EduSpirit : Jurnal Pendidikan Kolaboratif
EduSpirit : Jurnal Pendidikan Kolaboratif Journal Title : EduSpirit : Jurnal Pendidikan Kolaboratif ISSN : ISSN 2549-4198 (online) DOI Prefix : Prefix 10.57255/eduspirit Editor in Chief : Firdaus Annas, M.Kom Managing Editor : Publisher : Makwa Foundation Frequency : 6 issues per year (January, March, May, July, September and November) Citation Analysis :Sinta | Google Scholar | Index Copernicus EduSpirit: Jurnal Pendidikan Kolaboratif adalah jurnal akademik yang berfokus pada pengembangan ilmu pendidikan melalui pendekatan kolaboratif dan interdisipliner. Jurnal ini menjadi wadah bagi para akademisi, peneliti, dan praktisi pendidikan untuk berbagi hasil penelitian serta inovasi dalam berbagai aspek pendidikan, termasuk strategi pembelajaran, kebijakan pendidikan, manajemen sekolah, serta pendidikan inklusif dan berbasis komunitas. Dengan pendekatan ilmiah, EduSpirit berupaya memberikan kontribusi dalam meningkatkan kualitas pendidikan yang berkelanjutan dan berorientasi pada kemajuan global. Jurnal ini diterbitkan oleh Yayasan Lembaga Studi Makwa (Makwa Foundation) dan menerbitkan artikel sebanyak enam kali dalam satu tahun, yaitu pada bulan Januari, Maret, Mei, Juli, September, dan November. Setiap edisi menghadirkan artikel hasil penelitian dan kajian ilmiah yang relevan dengan dunia pendidikan, baik dalam skala nasional maupun internasional. EduSpirit berkomitmen untuk menjadi sumber referensi yang kredibel bagi para akademisi dan praktisi pendidikan, serta mendorong kolaborasi antar pemangku kepentingan dalam dunia pendidikan.
Efektivitas Quiz Interaktif dalam Mengukur Pemahaman Materi Fikih pada Peserta Didik RA Ampuan Lumpo
Pembelajaran Fikih pada tingkat RA sering menghadapi tantangan dalam meningkatkan pemahaman konsep dasar siswa akibat metode penyampaian yang masih dominan bersifat konvensional. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan kuis interaktif sebagai media evaluasi dan stimulasi belajar dalam meningkatkan pemahaman peserta didik terhadap materi Fikih di RA Nurul Hidayah. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis & McTaggart yang dilaksanakan dalam dua siklus dengan melibatkan 20 siswa kelompok B. Instrumen penelitian mencakup lembar observasi, tes formatif, dokumentasi aktivitas belajar, serta angket motivasi. Indikator keberhasilan meliputi peningkatan nilai rata-rata kelas, persentase ketuntasan KKM, partisipasi aktif, dan peningkatan minat belajar siswa. Hasil penelitian menunjukkan peningkatan signifikan pada aspek kognitif, di mana rata-rata nilai siswa meningkat dari 68 pada siklus I menjadi 82 pada siklus II, dan persentase ketuntasan KKM naik dari 50% menjadi 85%. Aktivitas dan keterlibatan siswa juga meningkat, dengan lebih dari 90% siswa berpartisipasi aktif dalam setiap sesi pembelajaran, serta 85% siswa menyatakan lebih tertarik belajar dengan kuis interaktif dibandingkan metode tradisional. Kendala utama penelitian meliputi keterbatasan sarana teknologi, keterampilan guru dalam menyiapkan konten digital, serta waktu persiapan yang diperlukan untuk membuat kuis yang sesuai tahap perkembangan anak. Penelitian ini menyimpulkan bahwa kuis interaktif dapat menjadi strategi pembelajaran yang efektif dalam meningkatkan pemahaman, motivasi, dan keterlibatan siswa pada pembelajaran Fikih. Temuan ini memberikan implikasi positif bagi pendidik RA untuk mengintegrasikan teknologi sederhana sebagai media evaluasi formatif, dengan rekomendasi peningkatan pelatihan guru dan penyediaan fasilitas TIK yang memadai. Teaching Fiqh at the early childhood education level often encounters challenges in improving students’ basic conceptual understanding due to the predominance of traditional instructional methods. This study aims to examine the effectiveness of using interactive quizzes as both an evaluative tool and a learning stimulus to enhance students’ comprehension of Fiqh material at RA Nurul Hidayah. The research employed a Classroom Action Research (CAR) approach based on the Kemmis & McTaggart model, conducted in two cycles involving 20 Group B students. Research instruments included observation sheets, formative tests, learning activity documentation, and motivation questionnaires. The indicators of success consisted of improvements in class average scores, the percentage of students achieving the minimum mastery criteria (KKM), active participation, and increased learning motivation. The findings revealed a significant cognitive improvement, with the average student score increasing from 68 in the first cycle to 82 in the second cycle, and the percentage of students meeting the KKM rising from 50% to 85%. Student activity and engagement also improved, with more than 90% of students participating actively during learning sessions, and 85% reporting higher interest in learning through interactive quizzes compared to conventional methods. The main challenges encountered included limited technological facilities, teachers’ limited skills in preparing digital content, and the additional time required to develop quizzes suitable for early childhood learners. This study concludes that interactive quizzes are an effective strategy for enhancing students’ understanding, motivation, and engagement in Fiqh learning. These findings provide positive implications for early childhood educators to integrate simple technology as a formative assessment tool, with recommendations for improving teacher training and providing adequate ICT support.
Copyright (c) 2025 Rosita Nurda, Rika Nofita, Elvi Yetmi https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students' Understanding of Islamic History through Jigsaw Cooperative Learning in SKI at MIS Bilingual Al-Islam Sukomoro
This Classroom Action Research (CAR) aims to improve the understanding of Islamic History (SKI) among students at MIS Bilingual Al-Islam Sukomoro through the application of Jigsaw Cooperative Learning. The study focuses on utilizing the Jigsaw method to enhance student engagement and learning outcomes in Islamic History subjects. The Jigsaw method, which emphasizes group collaboration and peer teaching, is believed to foster a deeper understanding of the material, increase student participation, and improve critical thinking skills. The research was conducted in two cycles, involving students from the 7th grade of MIS Bilingual Al-Islam Sukomoro. In each cycle, students were divided into small groups, with each group responsible for mastering different sections of the SKI material. Afterward, students came together in a "home" group to share and teach the content they had learned, ensuring comprehensive understanding among all members. Data was collected through observations, interviews, and tests, and the results showed significant improvement in both student engagement and academic achievement in the SKI subject. The findings indicate that the Jigsaw method not only improved students' understanding of Islamic History but also enhanced their social and communication skills, fostering a positive and collaborative classroom environment. Additionally, students exhibited a greater sense of responsibility for their own learning as well as for the success of their peers. This study highlights the potential of the Jigsaw method in fostering cooperative learning and enhancing subject comprehension. It suggests that teachers of SKI and similar subjects in bilingual schools can benefit from incorporating this strategy to achieve better learning outcomes.
Copyright (c) 2025 M. Isa Idris Su'udi, Mahmudi https://creativecommons.org/licenses/by-sa/4.0/
Improving Students' Understanding of Fiqh through the Think-Pair-Share Model at MTsS At-Taufiq
This Classroom Action Research (CAR) aims to enhance students' understanding of Fiqh at MTsS At-Taufiq by implementing the Think-Pair-Share (TPS) model. Fiqh, as a critical component of Islamic studies, is often challenging for students due to its complex concepts and application in daily life. Traditional teaching methods, which are often teacher-centered, tend to limit students' active participation and engagement. Therefore, the study seeks to explore how the TPS model can foster better comprehension, critical thinking, and peer interaction in the learning process of Fiqh. The research was conducted in two cycles, involving 8th-grade students at MTsS At-Taufiq. In each cycle, students were introduced to Fiqh topics, followed by the Think-Pair-Share activity, where they first thought individually about the topic, then discussed it in pairs, and finally shared their insights with the entire class. Data were collected through observations, student reflections, and assessments of students' understanding of the subject matter before and after implementing the model. The findings reveal that the Think-Pair-Share model significantly improved students' understanding of Fiqh, as they became more engaged in discussions and better able to apply Fiqh principles in real-life situations. Additionally, students demonstrated improved communication and collaboration skills. The model encouraged deeper thinking and allowed students to clarify and expand their understanding of complex concepts by interacting with their peers. This study highlights the effectiveness of the Think-Pair-Share model in promoting active learning and fostering a collaborative learning environment in the teaching of Fiqh. It suggests that teachers in Islamic education settings can benefit from incorporating this model to improve students' understanding and engagement.
Copyright (c) 2025 Khusnul Chotimah, Yanti Delvita https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Quran and Hadith through Cooperative Learning Model at MA. Syaikh Zainuddin NW Anjani
This Classroom Action Research (CAR) aims to improve students' understanding of Quran and Hadith at MA. Syaikh Zainuddin NW Anjani by implementing the Cooperative Learning model. The Quran and Hadith are fundamental sources of Islamic knowledge, and their study is essential in shaping students' understanding of Islamic principles and values. However, traditional teaching methods in this subject often lead to passive learning and limited student engagement. The research seeks to explore how the Cooperative Learning model, which emphasizes group collaboration and peer interaction, can enhance students' comprehension and active participation in the study of Quran and Hadith. The study was conducted in two cycles, involving 11th-grade students at MA. Syaikh Zainuddin NW Anjani. In each cycle, students worked in small groups, where they studied different sections of the Quran and Hadith. Afterward, they collaborated within their groups to share and discuss their findings, reinforcing their understanding of the material. Data were collected through observations, student surveys, and pre- and post-tests to measure improvements in student engagement and understanding. The results of the research indicated a significant improvement in both student engagement and academic achievement. The Cooperative Learning model facilitated active interaction among students, allowing them to learn from one another and deepen their understanding of complex Quranic and Hadith concepts. Moreover, students exhibited better communication and collaboration skills, which enhanced their overall learning experience. This study demonstrates that the Cooperative Learning model is an effective approach to teaching Quran and Hadith, providing a more interactive and engaging learning environment. It suggests that educators in Islamic education settings can adopt this model to foster deeper understanding and active participation among students.
