAI di Kelas VIII UPT SMP Negeri 3 Bayang
This Classroom Action Research (CAR) was conducted to improve students’ understanding and practice of moral values through the application of the role-playing method in Islamic Religious Education (PAI) at UPT SMP Negeri 3 Bayang. The study involved eighth-grade students as participants and was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The role-playing method was chosen because it provides students with opportunities to actively engage in learning by acting out real-life situations related to moral values, thus making abstract concepts more concrete and meaningful. Data were collected through observation sheets, learning outcomes tests, and students’ reflective journals. The findings revealed that the role-playing method significantly increased students’ motivation and participation during PAI lessons. Moreover, students demonstrated better comprehension of moral concepts and showed improved behavior in daily interactions, both in school and at home. The results indicated that role-playing is not only effective in enhancing cognitive understanding but also in nurturing affective and psychomotor aspects of students. Therefore, this method is recommended as an innovative strategy for teachers to foster character education in Islamic Religious Education classes.
Penerapan Metode Pembelajaran Berbasis Simulasi Virtual untuk Meningkatkan Pemahaman Siswa tentang Ibadah Haji di SDN 42 Kubang
This Classroom Action Research (CAR) aims to explore the use of a Virtual Simulation-based Learning method to enhance students' understanding of the Hajj pilgrimage in SDN 42 Kubang. The study focuses on integrating technology to present an interactive and immersive learning experience about the Hajj rituals. By using virtual simulations, students can virtually experience the steps of Hajj, from the Tawaf to the Sa'i, and understand the significance of each ritual. This method allows for a more engaging and memorable learning experience, making complex religious concepts more accessible to elementary students. The research was conducted in two cycles, with data collected through pre- and post-tests, observations, and student feedback. The results showed a significant improvement in students' knowledge and enthusiasm about the Hajj pilgrimage. This study highlights the potential of integrating technology into religious education, providing an innovative approach to teaching sacred practices and fostering a deeper connection with Islamic rituals among young learners.
Peningkatan Hasil Belajar Siswa Menggunakan Model Discovery Learning Pada Pembelajaran Tematik Terpadu Di Sekolah Dasar
The study aims to describe the increased results of students’ learning at integrated thematic learning using the discovery learning models in class IV SDN 04 SILAUT Koto Padang Kecamatan silaut. This type of research is a class action study using qualitative and quantitative enatives. The subject of the study is V class teacher as observers and twenty five students. Research shows that in observing the plan implementing learning on cycle I is 84,24% and cycle II 93,18%. The observed teacher activity on cycle I is 83,33% and cycle II 91,66%. The result of observation on student activity on cycle I is 81,94% and in cycle II 91,66%. The results of student study are one cycle with an average of 78,92 and on cycle two with and average of 85,06. Based on these results using the Discovery Learning model can improve the integrated thematic learning process in grade V.
Peningkatan Hasil Belajar Siswa Dengan Menggunakan Media Berbasis Teknologi di UPT SD Negeri 36 Rangeh
Sekolah sebagai lembaga pendidikan memiliki tugas dan tanggung jawab penuh dalam menjalankan amanat pendidikan. Sekolah merupakan suatu instansi yang dirancang untuk membawa siswa pada proses belajar, dibawah pengawasan guru atau tenaga didik profesional. Sekolah terdiri atas jenjang-jenjang pendidikan, yaitu tahapan pendidikan yang ditetapkan berdasarkan tingkat perkembangan peserta didik, tujuan yang akan tercapai, dan kemampuan yang dikembangkan. Proses pendidikan memang tidak sepenuhnya dapat terlaksana di sekolah, karena terdapat faktor keluarga dan lingkungan masyarakat yang juga memiliki pengaruh penting dalam pendidikan peserta didik. Namun, sebagai lembaga formal sekolah memiliki tanggung jawab yang besar terhadap pembentukan karakter dan perilaku peserta didik. Belajar bukan merupakan konsekuensi otomatis dari penyampaian informasi kepada seorang peserta didik (Mel Siberman, 1996: 1). Penjelasan dan peragaan oleh mereka sendiri tidak akan menuju ke arah belajar yang sebenarnya tahan lama. Hanya belajar aktif saja yang akan mengarah kepada pengertian ini. Karena itu perlu ditingkatkan keaktifan siswa agar dapat mencapai tujuan pengajaran yang diharapkan. Keaktifan siswa dalam meraih informasi terjadi lewat proses yang menyenangkan. Karena itu dibutuhkan meodel pembelajaran yang dapat membangkitkan aktifitas siswa. Seluruh siswa mau tidak mau hanyut dalam suasana aktif yang menyenangkan. Pada