Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
M. Indra Saputra
Department of Islamic Religious Education, Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Focus-Explore-Reflect-Apply (FERA) Learning Model: Aqidah Akhlaq Learning Outcomes at Islamic Lower Secondary School Siti Wakhidatul Jannah; Deden Makbuloh; M. Indra Saputra
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5567

Abstract

Learning outcomes in Aqidah Akhlaq (Islamic creed and ethics) across Indonesian madrasahs are often constrained by traditional lecture-dominated instruction, leaving students struggling to master application-level cognitive skills (Cognitive Level C3). This study evaluated the efficacy of the Focus-Explore-Reflect-Apply (FERA) learning model—a constructivist framework adapted from science education—in enhancing student learning outcomes in Aqidah Akhlaq. A quantitative quasi-experimental design was conducted at an Islamic Lower Secondary School in East Lampung. Two intact seventh-grade classes with homogeneous baseline academic abilities were assigned to an experimental group taught via FERA (n=24) and a control group taught via conventional instruction (n=25). Data were collected using a validated 15-item objective test (Cronbach’s α=.650). Due to a non-normal score distribution in the experimental group (Shapiro-Wilk, p=.011), hypothesis testing was performed using the nonparametric Mann-Whitney U test. The results revealed a statistically significant difference between groups (Z=-6.169, p<.001), demonstrating that the FERA model yields significantly superior learning outcomes, particularly at the application level (C3). These findings suggest that adapting constructivist science-based models like FERA into Islamic education offers a promising pedagogical strategy to bridge cognitive application gaps in madrasah curricula.
Co-Authors Deden Makbuloh Siti Wakhidatul Jannah