Copyright (c) 2025 Azwar Anas, Mahsyat https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Fiqh through the Inquiry-Based Learning Model at MIS DDI 2 Pugu
This Classroom Action Research (CAR) aims to enhance students' understanding of Fiqh at MIS DDI 2 Pugu by implementing the Inquiry-Based Learning (IBL) model. Fiqh, as a vital component of Islamic education, requires students to not only memorize but also understand and apply its principles in real-life contexts. However, traditional teaching methods often fail to engage students in active learning, leading to limited understanding and application of Fiqh concepts. The research explores how the Inquiry-Based Learning model, which encourages students to ask questions, explore topics, and solve problems independently, can improve students' comprehension and critical thinking skills in Fiqh.The study was conducted in two cycles, involving 7th-grade students at MIS DDI 2 Pugu. In each cycle, students were guided to explore Fiqh topics by posing questions, conducting investigations, and discussing findings in groups. Data were collected through observations, student surveys, and pre- and post-tests to measure changes in students' understanding and engagement. The findings of the research indicate that the Inquiry-Based Learning model significantly improved students' engagement and understanding of Fiqh. Students became more actively involved in the learning process, asking relevant questions and seeking answers through discussion and research. Additionally, students showed enhanced problem-solving abilities and a deeper understanding of how Fiqh applies to daily life. This study demonstrates that Inquiry-Based Learning can be an effective pedagogical approach to teaching Fiqh, fostering a more dynamic, interactive, and student-centered learning environment. It suggests that Islamic educators can benefit from integrating this model to promote deeper learning and critical thinking among students.
Copyright (c) 2025 Rokib, Dewi Handayani https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Fiqh through the Jigsaw Model at MA NW Bebuak
This Classroom Action Research (CAR) aims to improve students' understanding of Fiqh at MA NW Bebuak through the implementation of the Jigsaw model. Fiqh, as a central component of Islamic studies, requires students to comprehend complex concepts and apply them in daily life. Traditional methods of teaching Fiqh often result in passive learning and limited student engagement. The Jigsaw model, a cooperative learning technique, divides students into small groups, where each group is assigned a portion of the topic to study, and then share their findings with the rest of the class. This research explores how the Jigsaw model can foster active participation, improve comprehension, and enhance collaborative learning among students. The study was conducted in two cycles, involving 10th-grade students at MA NW Bebuak. In each cycle, students were divided into groups, each responsible for learning different sections of a Fiqh topic, such as the rules of fasting, zakat, or prayer. After studying their assigned sections, students shared their knowledge with other groups, thus allowing them to gain a comprehensive understanding of the topic. Data were collected through observations, student surveys, and pre- and post-tests to measure improvements in student understanding and engagement. The findings indicate that the Jigsaw model significantly improved students' understanding of Fiqh. Students demonstrated greater engagement and enthusiasm during the lessons, actively participating in discussions and teaching their peers. Moreover, students reported feeling more confident in their ability to apply Fiqh principles in real-life scenarios. This research suggests that the Jigsaw model is an effective strategy for improving students' comprehension of Fiqh and promoting a more interactive and collaborative learning environment.
Copyright (c) 2025 Susmi Laila Hidayah, Elmiati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Fiqh through the Constructivist Learning Model at MTs Nurul Huda Lembang, Bandung Barat
This Classroom Action Research (CAR) aims to improve students' understanding of Fiqh at MTs Nurul Huda Lembang, Bandung Barat, by applying the Constructivist Learning Model. Fiqh, as a significant part of Islamic education, requires students to not only memorize but also deeply understand its concepts and principles, applying them in real-life situations. Traditional methods of teaching Fiqh often focus on rote learning, which limits students' ability to connect the material with their daily lives. Therefore, this study explores how the Constructivist Learning Model, which emphasizes active learning, problem-solving, and critical thinking, can help students build their own understanding of Fiqh. The study was conducted in two cycles, involving 8th-grade students at MTs Nurul Huda Lembang. In each cycle, students were engaged in hands-on activities, group discussions, and problem-based learning tasks related to Fiqh topics, such as the rules of prayer, fasting, and zakat. The teacher facilitated learning by encouraging students to explore concepts, ask questions, and relate the content to their personal experiences. Data were collected through observations, student surveys, and pre- and post-tests to measure changes in student engagement and understanding. The results of the research indicated that the Constructivist Learning Model significantly improved students' understanding of Fiqh. Students became more active participants in their learning, showed greater interest in discussing Islamic law, and demonstrated better critical thinking skills when applying Fiqh principles to real-life situations. This research suggests that the Constructivist Learning Model is an effective strategy for enhancing students' comprehension of Fiqh and fostering a more interactive, student-centered learning environment.
Copyright (c) 2025 Ruslia, Mustajirin https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of RA (Religious Affairs) through Interactive Learning at Salman Sarif Hidayatullah
This Classroom Action Research (CAR) aims to improve students' understanding of Religious Affairs (RA) at Salman Sarif Hidayatullah through the implementation of interactive learning strategies. Religious Affairs, as a critical aspect of Islamic education, require students to not only memorize religious laws but also to understand their application in daily life. Traditional teaching methods often focus on passive learning, where students are primarily recipients of information, which limits their ability to engage critically with the material. This research explores how interactive learning, which involves active student participation through discussions, case studies, and practical examples, can enhance students' comprehension and interest in RA. The study was conducted in two cycles, involving 10th-grade students at Salman Sarif Hidayatullah. In each cycle, students participated in interactive learning activities, including group discussions, role-plays, and problem-solving exercises based on real-life scenarios related to RA topics. Data were collected through observations, student surveys, and pre- and post-tests to measure improvements in student engagement, understanding, and the application of RA principles. The findings indicate that interactive learning significantly improved students' understanding of RA. Students became more engaged in the learning process, asking relevant questions, sharing their ideas, and discussing how RA concepts applied to their lives. Furthermore, students showed increased confidence in applying religious principles to real-life situations, suggesting that interactive learning fosters a deeper and more practical understanding of RA. This research concludes that interactive learning is an effective method for enhancing students' comprehension of Religious Affairs and creating a more dynamic, student-centered learning environment.
Copyright (c) 2025 Irma Rismawati, Aan Nurjanah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Indonesian Language Skills through Interactive Learning at RA Imam Syafi'iy, Kota Bima
This Classroom Action Research (CAR) aims to improve students' Indonesian language skills at RA Imam Syafi'iy, Kota Bima, through the implementation of interactive learning strategies. Indonesian language, as a fundamental subject in early education, plays a crucial role in enhancing students' communication and cognitive skills. Traditional teaching methods often focus on passive learning, which can hinder students’ active participation and engagement with the material. This research explores how interactive learning, which encourages student participation through discussions, role-playing, and practical exercises, can improve students' proficiency in Indonesian. The study was conducted in two cycles, involving kindergarten students at RA Imam Syafi'iy. Each cycle consisted of interactive activities such as storytelling, group discussions, and language games that allowed students to actively engage with the language. Data were collected through observations, student surveys, and pre- and post-assessments to evaluate changes in students’ language abilities, engagement, and motivation. The results of the research show that interactive learning significantly improved students’ Indonesian language skills. Students became more confident in using the language in both spoken and written forms. They also showed increased enthusiasm for learning, as the interactive activities made the lessons more engaging and fun. Furthermore, students demonstrated improved social and communication skills, as they actively participated in group discussions and language-based games. This study concludes that interactive learning is an effective approach to enhance young learners' language proficiency and foster a more engaging and collaborative classroom environment.
Copyright (c) 2025 Darfiah , Eni Sastra https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Mathematical Understanding through Cooperative Learning at MIS Al Falah
This Classroom Action Research (CAR) aims to improve students' understanding of mathematics at MIS Al Falah through the implementation of the Cooperative Learning Model. Mathematics is a crucial subject that develops logical thinking and problem-solving skills; however, traditional teaching methods often lead to passive learning, where students are less engaged in the learning process. The Cooperative Learning Model, which emphasizes teamwork, collaboration, and peer interaction, provides an alternative approach to enhance student involvement and understanding in mathematics. The study was conducted in two cycles, involving 6th-grade students at MIS Al Falah. In each cycle, students worked in small groups to solve mathematical problems, share ideas, and support each other’s learning. The teacher acted as a facilitator, guiding the students in their discussions and ensuring that every student actively participated. Data were collected through observations, student surveys, and pre- and post-assessments to measure improvements in students' understanding, engagement, and problem-solving abilities. The findings revealed that the Cooperative Learning Model significantly improved students’ mathematical understanding. Students demonstrated better problem-solving skills, showed increased enthusiasm for the subject, and participated more actively in class discussions. The model also promoted positive interdependence among students, where they realized the value of collaboration and helping one another. This research concludes that Cooperative Learning is an effective strategy to improve mathematical understanding and foster a collaborative and supportive learning environment in the classroom.
Copyright (c) 2025 Erna Wati, Azis Munandar https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Fiqh through the Jigsaw Learning Model at MAN 3 Padang Panjang
This Classroom Action Research (CAR) aims to improve students' understanding of Fiqh at MAN 3 Padang Panjang through the implementation of the Jigsaw learning model. Fiqh, being a core subject in Islamic studies, requires students to not only memorize laws but also to understand their application in daily life. Traditional methods often emphasize rote learning, which may lead to passive engagement from students. The Jigsaw model, an active learning strategy that promotes collaboration and group work, is employed to foster deeper engagement, critical thinking, and mutual learning among students. The research was conducted in two cycles with 11th-grade students at MAN 3 Padang Panjang. In each cycle, students were divided into small groups, with each group member assigned a section of the Fiqh material to learn. After studying their sections, they were regrouped with other members from different groups to share their findings, allowing them to collectively piece together a complete understanding of the topic. Data were collected through observations, student surveys, and pre- and post-tests to measure changes in student engagement, understanding, and group collaboration skills. The results indicated that the Jigsaw model significantly improved students' understanding of Fiqh. Students were more engaged in the learning process, demonstrated improved collaboration skills, and showed a better grasp of Fiqh concepts. The cooperative nature of the Jigsaw model allowed students to learn from one another, reinforcing their understanding and promoting a deeper connection to the material. This study concludes that the Jigsaw learning model is an effective method for enhancing students' comprehension of Fiqh and fostering a more interactive, student-centered learning environment.
