<![CDATA[Students’ low analytical ability in Fiqh learning and the dominance of lecture and question-and-answer methods indicate the need for a more active and constructivist learning model. Although the Learning Cycle 5E model has been widely implemented in various fields and shown to support learning outcomes, studies specifically examining its application in Fiqh learning at the Madrasah Tsanawiyah level remain limited. This study aimed to analyze the difference in Fiqh learning outcomes between students who received instruction using the Learning Cycle 5E model and those who received conventional instruction at MTs Ma’arif Fatahillah, East Lampung. The study employed a quantitative approach using a quasi-experimental method with a Posttest-Only Control Group design. The sample consisted of 54 students, including 27 students from Class VII C as the experimental group and 27 students from Class VII A as the control group, selected through simple random sampling. The research instrument was a multiple-choice learning achievement test that had been evaluated for validity, reliability, item difficulty, and discrimination power. Data were analyzed using normality and homogeneity tests, an Independent Samples t-test, and Cohen’s d. The results showed a significant difference in learning outcomes between the two groups, with t = 2.938, df = 52, and p = 0.005 (<0.05). The mean difference was 1.704 points, while Cohen’s d = 0.80 indicated a large effect size. These findings indicate that the Learning Cycle 5E model resulted in significantly different learning outcomes compared with conventional instruction, with a substantial practical effect. This study extends empirical evidence on the application of the Learning Cycle 5E model in Fiqh learning at the Madrasah Tsanawiyah level and highlights the importance of reporting effect size to strengthen the interpretation of the practical significance of research findings. ABSTRAK Rendahnya kemampuan analisis peserta didik dalam pembelajaran Fiqih serta dominannya penggunaan metode ceramah dan tanya jawab menunjukkan perlunya model pembelajaran yang lebih aktif dan konstruktif. Meskipun Learning Cycle 5E telah banyak diterapkan pada berbagai bidang studi dan terbukti mendukung hasil belajar, penelitian yang secara khusus menguji penerapannya pada pembelajaran Fiqih di jenjang Madrasah Tsanawiyah masih terbatas. Penelitian ini bertujuan menganalisis perbedaan hasil belajar Fiqih antara peserta didik yang memperoleh pembelajaran menggunakan model Learning Cycle 5E dan peserta didik yang memperoleh pembelajaran konvensional di MTs Ma’arif Fatahillah Lampung Timur. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental dan desain Posttest-Only Control Group. Sampel terdiri atas 54 peserta didik, yaitu 27 peserta didik kelas VII C sebagai kelompok eksperimen dan 27 peserta didik kelas VII A sebagai kelompok kontrol yang dipilih melalui simple random sampling. Instrumen berupa tes hasil belajar pilihan ganda yang telah diuji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Analisis data dilakukan menggunakan uji normalitas, homogenitas, Independent Samples t-test, dan Cohen’s d. Hasil penelitian menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok dengan nilai t = 2,938, df = 52, dan p = 0,005 (<0,05). Selisih rata-rata kedua kelompok sebesar 1,704 poin, sedangkan Cohen’s d = 0,80 termasuk kategori efek besar. Temuan ini menunjukkan bahwa Learning Cycle 5E menghasilkan capaian hasil belajar yang berbeda secara signifikan dibandingkan pembelajaran konvensional dengan besaran efek yang kuat. Penelitian ini memperluas bukti empiris penerapan Learning Cycle 5E pada pembelajaran Fiqih jenjang Madrasah Tsanawiyah sekaligus menunjukkan pentingnya pelaporan effect size untuk memperkuat interpretasi makna praktis hasil penelitian.]]>
