<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar dan aktivitas belajar peserta didik pada materi Puasa Sunah melalui penerapan metode storytelling. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan subjek penelitian sebanyak 15 peserta didik kelas VI SD Negeri 1 Perante Tahun Pelajaran 2024/2025. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode storytelling berbantuan LKPD mampu meningkatkan hasil belajar dan aktivitas belajar peserta didik. Pada siklus I, nilai rata-rata hasil belajar sebesar 59,53 dengan persentase ketuntasan belajar 40%, sedangkan aktivitas belajar peserta didik mencapai 63,7%. Setelah dilakukan perbaikan tindakan pada siklus II melalui penyajian cerita yang lebih interaktif, diskusi kelompok, presentasi hasil diskusi, penyusunan kliping, dan pemberian penguatan, nilai rata-rata hasil belajar meningkat menjadi 78,47 dengan persentase ketuntasan belajar sebesar 80%. Aktivitas belajar peserta didik juga meningkat menjadi 84,4%. Hasil tersebut menunjukkan bahwa metode storytelling berbantuan LKPD mampu menciptakan pembelajaran yang lebih aktif, menarik, dan bermakna sehingga berkontribusi terhadap peningkatan hasil belajar serta aktivitas belajar peserta didik pada materi Puasa Sunah. Dengan demikian, metode storytelling berbantuan LKPD dapat dijadikan sebagai salah satu alternatif strategi pembelajaran Pendidikan Agama Islam di sekolah dasar. This study aimed to improve students' learning outcomes and learning activities on the topic of voluntary fasting (Puasa Sunah) through the implementation of the worksheet assisted storytelling method. This study employed Classroom Action Research (CAR) involving 15 sixth-grade students of SD Negeri 1 Perante during the 2024/2025 academic year. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through achievement tests, classroom observations, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the worksheet assisted storytelling method successfully improved both students' learning outcomes and learning activities. In Cycle I, the average learning achievement score was 59.53 with a learning mastery percentage of 40%, while students' learning activity reached 63.7%. After improvements were implemented in Cycle II through more interactive storytelling, group discussions, presentations, clipping projects, and teacher reinforcement, the average learning achievement increased to 78.47 with a learning mastery percentage of 80%. Students' learning activity also improved to 84.4%. These findings indicate that the worksheet assisted storytelling method creates a more active, engaging, and meaningful learning environment, thereby improving students' learning outcomes and classroom participation in Islamic Religious Education. Therefore, worksheet assisted storytelling can be considered an effective alternative instructional strategy for teaching Islamic Religious Education at the elementary school level.]]>