Copyright (c) 2025 Hafizah Muchtia , Yahdi Dinul Haq https://creativecommons.org/licenses/by-sa/4.0/
Implementing Differentiated Learning Model in Enhancing Quran and Hadith Understanding at Madrasah Tsanawiyah Babussalam Rungkang
This research aims to explore the implementation of a differentiated learning model in enhancing the understanding of the Quran and Hadith at Madrasah Tsanawiyah Babussalam Rungkang. Differentiated instruction is a pedagogical approach that tailors teaching methods and materials to accommodate diverse learning styles, abilities, and interests of students. The study focuses on how this model can address the varying levels of comprehension and learning needs in Islamic studies, particularly in the subjects of Quran and Hadith. The research employs a qualitative approach using classroom observations, interviews, and student performance assessments to collect data. The findings suggest that when differentiated learning strategies, such as small group discussions, varied reading materials, and personalized assignments, are applied, students show increased engagement and a deeper understanding of the texts. Additionally, the model helps to create an inclusive classroom environment where students with different learning abilities can succeed and participate actively. This research highlights the importance of adapting teaching practices to meet the diverse needs of students in Madrasah Tsanawiyah, fostering not only academic success but also a more meaningful connection to religious teachings. It is expected that this study will contribute to the development of more effective teaching methods in Islamic education settings, particularly in enhancing students' engagement and comprehension of Quranic and Hadith texts.
Copyright (c) 2025 Ika Suryani, Sri Murniati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Indonesian Language Proficiency Through Differentiated Instruction in Madrasah Ibtidaiyah Kalapasawit
This Classroom Action Research (CAR) aims to explore the effectiveness of differentiated instruction in enhancing Indonesian language proficiency among students at Madrasah Ibtidaiyah Kalapasawit. The study focuses on how tailored teaching methods can address the diverse learning needs, abilities, and interests of students, particularly in mastering Bahasa Indonesia, which is a core subject in the curriculum. The research was conducted in two cycles, each involving careful planning, implementation, observation, and reflection. Data was gathered through classroom observations, student performance assessments, and interviews with both teachers and students. The findings suggest that differentiated instruction significantly improves students' engagement, language comprehension, and overall proficiency in Bahasa Indonesia. By providing a variety of learning materials and activities that cater to individual learning styles, students were more motivated and confident in their language skills. Additionally, small group discussions and personalized assignments contributed to a deeper understanding of the language, allowing students to progress at their own pace. The study also highlights the importance of teacher flexibility and the need for continuous assessment to ensure that each student's learning needs are met effectively. This research demonstrates the potential of differentiated instruction as an effective pedagogical strategy in Islamic primary schools, offering valuable insights for improving language education in Madrasah Ibtidaiyah settings. The findings have broader implications for the development of more inclusive, student-centered teaching practices that support the diverse learning needs of students.
Copyright (c) 2025 Mujiono, Husnan Hamdi https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Indonesian Language Skills Through Cooperative Learning Model at MIS Al-Ihya 2 Cihaur
This Classroom Action Research (CAR) aims to explore the effectiveness of the Cooperative Learning model in enhancing Indonesian language skills at MIS Al-Ihya 2 Cihaur. The study seeks to investigate how cooperative learning, which emphasizes collaboration and interaction among students, can improve their proficiency in Bahasa Indonesia, particularly in areas such as reading comprehension, writing, and speaking. The research was conducted in two cycles, with each cycle involving the stages of planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both students and teachers. The findings indicate that the use of cooperative learning strategies significantly increased student engagement, improved language skills, and fostered a positive learning environment. Through group activities such as discussions, peer tutoring, and joint problem-solving tasks, students were able to work together, share knowledge, and learn from each other. This collaborative process helped to develop both cognitive and social skills. Additionally, students reported feeling more motivated and confident in their language abilities as they actively participated in group activities. The study concludes that the Cooperative Learning model is an effective teaching method for improving Indonesian language proficiency at the primary school level. It provides an inclusive, interactive, and student-centered learning environment that caters to diverse learning needs. This research contributes to the growing body of knowledge on cooperative learning and offers valuable insights for educators seeking to implement this model in enhancing language education in Indonesian schools.
Copyright (c) 2025 Siti nurlaela, Santi sardi https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Akidah and Akhlak Understanding Through Problem-Based Learning Model at MIS Hizbul Wathan NW
This Classroom Action Research (CAR) aims to explore the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' understanding of Akidah and Akhlak at MIS Hizbul Wathan NW. Akidah and Akhlak, being core subjects in Islamic education, require a teaching approach that not only provides theoretical knowledge but also encourages students to internalize and apply ethical and religious principles in their daily lives. The PBL model, which emphasizes real-world problem-solving and critical thinking, is believed to be an effective method to foster deeper understanding and engagement in these subjects. This research was conducted in two cycles, each involving stages of planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings reveal that the PBL model significantly improves students' ability to relate Akidah and Akhlak teachings to real-life situations. By engaging with problems that require critical thinking and decision-making, students develop a deeper understanding of Islamic beliefs and moral values. Furthermore, the collaborative nature of PBL enhances students' communication skills and teamwork, which are crucial for their personal and social development. This study concludes that Problem-Based Learning is an effective pedagogical model for teaching Akidah and Akhlak, as it promotes active learning, critical thinking, and the application of Islamic teachings in everyday life. The results of this research offer valuable insights for educators looking to implement more interactive and student-centered approaches in Islamic education.
Copyright (c) 2025 Harum, Bahrudin https://creativecommons.org/licenses/by-sa/4.0/
Enhancing IPAS Learning Outcomes Through Project-Based Learning Model at MI LSMMI Paga
This Classroom Action Research (CAR) aims to explore the implementation of the Project-Based Learning (PJBL) model to enhance the learning outcomes of Integrated Natural Sciences and Social Studies (IPAS) at MI LSMMI Paga. The PJBL model focuses on students actively exploring real-world problems and challenges, thus fostering critical thinking, collaboration, and practical application of knowledge. The research was carried out in two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student performance assessments, and interviews with both students and teachers. The findings indicate that the use of PJBL significantly improved student engagement, conceptual understanding, and problem-solving abilities in IPAS. By working on group projects that connected theoretical knowledge to practical issues, students were able to deepen their understanding of various IPAS topics, such as ecosystems, geography, and human impact on the environment. Furthermore, the collaborative nature of PJBL enhanced teamwork and communication skills among students. The study concludes that Project-Based Learning is an effective pedagogical approach for teaching IPAS, as it encourages active participation, fosters deeper learning, and prepares students for real-life challenges. The results of this research provide valuable insights for educators looking to implement more interactive and student-centered teaching methods in science and social studies education.
Copyright (c) 2025 Halisa, Baiq Maria Ulfa https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Akidah and Akhlak Understanding through Contextual Learning Model at MTs Futuhiyyah Bangorejo
This Classroom Action Research (CAR) aims to investigate the effectiveness of the Contextual Learning Model in enhancing students' understanding of Akidah and Akhlak at MTs Futuhiyyah Bangorejo. Akidah and Akhlak are fundamental aspects of Islamic education that shape students' beliefs and moral behavior. However, traditional teaching methods often fail to connect these values with students' real-life experiences. The Contextual Learning Model, which emphasizes linking learning material to students' daily lives, is believed to offer a solution to this challenge. This study was conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both students and teachers. The findings suggest that the Contextual Learning Model significantly improved students' ability to relate Akidah and Akhlak teachings to real-life situations. By incorporating local culture, daily experiences, and community involvement into the lessons, students were able to better understand and internalize the values of Akidah and Akhlak. Moreover, the model fostered increased student engagement, participation, and motivation in the learning process. This research concludes that the Contextual Learning Model is an effective approach to teaching Akidah and Akhlak, as it helps students apply Islamic values in practical, everyday contexts. The study offers valuable insights for educators seeking to implement more relevant and engaging teaching strategies in religious education.
Copyright (c) 2025 Mohammad Ramli, M. Aris Fahruddin https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning Outcomes Through Innovative Teaching Methods at RA Al-Hurriyah
This Classroom Action Research (CAR) aims to explore the effectiveness of innovative teaching methods in enhancing early childhood learning outcomes at RA Al-Hurriyah. Early childhood education is a crucial stage in a child’s development, as it lays the foundation for future learning and growth. However, traditional teaching approaches often fail to fully engage young learners, resulting in limited cognitive and social development. To address this issue, the research focuses on implementing creative and interactive teaching strategies that foster active participation, curiosity, and a love for learning in young children. The study was conducted over two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data was collected through classroom observations, assessments, and interviews with teachers and parents. The findings indicate that the use of innovative teaching methods significantly improved children's cognitive, emotional, and social development. Strategies such as hands-on activities, play-based learning, and multimedia resources helped make learning more enjoyable and meaningful. Children showed increased engagement, improved problem-solving skills, and better social interactions with peers. Additionally, the research revealed that these teaching methods not only enhanced learning outcomes but also fostered a positive classroom environment. The study concludes that adopting innovative teaching methods in early childhood education, especially in RA Al-Hurriyah, plays a vital role in shaping well-rounded, confident, and motivated learners. These findings provide valuable insights for educators seeking to improve early childhood education through more engaging and effective teaching practices.
Copyright (c) 2025 Dian Triani, Suryani https://creativecommons.org/licenses/by-sa/4.0/
Enhancing SKI Learning Outcomes Through Cooperative Learning Model at MIS Ath-Thalibiin Nanga Pinoh
This Classroom Action Research (CAR) aims to explore the effectiveness of the Cooperative Learning Model in enhancing students' learning outcomes in the subject of Sejarah Kebudayaan Islam (SKI) at MIS Ath-Thalibiin Nanga Pinoh. SKI, which focuses on Islamic history and culture, is an essential subject that helps students understand the roots of their religion and its historical development. However, traditional teaching methods often fail to engage students and enhance their critical thinking and collaboration skills. The Cooperative Learning Model, which emphasizes group work, peer learning, and shared problem-solving, was applied to address these challenges. The research was conducted over two cycles, with each cycle involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings indicate that the Cooperative Learning Model significantly improved students' engagement, collaboration, and understanding of SKI. Through group discussions and collaborative projects, students were able to explore and analyze historical events in a more interactive and meaningful way. Furthermore, the model fostered a positive classroom environment where students learned from one another, developed communication skills, and built stronger social connections. This research concludes that the Cooperative Learning Model is an effective approach for teaching SKI, as it not only enhances academic performance but also supports the development of essential social and cognitive skills. The study provides valuable insights for educators looking to implement more engaging and student-centered teaching methods in Islamic history and culture education.