mata pelajaran Agama di kelas V semester I, berangkat dari pembuatan Rencana Pembelajaran I yang berpedoman kepada kurikulum, CP dan TP serta buku pelajaran untuk kelas V tentang materi Al-Quran surat Al-Kafirun, setelah dilaksanakan proses pembelajaran, ternyata menunjukkan rendahnya tingkat penguasaan materi pembelajaran oleh siswa kelas V. Dari 10 orang siswa kelas V hanya 6 orang atau 70,7% yang mencapai tingkat penguasaan materi diatas 75 %, dengan rata-rata nilai 77. Berpedoman kepada keadaan diatas, maka penulis merasa perlu melaksanakan Penelitian Tindakan Kelas ( PTK ) dan merancang perbaikan pada Rencana Pembelajaran dan Proses Pelaksanaan Pembelajaran dengan judul “Peningkatan hasil belajar siswa dengan menggunakan media berbasis teknologi” di UPT SD 36 Rangeh Kecamatan Lengayang.
Upaya Meningkatkan Kedisiplinan Belajar melalui Manajemen Kelas Islami pada Siswa di MTSs Mustofaiyah
This research looks at how teachers use strategies to manage their classrooms with an Islamic approach so that students become more disciplined in learning. The main reason behind this study is that discipline is an important factor for learning success, and Islamic values can provide a strong foundation to build that discipline. The research used a qualitative descriptive method, with data collected through observation, interviews, and documentation. The data were analyzed in three steps: reducing the data, presenting the data, and drawing conclusions. The findings show that teachers applied several strategies, such as guiding students to pray before and after class, setting classroom rules based on Islamic values, being role models through their daily actions, and giving motivation and rewards in an Islamic way. These strategies were proven to help improve students’ discipline and also support the development of their religious character.
Inovasi Pembelajaran Dengan Media Audio Visual Dalam Meningkatkan Hasil Belajar Siswa
Teaching and learning is a communication interaction between teachers and students. In this interaction, teachers transfer knowledge and experience so that students are able to master it. The success of learning is greatly influenced by the media used, because it can facilitate the delivery of material. In addition, media has a function to foster student motivation in learning. If the media chosen is more interesting, then student enthusiasm will also increase. The purpose of this study is to describe how the use of audio-visual media can improve student learning outcomes. The research findings show that 1) Students understand the material more quickly because it is supported by visuals in the form of pictures and posters, and their concentration is more focused. With a time of 45 minutes, the use of audio-visual media has proven to be practical and effective, reflected in the increase in student learning outcomes. The application of audio-visual media at SD 17 Tungkul Utara can be said to be quite successful.
Pemanfaatan Media Video Animasi Islami Untuk Meningkatkan Minat Belajar Pai Pada Materi Kisah Nabi di Kelas III SD
This study aims to determine the use of Islamic animation video media in increasing students' interest in learning Islamic Religious Education (PAI), especially the material of the story of the prophet in grade III of SDN 45 Pulau Karam. The background of this study departs from the problem of low student interest in learning PAI which has so far used more lecture methods, so that students are less motivated and easily feel bored. The research method used is Classroom Action Research (CAR) with two cycles, each of which consists of planning, implementation, observation, and reflection stages. The research subjects were 20 students of grade III of SDN 45 Pulau Karam in the 2024/2025 academic year. Data were collected through observation, questionnaires, and documentation, then analyzed descriptively quantitatively and qualitatively. The results of the study showed an increase in student interest in learning after the application of Islamic animation video media. In cycle I, the percentage of student interest indicators was still classified as moderate with attention 57%, activeness 55%, pleasure 55%, and perseverance 53%. However, in the second cycle, there was a significant increase, with 81% attention, 77% activeness, 82% enjoyment, and 80% persistence. This demonstrates that the use of Islamic animated videos can create a more engaging, interactive, and enjoyable learning environment, thereby increasing students' interest in learning. In conclusion, the use of Islamic animated videos is effective in increasing Islamic Religious Education (PAI) learning interest in third-grade elementary school students, particularly in the story of the Prophet. The implication of this study is that Islamic Religious Education (PAI) teachers need to utilize technology-based learning media, particularly Islamic animation, as an innovative alternative to instill religious values ​​while improving the quality of learning in elementary schools.
