Enhancing Islamic History Understanding at MI Modern Mutiara Iman through the Inquiry-Based Learning Model: A Classroom Action Research

Abstract

This Classroom Action Research (CAR) explores the effectiveness of the Inquiry-Based Learning (IBL) model in enhancing students' understanding of Islamic History (SKI) at MI Modern Mutiara Iman. The study addresses the challenge of traditional teaching methods in the subject of Islamic History, which often results in limited student engagement and superficial understanding. The IBL model, which emphasizes student-driven investigation, critical thinking, and active learning, was chosen as a strategy to deepen students’ knowledge and foster a more meaningful connection with Islamic historical events.

The research was conducted over two cycles, each consisting of planning, action, observation, and reflection phases. In the first cycle, the IBL model was introduced by encouraging students to ask questions, explore Islamic history topics, and conduct research with guidance from the teacher. The second cycle focused on refining the inquiry process and incorporating collaborative learning strategies to improve student interaction and idea exchange. Data was collected through observations, student interviews, and pre- and post-tests to assess changes in students' comprehension and engagement.

The findings suggest that the IBL model significantly improved students' understanding of Islamic history, as evidenced by higher test scores, increased participation in discussions, and a more critical approach to historical analysis. Students demonstrated a stronger connection to the subject, linking historical events with contemporary issues. The research highlights the potential of the Inquiry-Based Learning model in promoting deeper learning and enhancing student engagement in Islamic History education.