Copyright (c) 2025 Ilmi Islamia Nur, Dahrianti https://creativecommons.org/licenses/by-sa/4.0/
Enhancing IPAS Learning through Inquiry-Based Learning Model at MIS Hamzanwadi Peneda
This Classroom Action Research (CAR) aims to investigate the impact of the Inquiry-Based Learning (IBL) model on students' understanding and engagement in Integrated Natural Sciences and Social Studies (IPAS) at MIS Hamzanwadi Peneda. IPAS is an essential subject that integrates natural sciences and social studies to provide students with a comprehensive understanding of their environment. However, traditional teaching methods often fail to fully engage students or foster critical thinking skills. The Inquiry-Based Learning model, which encourages students to ask questions, conduct investigations, and explore concepts actively, was chosen as an innovative approach to address these challenges. This research was conducted over two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings reveal that the implementation of IBL significantly improved students' engagement, curiosity, and problem-solving abilities in IPAS. By actively exploring real-world problems and conducting inquiries, students developed a deeper understanding of the topics studied, such as ecosystems, human impact on the environment, and basic scientific principles. Additionally, the model enhanced students' ability to think critically, collaborate with peers, and communicate their findings effectively. This research concludes that Inquiry-Based Learning is an effective approach to teaching IPAS, as it fosters active learning, critical thinking, and deeper understanding of scientific and social concepts. The study offers valuable insights for educators seeking to implement more engaging and student-centered teaching methods in the integrated sciences and social studies curriculum.
Copyright (c) 2025 Majdi, Ahmad Taufik https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Mathematics Learning Outcomes through the Reflective Learning Model at MIS Noorhidayah Darussalam
This Classroom Action Research (CAR) aims to examine the effectiveness of the Reflective Learning Model in improving students' understanding and performance in Mathematics at MIS Noorhidayah Darussalam. Mathematics is a fundamental subject that requires not only the mastery of concepts but also the ability to apply them in various contexts. However, many students often struggle to relate mathematical concepts to real-life situations, which impacts their engagement and achievement. The Reflective Learning Model, which encourages students to reflect on their learning experiences, identify areas of difficulty, and develop strategies for improvement, was implemented to address these challenges. The study was conducted over two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings indicate that the Reflective Learning Model significantly improved students' understanding of mathematical concepts and their ability to solve problems. By engaging in self-reflection, students were able to identify their strengths and weaknesses, which led to a more personalized learning experience. Furthermore, the model fostered greater student engagement and motivation as they took ownership of their learning process. This research concludes that the Reflective Learning Model is an effective approach to teaching Mathematics, as it enhances both cognitive and metacognitive skills, leading to improved learning outcomes. The study offers valuable insights for educators seeking to implement more student-centered and reflective teaching practices in Mathematics education.
Copyright (c) 2025 Sakdiah, Nita Adriani https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Indonesian Language Skills through Cooperative Learning Model at MIN 2 Muna
This Classroom Action Research (CAR) aims to explore the effectiveness of the Cooperative Learning Model in enhancing students' skills in the Indonesian Language subject at MIN 2 Muna. The Indonesian Language is a crucial subject for students' communication skills, yet many students struggle with engaging in reading, writing, and speaking activities. Traditional teaching methods often do not encourage active participation, leading to lower performance and engagement. The Cooperative Learning Model, which emphasizes teamwork, collaborative problem-solving, and peer learning, was applied to address these challenges. The research was conducted over two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings indicate that the implementation of the Cooperative Learning Model significantly improved students' engagement, motivation, and language skills. Through group discussions and collaborative projects, students were able to actively participate in the learning process and enhance their understanding of Indonesian language concepts. Additionally, the model encouraged students to share ideas, communicate effectively, and support each other's learning, which contributed to a positive classroom atmosphere. This research concludes that the Cooperative Learning Model is an effective approach to teaching Indonesian Language, as it fosters student-centered learning, enhances social interaction, and improves both cognitive and social skills. The study offers valuable insights for educators seeking to implement more interactive, engaging, and collaborative teaching methods in language education.
Copyright (c) 2025 Sariati, Rohani Lumaela https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Social Sciences through Cooperative Learning Model at MIN 3 Ternate
This research aims to explore the effectiveness of the Cooperative Learning model in enhancing students' understanding of Integrated Social Sciences (IPAS) at MIN 3 Ternate. The study was conducted with the goal of improving students' academic performance and engagement in the learning process. Cooperative Learning is a student-centered approach that emphasizes collaboration, where students work together in small groups to achieve shared learning goals. It is believed that this model can foster better understanding of complex subjects like IPAS by encouraging active participation, critical thinking, and peer support. The study was carried out in the 2024 academic year, involving students from the fourth and fifth grades at MIN 3 Ternate. Data was collected through pre-test and post-test assessments, as well as classroom observations and interviews with students and teachers. The results were analyzed to measure the improvements in students' comprehension of IPAS topics such as geography, history, and culture. Findings showed a significant improvement in students' academic achievements and engagement in the classroom after the implementation of the Cooperative Learning model. Students were more motivated, and their ability to grasp complex IPAS concepts improved due to the collaborative nature of the activities. The study also revealed that teachers' active facilitation and structured group activities played a crucial role in the success of this model. In conclusion, the implementation of Cooperative Learning in teaching IPAS at MIN 3 Ternate proved to be an effective strategy to enhance students' understanding and academic performance. The research suggests that this approach should be integrated into future instructional practices to foster deeper learning and greater student participation in social science education.
Copyright (c) 2025 Hamir Ahmad, Marniati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Islamic History through Cooperative Learning Model at MTs Tashwirul Afkar Ketanen
This Classroom Action Research (CAR) aims to improve students' understanding of Islamic History (SKI) through the application of the Cooperative Learning model at MTs Tashwirul Afkar Ketanen. The study is based on the premise that traditional teaching methods, which are predominantly lecture-based, often fail to engage students and foster deep understanding of complex historical concepts. In contrast, the Cooperative Learning model encourages student interaction, peer support, and collaborative problem-solving, all of which are essential in enhancing comprehension and retention of historical material. The research was conducted with eighth-grade students at MTs Tashwirul Afkar Ketanen, during the 2024 academic year. Data was collected through pre- and post-test assessments, classroom observations, and interviews with both students and teachers. The research follows a cyclical process consisting of planning, action, observation, and reflection, which is central to the CAR methodology. Each cycle aimed to refine the teaching and learning process to maximize the impact on student engagement and understanding of Islamic History topics. Findings from the study revealed significant improvements in students' understanding of SKI topics such as the life of Prophet Muhammad, the spread of Islam, and the early Islamic civilizations. Students showed increased motivation and active participation during lessons, with group discussions and collaborative activities fostering a more interactive learning environment. The Cooperative Learning model also helped develop students' communication and teamwork skills, contributing to a positive classroom atmosphere. In conclusion, the application of the Cooperative Learning model in teaching SKI at MTs Tashwirul Afkar Ketanen proved to be an effective strategy for enhancing student understanding and engagement. The study suggests that this approach should be adopted in future instructional practices to improve learning outcomes in Islamic History education.
Copyright (c) 2025 Safaatul Auwaliyah, Izes Erita https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning through Innovative Teaching Strategies at RA Insan Utama
This Classroom Action Research (CAR) aims to improve the quality of early childhood education at RA Insan Utama by implementing innovative teaching strategies that foster active learning, creativity, and social development among young children. Early childhood education is a critical stage for cognitive, emotional, and social development, and using dynamic, interactive methods can significantly enhance learning outcomes. The study investigates the effectiveness of various innovative teaching approaches, such as play-based learning, storytelling, and group activities, in engaging children and enhancing their understanding of fundamental concepts. The research was conducted with a group of preschool children at RA Insan Utama during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection, with each cycle focusing on refining teaching strategies based on ongoing observations. Data was collected through classroom observations, interviews with teachers and parents, as well as the analysis of children's progress through regular assessments and performance reviews. Findings from the study indicated that the innovative teaching strategies significantly improved the children's participation, communication skills, and overall learning outcomes. The children demonstrated greater enthusiasm in class, showing more interest and engagement during activities. Additionally, the implementation of play-based and group learning activities fostered collaboration, problem-solving, and social interaction among the children, helping them develop essential skills that form the foundation for future learning. In conclusion, the research highlights the importance of adopting innovative and interactive teaching strategies in early childhood education. The study suggests that RA Insan Utama should continue to integrate these approaches to further enhance the quality of education and create a more engaging, enjoyable learning environment for young children.
Copyright (c) 2025 Nursida, Dewi Masita https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Integrated Social Sciences through Problem-Based Learning at MI Futuuhal Arifin
This Classroom Action Research (CAR) aims to improve students' understanding of Integrated Social Sciences (IPAS) at MI Futuuhal Arifin through the implementation of the Problem-Based Learning (PBL) model. IPAS is a complex subject that integrates multiple fields of study such as history, geography, and social studies, and requires students to develop critical thinking and problem-solving skills. Traditional teaching methods often fail to engage students deeply with the content, which can result in a superficial understanding. In contrast, the Problem-Based Learning model encourages active engagement by presenting students with real-world problems that require investigation and collaboration to solve. The research was conducted with a group of fifth-grade students at MI Futuuhal Arifin during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection. Data was collected through pre- and post-test assessments, classroom observations, and interviews with both students and teachers. The goal was to evaluate how PBL could improve students’ problem-solving skills, critical thinking, and understanding of IPAS topics. The results revealed a significant improvement in students’ engagement and understanding of IPAS concepts. Students demonstrated greater motivation to participate in class discussions and were more effective in solving problems related to social sciences topics. Moreover, the PBL model fostered collaboration among students, which enhanced their social and communication skills. By applying real-world problems to the lessons, students were able to connect theoretical knowledge with practical situations. In conclusion, the application of the Problem-Based Learning model at MI Futuuhal Arifin significantly improved students' understanding of IPAS. The research suggests that PBL should be integrated into the teaching strategies of other subjects to further promote active learning and critical thinking among students.
Copyright (c) 2025 Lili Ernawati, Asmawati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Aqidah and Akhlak through Cooperative Learning Model at MA Tarbiyatul Islamiyah Kopang
This Classroom Action Research (CAR) aims to improve students' understanding of Aqidah and Akhlak at MA Tarbiyatul Islamiyah Kopang through the application of the Cooperative Learning model. Aqidah and Akhlak are fundamental subjects in Islamic education, focusing on belief systems and moral values. Traditional teaching methods, often based on lectures and rote memorization, have been found to limit students' active participation and deeper understanding of these concepts. In contrast, the Cooperative Learning model emphasizes collaboration, discussion, and shared problem-solving, which can enhance students' engagement and comprehension. The research was conducted with a group of students at MA Tarbiyatul Islamiyah Kopang during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection, with data collected from pre- and post-test assessments, classroom observations, and interviews with both students and teachers. The primary objective was to assess how Cooperative Learning could improve students' understanding of Aqidah and Akhlak, as well as foster their moral development. The results indicated a significant improvement in students' understanding and application of Islamic beliefs and moral values. Students were more engaged in discussions, demonstrated a deeper understanding of the subject matter, and actively participated in group activities. Additionally, the model encouraged teamwork, allowing students to learn from each other and develop stronger interpersonal skills. In conclusion, the use of the Cooperative Learning model at MA Tarbiyatul Islamiyah Kopang was found to be an effective strategy for enhancing students' understanding of Aqidah and Akhlak. The study suggests that Cooperative Learning should be further integrated into Islamic education to create a more interactive, engaging, and impactful learning environment.