Peningkatan Hasil Belajar Matematika Materi Penyajian Data Dengan Model Problem Based Learning (PBL) Siswa SDN 01 Kelas III Sasak Ranah Pasisie
The purpose of this study was to improve the learning outcomes of mathematical data presentation material in class III SDN 01 Sasak Ranah Pasisie with a problem-based learning (PBL) model. This study is included in the classroom action research (CAR) group which is carried out in three cycles, with one number of meetings. Planning, implementation, observation, and reflection are components of each cycle. This study was conducted in elementary schools. This study was conducted at the state elementary school 01 Sasak Ranah Pasisie with 18 research subjects with 12 female students and 6 male students. the data collection process uses observation, tests, and documentation. This study uses qualitative and quantitative approaches. The results of the study showed that students' mathematics learning outcomes increased even though one student had not achieved completeness. This is shown based on the average data from the initial reflection only reaching 51.11 then the action was carried out in cycle 1 the average became 70.00, the action cycle 2 the average result was 85.56 continued to cycle 3 the average increased to 94.44. the learning outcomes of mathematics data presentation material for grade III students of SD Negeri 01 Sasak Ranah Pasisie can be improved with the problem-based learning model (PBL).
Penggunaan Media Peta Konsep Dan Diskusi Untuk Meningkatkan Pemahaman Siswa Dalam Mata Pelajaran Pendidikan Agama Islam (PAI) Khususnya Materi Sejarah Kebudayaan Islam (SKI)
This Classroom Action Research was conducted due to students' low understanding of Islamic Religious Education (PAI), particularly the History of Islamic Culture (SKI), which is caused by a lack of interest in reading history and a low ability to understand the subject. To improve the learning outcomes of eighth-grade students at SMP TQIT Sahabat Cendikia, a Concept Map learning model was implemented in collaboration with the Discussion Method. The subjects of this study were 14 eighth-grade students. Concept maps are a learning model that simplifies material from long descriptions to concise maps, making it easier for students to understand. The concept map model is appropriate for Islamic Religious Education (PAI) learning, particularly the History of Islamic Culture (SKI). The discussion method is expected to encourage students to be more active and innovative in learning Islamic Religious Education (PAI), particularly the History of Islamic Culture (SKI).
Peningkatan Kemampuan Baca Tulis Al-Qur’an dengan Metode Make A Match Berbantu Media Panteru pada Siswa SDN 37 Tampunik
This research was carried out based on the results of observations of class 2 students at SDN 37 Tampunik Kecamatan Lengayang. The results of these observations showed that students' understanding of the material of Surah An-Nass was still relatively low. The aim of conducting this classroom action research is to develop students' understanding of the material of Surah An-Nass, so that the goals that have been set can be achieved, namely being able to recite Surah An-Nass correctly, state the main message of Surah An-Nass correctly, and practice the main message of the surah. An-Nass in everyday life. In this research, the Classroom Action Research (PTK) method was used and the teaching method used was the Make A Machine method. The focus of the research was grade 2 students at SDN 37 Tampunik Kecamatan Lengayang. The results found before the class action was carried out in the form of applying the Make A Machine method were that of the 23 subjects studied, only 6 people experienced learning completion with a percentage of 26.1%. After carrying out class action in the form of applying the Make A Machth method, it was seen that several students experienced an increase in learning, namely 14 students experienced learning completeness with a percentage of 60.9%, thus the Make A Machth learning method on the Surah An-Nass material has been proven to be effective in increasing achievement. student learning outcomes.