Copyright (c) 2025 Munirah, Anisah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Aqidah and Akhlak through Think-Pair-Share Model at MTs Ainun Sahab Landi
This Classroom Action Research (CAR) aims to enhance students' understanding of Aqidah and Akhlak at MTs Ainun Sahab Landi through the implementation of the Think-Pair-Share (TPS) model. Aqidah and Akhlak are essential subjects in Islamic education, focusing on Islamic beliefs and moral values. Traditional teaching methods often fail to engage students in a meaningful way, especially for concepts that require not just cognitive understanding but also the internalization of moral values. In contrast, the TPS model fosters active learning by encouraging individual reflection, paired discussions, and sharing insights with the class, which can lead to deeper understanding and more active participation. The research was conducted with a group of eighth-grade students at MTs Ainun Sahab Landi in the 2024 academic year. This study followed a cyclic process of planning, action, observation, and reflection. Data were collected through pre- and post-test assessments, classroom observations, and interviews with students and teachers. The objective was to evaluate how the TPS model could enhance students' comprehension of Aqidah and Akhlak and foster moral development. The results showed that the TPS model significantly improved students' engagement and understanding of the subject matter. Students demonstrated greater participation during discussions, showed more interest in the material, and applied moral values in group activities. Additionally, the TPS model helped students express their thoughts and ideas clearly, developing both their cognitive and social skills. In conclusion, the Think-Pair-Share model proves to be an effective teaching strategy for improving students' understanding of Aqidah and Akhlak at MTs Ainun Sahab Landi. This research suggests that TPS can be an ideal approach for engaging students and enhancing moral education in Islamic schools.
Copyright (c) 2025 Anna Mardiana, Nur Asia https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Integrated Social Sciences through Contextual Learning Model at MTSS Sungai Rambah
This Classroom Action Research (CAR) aims to improve students' understanding of Integrated Social Sciences (SKI) at MTSS Sungai Rambah through the application of the Contextual Learning Model. SKI is a crucial subject that integrates aspects of history, geography, and social studies, encouraging students to understand the interconnection between these disciplines and their relevance to real-life situations. Traditional teaching methods have often failed to fully engage students or demonstrate the practical application of the subject matter. The Contextual Learning Model, which focuses on relating academic content to students' real-world experiences, offers an effective solution to address these issues. The research was conducted with a group of students at MTSS Sungai Rambah during the 2024 academic year. This study follows a cyclical process of planning, action, observation, and reflection. Data were collected through pre- and post-test assessments, classroom observations, and interviews with students and teachers. The objective was to determine how the Contextual Learning Model could enhance students' engagement, critical thinking, and understanding of SKI concepts. The results indicated that the Contextual Learning Model significantly improved students' understanding of SKI. Students became more actively engaged in discussions, demonstrated improved problem-solving skills, and were able to relate historical and geographical content to contemporary issues. Furthermore, the model encouraged collaboration and communication among students, fostering a deeper understanding of the subject matter. In conclusion, the implementation of the Contextual Learning Model at MTSS Sungai Rambah proved to be an effective approach in enhancing students' understanding of Integrated Social Sciences. The study suggests that this model should be further integrated into teaching strategies to promote active learning and critical thinking.
Copyright (c) 2025 Aldery Safriadi, Ubaidillah Fuad https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning at RA Qurratul A'yun through Interactive and Engaging Teaching Strategies
This Classroom Action Research (CAR) aims to enhance the quality of early childhood education at RA Qurratul A'yun through the implementation of interactive and engaging teaching strategies. Early childhood education plays a crucial role in the cognitive, emotional, and social development of children, making it essential to provide a stimulating and supportive learning environment. However, traditional teaching methods often fail to fully engage young learners or support their developmental needs. This research investigates the effectiveness of interactive teaching strategies, including hands-on activities, group work, and games, in fostering a more engaging and dynamic learning experience for children. The study was conducted with a group of young learners at RA Qurratul A'yun during the 2024 academic year. The research follows a cyclical process of planning, action, observation, and reflection. Data were collected through classroom observations, interviews with teachers, and feedback from students. The primary objective was to assess how these interactive teaching methods could improve children's participation, learning outcomes, and social skills. The results indicated that interactive and engaging teaching strategies significantly enhanced children's involvement in class activities. Students demonstrated improved communication skills, increased enthusiasm for learning, and stronger social interactions with their peers. Teachers observed that the children were more eager to participate and showed a greater understanding of the material being taught. In conclusion, the use of interactive and engaging teaching strategies at RA Qurratul A'yun has proven to be an effective approach in enhancing early childhood education. This research suggests that incorporating these strategies into early education curricula can help create a more dynamic, supportive, and enjoyable learning environment.
Copyright (c) 2025 Imroatul Isti'aanah, Surianti https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Aqidah and Akhlak through Differentiated Instruction at MIS Al Badriyah Rarang
This Classroom Action Research (CAR) aims to improve students' understanding of Aqidah and Akhlak at MIS Al Badriyah Rarang through the implementation of Differentiated Instruction (DI) as the primary teaching model. Aqidah and Akhlak are essential subjects in Islamic education that focus on the development of correct beliefs and moral values. However, traditional teaching methods often fail to address the diverse learning needs of students, leading to varying levels of comprehension and engagement. Differentiated Instruction offers a solution by tailoring teaching strategies to meet the individual learning needs, preferences, and readiness of each student. The research was conducted with a group of students at MIS Al Badriyah Rarang during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection. Data were collected through pre- and post-assessment tests, classroom observations, and interviews with students and teachers. The objective was to assess the effectiveness of DI in enhancing students’ understanding of Aqidah and Akhlak, while fostering a more inclusive and engaging learning environment. The findings indicate that Differentiated Instruction significantly improved students' engagement and understanding of the subjects. Students who were initially struggling with the material showed notable progress, while those who were already proficient were challenged further through more advanced tasks. Additionally, the DI approach fostered a more positive learning environment where students were encouraged to express their ideas and beliefs, promoting critical thinking and moral reasoning. In conclusion, the implementation of Differentiated Instruction at MIS Al Badriyah Rarang has proven to be an effective method for improving students' understanding of Aqidah and Akhlak. This research suggests that DI can be a valuable teaching strategy in Islamic education to cater to diverse student needs and enhance the learning experience.
Copyright (c) 2025 Baiq Hayatul Isnaini, Susi Ariana https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Integrated Science and Social Studies (IPAS) through the Contextual Learning Model at MIS Guppi Kancana
This Classroom Action Research (CAR) aims to enhance students' understanding of Integrated Science and Social Studies (IPAS) at MIS Guppi Kancana through the application of the Contextual Learning Model. IPAS integrates concepts from science, geography, and social studies, providing students with a holistic understanding of the world around them. Traditional teaching methods often fail to engage students or demonstrate the real-world relevance of these subjects. The Contextual Learning Model addresses this gap by connecting academic content to students' everyday experiences, making learning more relevant and meaningful. The research was conducted with a group of students at MIS Guppi Kancana during the 2024 academic year. The study followed a cyclical process of planning, action, observation, and reflection. Data was collected through pre- and post-test assessments, classroom observations, and interviews with students and teachers. The objective was to evaluate how the Contextual Learning Model could improve students' engagement, understanding, and critical thinking skills in IPAS. The findings indicated that the Contextual Learning Model significantly improved students' understanding of IPAS. Students became more actively involved in discussions, demonstrated enhanced problem-solving abilities, and were able to relate academic content to real-life situations. Additionally, the model fostered collaboration and communication among students, helping them build a deeper understanding of the material. In conclusion, the Contextual Learning Model proved to be an effective teaching strategy for enhancing students' understanding of IPAS at MIS Guppi Kancana. The study suggests that incorporating contextual learning into teaching strategies can further engage students and promote active learning, thereby improving educational outcomes.
Copyright (c) 2025 Mila Andriyani, Lili Yulianti https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Islamic Values Through Interactive Learning at RA Baabussalam Tapos Depok
This Classroom Action Research (CAR) aims to enhance the understanding of Islamic values among young children in RA Baabussalam Tapos Depok through interactive learning methods. Early childhood education plays a significant role in shaping the character and religious values of children, and it is essential to introduce Islamic teachings effectively at this stage. The research focuses on the application of interactive learning techniques that engage students actively in acquiring Islamic knowledge. Methods such as storytelling, role-playing, and games are incorporated to make the learning process more enjoyable and meaningful. These methods are expected to foster a deeper understanding of Islamic values, such as honesty, kindness, and respect, which are crucial for the moral development of children. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data was collected through observations, interviews with teachers, and feedback from the students. The results indicate that interactive learning methods significantly improved the students' participation and understanding of Islamic teachings. Children became more engaged during lessons, and there was a noticeable improvement in their ability to express and apply Islamic values in their daily lives. Teachers also reported a positive change in their teaching approach, which led to a more effective classroom environment. This study suggests that incorporating interactive learning methods in early childhood education can be a powerful tool to instill Islamic values in young children. It also highlights the importance of adapting teaching strategies to the developmental needs of children to ensure that Islamic education is not only informative but also enjoyable and relatable.
Copyright (c) 2025 Heni Hartati, Roliani https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Qur'anic and Hadith Understanding Through EAMS-Games-Tournaments (TGT) at MIS Al Hidayah
This Classroom Action Research (CAR) aims to improve students' understanding of the Qur'an and Hadith at MIS Al Hidayah by integrating the Educational Achievement Motivation Strategies (EAMS) and Games-Tournaments (TGT) approach. The study addresses the challenge of making Islamic studies, particularly the Qur'an and Hadith, more engaging and effective for students at the elementary level. By combining educational motivation techniques with interactive learning methods, the research intends to enhance students' interest, participation, and comprehension of these fundamental Islamic texts. The EAMS-TGT approach encourages active involvement, friendly competition, and teamwork, which are expected to improve both academic achievement and spiritual development. The research is conducted in two cycles, with each cycle including planning, action, observation, and reflection phases. Data is collected through classroom observations, quizzes, and interviews with both students and teachers. The results indicate that the EAMS-TGT approach significantly increased students' motivation and participation during lessons. Students exhibited higher engagement levels, especially in activities related to the Qur'an and Hadith, demonstrating a deeper understanding of the material. Teachers also reported improved classroom dynamics, with more collaborative learning and enhanced student-teacher interaction. This study highlights the potential of combining traditional Islamic education with modern interactive learning methods to make Qur'anic and Hadith studies more accessible and enjoyable for young learners. It suggests that incorporating motivational strategies and interactive games can significantly improve the learning experience and outcomes in Islamic education. The findings provide valuable insights for educators looking to innovate their teaching methods and foster a more dynamic and engaging classroom environment.
Copyright (c) 2025 Kurniawati Holilah, Rumhayati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Mathematics Understanding through Teams-Games-Tournaments (TGT) at MIS Darul Hikmah Karangan
This Classroom Action Research (CAR) aims to enhance students' understanding and engagement in mathematics at MIS Darul Hikmah Karangan by applying the Teams-Games-Tournaments (TGT) method. The study explores the effectiveness of TGT, a cooperative learning approach that combines teamwork, competition, and motivation, in improving students' academic performance and attitudes toward mathematics. The research is conducted in two cycles, each involving planning, action, observation, and reflection stages. Data is collected through student assessments, observations, and interviews with both students and teachers. The results show that TGT significantly increased students' participation in mathematics lessons. Students, who were previously passive in class, became more engaged and motivated to solve problems and discuss mathematical concepts with their peers. The competitive aspect of TGT encouraged students to work collaboratively, while the tournament-style structure provided them with the opportunity to demonstrate their understanding in a supportive environment. This method not only improved their mathematical skills but also fostered positive attitudes toward learning mathematics. Moreover, the study highlights the importance of creating a dynamic and interactive learning environment. Teachers reported that the TGT approach helped reduce students' anxiety about mathematics, making them more confident and willing to tackle challenging problems. The overall impact on classroom dynamics was positive, with improved student-teacher and student-student interactions. This research suggests that implementing TGT in mathematics classrooms can effectively enhance student learning outcomes and foster a more cooperative and engaging classroom atmosphere. It provides valuable insights for educators looking to adopt innovative and interactive teaching strategies to improve students' academic achievement in mathematics.
Copyright (c) 2025 Dwi Kris Wati, Lilik Mufafikhah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Qur'anic and Hadith Understanding Through Differentiated Instruction Model at MIS DDI Panggalo
This Classroom Action Research (CAR) aims to enhance students' understanding of the Qur'an and Hadith at MIS DDI Panggalo by applying the Differentiated Instruction Model. The study focuses on addressing the varying learning needs of students by providing tailored instructional methods, activities, and assessments that match their individual learning profiles. The research is conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data is collected through classroom observations, student assessments, and teacher reflections. The findings indicate that the Differentiated Instruction Model significantly improves students' comprehension of Qur'anic verses and Hadith. By offering flexible learning paths based on students' readiness, interests, and learning styles, students become more engaged in the learning process. The personalized approach allows students to understand complex religious texts at their own pace, fostering a deeper connection to the material. Teachers observed a marked increase in student participation, with students demonstrating improved ability to discuss and explain Qur'anic principles and Hadith teachings. Additionally, the study reveals that Differentiated Instruction promotes a positive classroom environment, where students feel more confident and motivated. By accommodating diverse learning needs, the model encourages a supportive and inclusive atmosphere, which enhances students' academic performance and spiritual development. This approach also facilitates better classroom dynamics, as students work collaboratively, learning from one another's strengths. Overall, the research concludes that applying the Differentiated Instruction Model in teaching the Qur'an and Hadith at MIS DDI Panggalo is effective in improving student engagement, comprehension, and retention of Islamic teachings. It provides valuable insights for educators seeking to implement flexible and inclusive teaching methods in religious education.
Copyright (c) 2025 Mardiana, Suci Nurzain https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning through Interactive and Creative Approaches at RA Nurul Yaqin
This Classroom Action Research (CAR) aims to enhance the quality of early childhood education at RA Nurul Yaqin through the application of interactive and creative learning approaches. The study focuses on improving student engagement, motivation, and overall understanding by implementing innovative teaching methods that cater to the diverse learning needs of young children. The research is conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. Data is collected through classroom observations, student assessments, and feedback from teachers and parents. The results indicate that the interactive and creative learning approaches significantly improve children's participation and enthusiasm in the learning process. By incorporating hands-on activities, storytelling, role-playing, and visual aids, students become more involved in lessons, making learning more meaningful and enjoyable. These activities also support the development of essential skills such as communication, social interaction, and problem-solving, which are crucial for early childhood growth. Furthermore, the research highlights the positive impact of these methods on the classroom environment. Students are more engaged, and their attention span improves during lessons. Teachers also report a greater sense of fulfillment and effectiveness in their teaching, as they observe the increased involvement of students. The application of these approaches fosters a supportive and nurturing learning atmosphere, where children feel encouraged to explore, ask questions, and express themselves. This study suggests that integrating interactive and creative learning strategies in early childhood education can lead to better learning outcomes and a more dynamic educational environment. It provides valuable insights for educators looking to enhance early childhood teaching practices and adapt to the diverse needs of young learners.
Copyright (c) 2025 Linda Afiyani, Jannati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning through Interactive Play-Based Approaches at RA Al Ulya
This Classroom Action Research (CAR) aims to improve early childhood education at RA Al Ulya by implementing interactive and play-based learning approaches. The study explores how these methods can enhance student engagement, motivation, and understanding, fostering a more dynamic and effective learning environment for young children. The research is carried out in two cycles, with each cycle involving planning, action, observation, and reflection. Data is collected through classroom observations, student assessments, and teacher feedback. The results show that play-based and interactive learning approaches significantly increase student participation and enthusiasm in the learning process. Activities such as role-playing, educational games, and storytelling make learning more engaging and enjoyable for students, leading to a deeper understanding of the material. These methods also support the development of essential skills such as communication, social interaction, and problem-solving. As a result, students are more confident and eager to explore new concepts and ideas. Furthermore, the research highlights the positive impact of these approaches on the classroom atmosphere. Teachers report improved student-teacher and student-student interactions, creating a supportive and collaborative learning environment. The application of play-based learning allows children to learn through exploration and experience, which is crucial for their cognitive and emotional development. In conclusion, this study demonstrates that interactive and play-based learning methods are highly effective in enhancing early childhood education at RA Al Ulya. These methods not only improve academic outcomes but also contribute to the holistic development of young learners. The findings suggest that such approaches should be adopted widely to promote engaging and effective learning experiences in early childhood education settings.
Copyright (c) 2025 Siti Nuril Wasi'ah , Wati Herawati https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Literacy Skills Through Play-Based Learning Activities at RA Nurul Yaqin: A Classroom Action Research
This Classroom Action Research (CAR) aims to explore the effectiveness of play-based learning activities in enhancing early literacy skills at RA Nurul Yaqin. The study was conducted with a group of kindergarten students, aged 5-6 years, who were provided with interactive and engaging activities designed to stimulate language development. The primary objective of this research was to determine whether play-based activities could improve children's ability to recognize letters, understand phonemic sounds, and develop a basic vocabulary. The research was implemented in two cycles, with each cycle consisting of planning, action, observation, and reflection. The play-based activities incorporated various hands-on, creative tasks such as storytelling, singing, letter recognition games, and role-playing. Data were collected through direct observation, teacher journals, and student assessments before and after the intervention. The findings of this study revealed significant improvements in students' literacy skills, particularly in their ability to recognize letters and their phonetic awareness. Moreover, the students showed increased enthusiasm and engagement in the learning process. This research highlights the potential of integrating play into early childhood education, suggesting that play-based learning not only fosters a positive learning environment but also accelerates literacy development in young learners. It is recommended that RA Nurul Yaqin and other similar institutions adopt play-based approaches to strengthen the foundation of early literacy among preschool-aged children.
Enhancing Students' Understanding of Islamic Civilization through Technology-Integrated Learning Models at MTS NW Bual: A Classroom Action Research
This Classroom Action Research (CAR) aims to explore the effectiveness of technology-integrated learning models in enhancing students' understanding of Islamic Civilization (Sejarah Kebudayaan Islam or SKI) at MTS NW Bual. The study involves eighth-grade students, where technology-based tools and resources, such as digital presentations, interactive apps, and online research, are incorporated into the SKI curriculum. The primary goal is to determine whether these technological interventions can improve students' engagement, understanding, and retention of historical and cultural content related to Islam’s history and civilization. The research is implemented in two cycles, following the model of planning, action, observation, and reflection. In each cycle, teachers introduce various digital resources, including multimedia presentations, virtual tours, and collaborative online platforms, to facilitate learning about Islamic civilization. Data are collected through student assessments, observations, and feedback from both teachers and students to evaluate the impact of the technology-enhanced learning experience. The findings indicate that the integration of technology into SKI lessons significantly improved student engagement, comprehension, and the ability to relate historical concepts to contemporary contexts. Students showed greater enthusiasm and participation, particularly when using interactive tools that allowed them to explore Islamic history in more dynamic ways. Additionally, the technology-driven approach helped students retain information more effectively compared to traditional teaching methods. This research highlights the potential of using technology in Islamic history education, suggesting that such methods not only increase student engagement but also enhance learning outcomes. It is recommended that MTS NW Bual and similar institutions continue to incorporate technology in the classroom to foster more engaging, meaningful, and effective learning environments.
Copyright (c) 2025 Sudiati, Yardi Rahman https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Science and Social Studies through Cooperative Learning Models at MI Syahid Al-Hidayah Salupangi: A Classroom Action Research
This Classroom Action Research (CAR) explores the effectiveness of cooperative learning models in enhancing students' understanding of Science and Social Studies (IPAS) at MI Syahid Al-Hidayah Salupangi. The study focuses on how cooperative learning, where students work together in small groups to achieve common academic goals, can improve engagement, comprehension, and academic performance in IPAS subjects. The research was conducted with a group of 5th-grade students, who were exposed to various cooperative learning strategies, including think-pair-share, jigsaw, and group discussions, during the IPAS lessons. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. In each cycle, the teacher implemented different cooperative learning techniques to encourage active participation and collaborative problem-solving among students. Data were collected through observations, student performance assessments, and feedback from both teachers and students to evaluate the impact of the cooperative learning approach. The findings indicate that the use of cooperative learning models significantly improved students' participation, motivation, and understanding of the IPAS material. Students were more engaged in the learning process, as the group activities allowed them to share ideas, ask questions, and learn from one another. Additionally, the cooperative learning environment fostered a sense of teamwork and responsibility, which led to better academic outcomes. The research highlights the importance of using active, student-centered learning approaches like cooperative learning to enhance the educational experience and outcomes for elementary school students.