Meningkatkan Motivasi Belajar Siswa Pada Materi Aku Cinta Al-Qur’an Melalui Penerapan Reward Dan Punishment Mata Pelajaran Pendidikan Agama Islam Kelas I UPT SDN 04 Muaro Sako
Penelitian ini bertujuan untuk meningkatkan motivasi belajar siswa pada materi “Aku Cinta Al-Qur’an” melalui penerapan metode reward dan punishment pada mata pelajaran pendidikan agama Islam di kelas I UPT SDN 04 Muaro Sako. Subjek penelitian adalah delapan siswa yang terdiri dari 3 perempuan dan 5 laki-laki. Penelitian ini menggunakan pendekatan penelitian tindakan kelas (PTK) dengan dua siklus tindakan yang meliputi perencanaan, pelaksanaan, observasi dan refleksi. Teknik pengumpulan data meliputi observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa adanya peningkatan aktifitas belajar, disiplin dan hasil evaluasi pembelajaran. Dapat disimpulkan bahwa penerapan metode reward dan punishment efektif dalam meningkatkan motivasi belajar siswa pada materi “Aku Cinta Al-Qur’an” di mata pelajaran pendidikan agama Islam. Penggunaan reward yang berupa pujian, hadiah kecil serta tambahan nilai berhasil dalam memotivasi siswa untuk lebih aktif dan disiplin dalam mengikuti proses pembelajaran. Sedangkan, metode punishment yang berupa teguran dan tugas tambahan mampu untuk mengoreksi perilaku negatif siswa yang mengganggu proses belajar sehingga menciptakan suasana belajar yang kondusif.
Penggunaan Media Visual dalam Pembelajaran Hadits untuk Meningkatkan Minat Belajar di UPT SDN 16 Teluk Kasai
This Classroom Action Research (CAR) aims to explore the use of visual media in teaching Hadith to enhance student learning motivation at UPT SDN 16 Teluk Kasai. The study investigates how integrating visual aids, such as images, infographics, and videos, can create an engaging and interactive learning environment for students. The research is conducted in two cycles, each consisting of planning, action, observation, and reflection. The application of visual media is expected to help simplify complex Hadith texts and make the material more relatable and understandable for students. Data is collected through observations, student surveys, and interviews to assess the impact of visual media on students' interest in learning Hadith. The findings indicate that the use of visual media significantly boosts students' engagement and enthusiasm in learning Hadith. Students were more eager to participate, ask questions, and discuss the content, which led to better retention and understanding of the material. This research concludes that visual media is an effective tool for increasing student motivation and improving the learning experience in religious education, particularly in the study of Hadith.
Strategi Pembelajaran PAI dalam Meningkatkan Kepedulian Sosial Siswa di UPT SDN 16 Bukit Siayah
This research aims to investigate the effectiveness of using Islamic Education (PAI) learning strategies to enhance students' social awareness at UPT SDN 16 Bukit Siayah. The study employs the Classroom Action Research (CAR) model, which involves a cyclical process of planning, action, observation, and reflection. The research was conducted over two cycles, each focusing on implementing specific strategies in PAI lessons designed to foster social responsibility and empathy among students. The participants of this study were fifth-grade students. Data were collected through observations, interviews, and social awareness questionnaires. The findings indicate that the use of collaborative learning strategies, such as group discussions, community service projects, and role-playing, significantly increased students' social awareness. The activities encouraged students to reflect on societal issues, develop empathy, and understand their role in the community. The study concludes that effective PAI strategies can positively influence students' social awareness, making them more responsible and engaged in their social environment.
Implementasi Model Pembelajaran Kooperatif dalam Meningkatkan Pengetahuan Al-Qur’an di UPT SDN 20 Koto Baru
This Classroom Action Research (CAR) aims to implement the Cooperative Learning model to enhance Quranic knowledge among students at UPT SDN 20 Koto Baru. The study seeks to examine how the application of cooperative learning strategies can improve students' understanding and memorization of Quranic verses. The research was carried out in two cycles, with each cycle consisting of planning, action, observation, and reflection. The cooperative learning model encourages collaboration and active participation among students, creating an interactive and supportive learning environment. Data collection involved observations, assessments, and student reflections on their learning progress. The findings indicated that cooperative learning positively influenced students’ engagement and comprehension of Quranic teachings. By working together in small groups, students were able to share knowledge, help each other, and reinforce their understanding of Quranic verses. Furthermore, this approach also enhanced their social skills, such as teamwork and communication. The research concludes that the implementation of cooperative learning can significantly contribute to improving students' Quranic knowledge and overall learning experience at UPT SDN 20 Koto Baru.