Copyright (c) 2025 Harma, Hanipah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Akidah and Akhlak through Competency-Based Learning Models at MI Muhammadiyah Kupang Karangdowo Klaten: A Classroom Action Research
This Classroom Action Research (CAR) aims to explore the effectiveness of competency-based learning models in enhancing students' understanding of Akidah and Akhlak at MI Muhammadiyah Kupang Karangdowo Klaten. The research focuses on developing students' moral and religious values through structured learning outcomes that emphasize competencies in Islamic faith and behavior. The study was conducted with 5th-grade students, using competency-based approaches that align with the curriculum objectives of Islamic Education. The primary goal of this research is to assess how well competency-based learning models can foster both cognitive and affective aspects of students' learning in Akidah and Akhlak. The research was implemented in two cycles, with each cycle consisting of planning, action, observation, and reflection. In each cycle, specific learning activities were designed to align with key competencies, such as understanding core Islamic teachings, demonstrating positive character traits, and applying Islamic values in everyday life. Data was collected through student assessments, observations, and teacher reflections to evaluate the effectiveness of the competency-based learning approach in enhancing students' understanding of Akidah and Akhlak. The findings indicate that competency-based learning models significantly improved students' understanding of the material, as well as their ability to apply religious and moral teachings in their daily behavior. Students showed increased engagement and a deeper understanding of both the theoretical and practical aspects of Akidah and Akhlak. The research highlights the importance of using competency-based learning to strengthen religious education by focusing on measurable learning outcomes.
Copyright (c) 2025 Indayani, Erlina Maghfiroh https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Akidah and Akhlak through STAD Cooperative Learning Model at MIS Ntonggu, Pali Belo, Bima, NTB: A Classroom Action Research
This Classroom Action Research (CAR) investigates the effectiveness of the STAD (Student Teams-Achievement Divisions) cooperative learning model in enhancing students' understanding of Akidah and Akhlak at MIS Ntonggu, Pali Belo, Bima, NTB. The study focuses on improving students' cognitive and affective aspects by implementing cooperative learning strategies that emphasize teamwork and shared responsibility in mastering religious and moral education. The research was conducted with 5th-grade students, aiming to assess the impact of cooperative learning on their comprehension of key Islamic principles and their ability to apply these principles in their daily lives. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. During each cycle, the STAD model was implemented, where students were divided into small groups and given specific tasks to complete together. Group performance was assessed based on individual and team achievements. Data were collected through pre- and post-tests, classroom observations, and student feedback to measure the effectiveness of the STAD model in improving understanding and application of Akidah and Akhlak. The findings suggest that the STAD cooperative learning model significantly improved students' understanding of Akidah and Akhlak, as well as their ability to apply Islamic values in their behavior. The collaborative nature of STAD increased student engagement, motivation, and social interaction, fostering a positive learning environment. Furthermore, students demonstrated improved teamwork and responsibility, which are essential for their personal and social development. This research highlights the potential of cooperative learning models like STAD in enhancing religious education and character development in elementary schools.
Copyright (c) 2025 Wahyudin, Siti Lauhil Bariah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Indonesian Language Skills through Inquiry-Based Learning at Rait Al-Yaman: A Classroom Action Research
This Classroom Action Research (CAR) aims to explore the effectiveness of Inquiry-Based Learning (IBL) in improving students' skills in Indonesian Language at Rait Al-Yaman. The study focuses on enhancing students' abilities to analyze, critically assess, and communicate effectively in Indonesian through active participation in inquiry-driven tasks. The research was conducted with a group of 6th-grade students, utilizing IBL to encourage curiosity, self-directed learning, and deeper engagement with the subject matter. The objective of this study was to evaluate how IBL could foster critical thinking and improve language proficiency by having students explore real-world issues and create solutions collaboratively. The research was implemented in two cycles, each consisting of four stages: planning, action, observation, and reflection. In each cycle, students were given inquiry-driven tasks that encouraged them to explore Indonesian language concepts, such as grammar, writing, and reading comprehension, through group discussions, projects, and problem-solving activities. Data was collected through pre- and post-tests, classroom observations, and student feedback to assess the impact of IBL on students’ language skills and engagement. The findings indicate that the IBL model significantly improved students’ Indonesian language skills, as well as their ability to work collaboratively and think critically. Students demonstrated enhanced language proficiency, including better writing and reading comprehension, and increased participation in classroom discussions. This research highlights the potential of Inquiry-Based Learning as an effective method for enhancing language education by fostering a more interactive and engaging learning environment.
Copyright (c) 2025 Letti Kurniawati, Anita Dewi https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning through Interactive Storytelling: A Study at RA Miftahul Huda
This research aims to explore the effectiveness of interactive storytelling as a method to enhance early childhood learning at RA Miftahul Huda. Early childhood education plays a critical role in laying the foundation for future learning, and interactive storytelling has emerged as a promising approach to engage young learners. This study examines how interactive storytelling, characterized by active participation from both educators and students, contributes to the development of language, creativity, and social-emotional skills among preschool children. The research was conducted at RA Miftahul Huda, a local early childhood education institution, with a focus on children aged 4 to 6 years. Through a combination of observation, interviews, and classroom participation, data were collected to assess the impact of interactive storytelling on children's learning outcomes. The study also involved analyzing the responses of teachers and parents regarding the integration of this method into the curriculum. The findings of this research indicate that interactive storytelling significantly enhances children's vocabulary, fosters imaginative thinking, and encourages collaboration among peers. Moreover, the research highlights the positive influence of interactive storytelling on children's listening skills and their ability to express ideas and emotions effectively. Educators also reported increased engagement and enthusiasm from students during storytelling sessions, demonstrating the method’s potential to foster a love for learning in early childhood. In conclusion, interactive storytelling proves to be an effective and engaging pedagogical approach in early childhood education. It not only supports the cognitive development of young learners but also nurtures their social and emotional growth, making it a valuable addition to the curriculum at RA Miftahul Huda.
Copyright (c) 2025 Anita Romawati, Marliana Rindu https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Indonesian Language Skills through Cooperative Learning: Implementing the Jigsaw Method at MIS Nurul Falah Cihuni
This study aims to explore the effectiveness of the Jigsaw cooperative learning method in enhancing Indonesian language skills at MIS Nurul Falah Cihuni. Cooperative learning has proven to be a beneficial teaching strategy, promoting active student participation, collaboration, and deeper understanding of the material. The Jigsaw method, in particular, encourages students to work in small, diverse groups, each responsible for learning and teaching a specific segment of the lesson. This research investigates how the Jigsaw method can improve the students' Indonesian language proficiency, focusing on their reading, writing, listening, and speaking skills. The research was conducted in a classroom setting at MIS Nurul Falah Cihuni, with a sample of students from grades 4 and 5. Data were collected through a combination of pre- and post-assessments, classroom observations, and interviews with both students and teachers. The pre-assessment evaluated the students' initial language proficiency, while the post-assessment measured their progress after the implementation of the Jigsaw method. Classroom observations provided insight into student engagement, collaboration, and participation, while interviews helped to gather feedback on the students' learning experiences. The results of the study indicate that the Jigsaw method significantly improved the students' Indonesian language skills. Students showed higher engagement, better collaboration, and an increased understanding of the language concepts taught. The method also fostered a more supportive learning environment, where students felt encouraged to share knowledge and learn from one another. This study highlights the potential of cooperative learning, particularly the Jigsaw method, in enhancing language acquisition and promoting a more interactive, student-centered approach to learning.
Copyright (c) 2025 Neneng Mu'afakoh, Yuliana Kawitania Dewi https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Quranic and Hadith Understanding through Collaborative Learning: A Study at MTS Raden Fatah, Tarokan, Probolinggo
This study aims to explore the effectiveness of collaborative learning in enhancing students' understanding of the Quran and Hadith at MTS Raden Fatah, Tarokan, Probolinggo. The Quran and Hadith are fundamental subjects in Islamic education, and it is essential to find innovative methods that can engage students and improve their comprehension of these texts. Collaborative learning, which encourages students to work together to solve problems and discuss ideas, has been proven to foster deeper understanding, improve critical thinking, and increase engagement. This research investigates how collaborative learning methods can be applied to Quranic and Hadith studies, focusing on student participation, comprehension, and the development of a more interactive classroom environment. The study was conducted with students from grades 7 and 8 at MTS Raden Fatah. Data were collected through a combination of pre- and post-assessments, classroom observations, and interviews with students and teachers. The pre-assessment evaluated students' initial understanding of Quranic and Hadith content, while the post-assessment measured their progress after the application of collaborative learning techniques. Classroom observations provided insight into student engagement and collaboration, while interviews gathered feedback on the learning experience. The findings of this study indicate that collaborative learning significantly enhanced students' understanding of Quranic verses and Hadith. Students demonstrated greater involvement in discussions, improved comprehension of key concepts, and a stronger ability to analyze and interpret the texts. Additionally, students reported increased motivation and a more positive attitude toward learning. This research highlights the potential of collaborative learning as an effective approach to teaching Quranic and Hadith studies, creating a more engaging and supportive learning environment.
Copyright (c) 2025 Bela Ismi, Hanisa Sofyan https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Learning through Interactive Approaches: A Study at RA Ibnu 'Aqil
This study aims to explore the effectiveness of interactive learning approaches in enhancing early childhood education at RA Ibnu 'Aqil. Early childhood education is crucial in shaping the foundational cognitive, social, and emotional development of children. However, traditional methods often fail to fully engage young learners. Interactive learning, which involves active participation, hands-on activities, and collaborative tasks, is believed to foster greater engagement and deeper understanding. This research focuses on the implementation of interactive teaching strategies to improve children's language skills, problem-solving abilities, and social interactions. The research was conducted at RA Ibnu 'Aqil, involving children aged 4 to 6 years. Data were collected through classroom observations, student assessments, and interviews with both teachers and parents. Observations focused on the level of student engagement, participation, and interactions during interactive learning activities. Assessments were used to measure improvements in language acquisition, motor skills, and cognitive development. In addition, interviews provided insights into the effectiveness of the interactive approach from both the educators' and parents' perspectives. The findings indicate that interactive learning significantly enhanced children's ability to communicate, think critically, and collaborate with peers. Children showed a marked improvement in their ability to express ideas, use new vocabulary, and participate in group activities. Teachers also reported increased enthusiasm and active involvement from the students. The results suggest that incorporating interactive learning strategies into the curriculum at RA Ibnu 'Aqil can lead to improved educational outcomes and a more engaging learning environment for young children.
Copyright (c) 2025 Tini Sumartini, Siti Sapura https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Indonesian Language Skills through Exploratory Learning: A Study at MIN 2 Lembata
This study aims to explore the effectiveness of exploratory learning in enhancing Indonesian language skills at MIN 2 Lembata. As language development is crucial in early education, it is important to implement methods that engage students actively and promote critical thinking. Exploratory learning, which encourages students to investigate, inquire, and actively participate in discovering new knowledge, is believed to foster a deeper understanding and more meaningful learning experience. This research focuses on the application of exploratory learning strategies to improve students’ reading, writing, speaking, and listening skills in the Indonesian language. The study was conducted with 4th-grade students at MIN 2 Lembata, with data collected through a combination of pre- and post-assessments, classroom observations, and interviews with both teachers and students. The pre-assessment aimed to evaluate students' initial proficiency in the Indonesian language, while the post-assessment measured their progress after the implementation of exploratory learning. Classroom observations provided insights into student engagement and participation, while interviews helped to gather feedback on their learning experiences. The findings indicate that exploratory learning significantly improved students' Indonesian language skills. Students showed greater involvement in discussions, developed better communication skills, and demonstrated improved ability to analyze and express ideas. Teachers also reported an increase in student motivation and enthusiasm for learning. This research suggests that exploratory learning is an effective approach to enhance Indonesian language skills, creating a more engaging and interactive classroom environment for students at MIN 2 Lembata.
Copyright (c) 2025 Siti Salehah, Susanti https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Language Skills through Interactive Storytelling at RA Bani Maftuh
This Classroom Action Research (CAR) aims to explore the effectiveness of interactive storytelling in enhancing early childhood language skills at RA Bani Maftuh. Language development is a crucial aspect of early childhood education as it lays the foundation for future learning. However, many students in RA Bani Maftuh face challenges in expressing themselves fluently and confidently in their language skills. Interactive storytelling is introduced as a method to address these challenges, as it actively engages children and encourages language use in a fun and creative way. This research was conducted in two cycles, involving 20 children in the age range of 4-6 years. In each cycle, the researcher implemented interactive storytelling sessions, where children participated in storytelling activities by acting out parts of the story, answering questions, and engaging in dialogue with peers. The data were collected through observations, interviews with teachers, and language assessment tools. The results show a significant improvement in the children's vocabulary, sentence structure, and communication skills, as well as increased participation and confidence during storytelling sessions. The findings indicate that interactive storytelling not only enhances language skills but also fosters social-emotional development and creativity in children. By participating in stories, children learn to express themselves, listen actively, and collaborate with others. The research suggests that this method is an effective strategy for improving language proficiency in early childhood classrooms.
Copyright (c) 2025 Enok Erna Sari, Siti Maratus Sholihah https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Early Childhood Literacy Skills through Interactive Play-Based Learning at RA Al Falah Pematangsiantar
This Classroom Action Research (CAR) investigates the effectiveness of interactive play-based learning in enhancing early childhood literacy skills at RA Al Falah Pematangsiantar. Early childhood education plays a pivotal role in laying the foundation for literacy development, which is critical for a child's academic and social success. However, many children in RA Al Falah Pematangsiantar face challenges in developing basic literacy skills, particularly in recognizing letters, phonemes, and constructing simple words. This research aims to address these issues by incorporating play-based activities into the learning process to make literacy acquisition more engaging and effective. The study was conducted over two cycles with 25 children aged 4-6 years. During each cycle, the researcher implemented interactive play-based activities, such as letter games, storytelling, and role-playing, to encourage active participation and hands-on learning. Data was collected through observations, interviews with teachers, and literacy assessments. The results showed a noticeable improvement in the children's ability to recognize letters, understand phonemic awareness, and form basic words. Additionally, children became more confident in their ability to express themselves through verbal communication. This research highlights the importance of using interactive and playful methods to engage young learners in the development of literacy skills. By integrating play into the learning process, children were more motivated and active participants, which enhanced their language development. The study suggests that play-based learning is an effective approach for improving early literacy and should be further explored in early childhood classrooms.
Copyright (c) 2025 Devita Mayasari, Lina Sundari Nasutiona https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Integrated Social and Natural Sciences through Experimental Learning at MIS Raudhatul Jannah
This Classroom Action Research (CAR) aims to enhance students' understanding of Integrated Social and Natural Sciences (IPAS) through experimental learning at MIS Raudhatul Jannah. The research focuses on improving the quality of science education by introducing hands-on, interactive, and inquiry-based activities to engage students actively in learning processes. Traditional teaching methods in IPAS often lack student involvement, leading to passive learning and limited understanding of key scientific concepts. Therefore, this study seeks to implement experimental learning as a means to foster deeper understanding and encourage critical thinking among students. The research was conducted in two cycles with 30 students aged 9-12 years. The experimental learning activities included simple, hands-on experiments, demonstrations, and fieldwork to illustrate key concepts from both social and natural sciences. Data were collected through observations, pre- and post-tests, and student interviews to assess their understanding and engagement during the activities. The results showed a significant improvement in students' ability to apply scientific concepts, perform experiments, and explain phenomena. Furthermore, students demonstrated increased enthusiasm and participation during the experimental sessions, which were reflected in their academic performance. This study concludes that experimental learning is an effective approach to enhance students' understanding of IPAS. By engaging students in practical and interactive experiences, they develop a more comprehensive understanding of scientific principles, while also enhancing their problem-solving and critical thinking skills. It is recommended that MIS Raudhatul Jannah and similar institutions integrate more experimental learning opportunities into the curriculum to foster deeper learning and curiosity in students.
Copyright (c) 2025 Julia Ekawati, Lukman Munir https://creativecommons.org/licenses/by-sa/4.0/
Enhancing Students' Understanding of Aqeedah and Morality through Collaborative Learning at MI Al-Barokah Sentul
This Classroom Action Research (CAR) focuses on enhancing students' understanding of Aqeedah and Morality (Akidah Akhlak) through collaborative learning at MI Al-Barokah Sentul. Aqeedah and Morality are fundamental components of Islamic education that shape students' character, behavior, and worldview. However, traditional teaching methods often focus heavily on theoretical knowledge, leaving limited space for students to engage actively in the learning process. Collaborative learning, which encourages teamwork, discussion, and shared problem-solving, is introduced as an approach to foster deeper understanding and moral development in students. The research was conducted in two cycles with 30 students aged 10-12 years. During each cycle, collaborative activities such as group discussions, role-playing, and moral dilemma-solving tasks were implemented. These activities were designed to promote active engagement, encourage mutual learning, and deepen students' understanding of Islamic principles. Data was collected through observations, pre- and post-tests, and interviews with teachers and students. The results indicated a significant improvement in students' ability to articulate Islamic values, reflect on moral issues, and demonstrate positive behavior both inside and outside the classroom. The findings suggest that collaborative learning enhances not only academic understanding but also social skills, teamwork, and ethical reasoning among students. By involving students in cooperative learning experiences, they are encouraged to apply Aqeedah and Morality teachings in their daily lives. This study recommends the adoption of collaborative learning methods at MI Al-Barokah Sentul and other similar institutions to foster a more interactive, engaging, and holistic approach to teaching Islamic education.
Copyright (c) 2025 Safitri, Ahmad Sirthopil Laili https://creativecommons.org/licenses/by-sa/4.0/
Implementasi Role Playing dalam Pembelajaran Akhlak Terpuji untuk Meningkatkan Hasil Belajar Siswa MI Terpadu Kota Langsa
pemahaman siswa terhadap konsep akhlak terpuji di MI Terpadu Kota Langsa. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi pada dua siklus pembelajaran. Subjek penelitian terdiri atas 30 siswa kelas V. Hasil penelitian awal menunjukkan bahwa hanya 40% siswa yang mencapai nilai di atas Kriteria Ketuntasan Minimal (KKM), dengan rata-rata nilai 68,5. Setelah penerapan metode bermain peran selama dua siklus, terjadi peningkatan signifikan pada hasil belajar. Persentase siswa yang mencapai KKM meningkat menjadi 85%, disertai rata-rata nilai 81,7. Selain peningkatan kognitif, metode ini juga terbukti mampu meningkatkan motivasi, keterlibatan, dan partisipasi aktif siswa selama proses pembelajaran. Dengan demikian, dapat disimpulkan bahwa metode bermain peran merupakan strategi pembelajaran yang efektif dalam memperkuat pemahaman konsep dan internalisasi nilai akhlak terpuji pada siswa sekolah dasar.
Copyright (c) 2025 Muliana https://creativecommons.org/licenses/by-sa/4.0/
Efektivitas Self-Assessment dalam Meningkatkan Kesadaran Akhlak Mulia Siswa MTs As-Shiddiqiyyah Loloan Timur
Penelitian ini bertujuan untuk mengkaji efektivitas model Self-Assessment dalam meningkatkan kesadaran diri siswa terhadap akhlak mulia di MTs As-Shiddiqiyyah Loloan Timur. Latar belakang penelitian ini didasarkan pada pentingnya pengembangan karakter melalui proses refleksi diri yang terarah, sehingga siswa mampu menilai perilaku mereka secara jujur dan bertanggung jawab. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi kelas, jurnal refleksi siswa, angket Self-Assessment, serta wawancara dengan guru mata pelajaran Pendidikan Agama Islam. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kesadaran moral dan sikap tanggung jawab siswa setelah penerapan Self-Assessment. Rata-rata skor kesadaran diri meningkat dari 65,2 pada siklus pertama menjadi 82,4 pada siklus kedua. Selain itu, terjadi peningkatan pada aspek kepedulian sosial, kemampuan refleksi diri, serta kesadaran siswa dalam mengoreksi perilaku yang menyimpang. Temuan ini selaras dengan teori Self-Regulated Learning (Zimmerman, 2002) dan Self-Efficacy (Bandura, 1991) yang menegaskan bahwa refleksi dan evaluasi diri berperan penting dalam membentuk karakter dan regulasi perilaku. Dengan demikian, Self-Assessment dapat digunakan sebagai metode pembelajaran yang efektif dalam Pendidikan Agama Islam untuk menumbuhkan kesadaran moral secara mandiri, bertahap, dan berkelanjutan.
Copyright (c) 2025 M. Jafar Shodiq, M. Zamzami https://creativecommons.org/licenses/by-sa/4.0/