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All Journal Jurnal Manajemen Pendidikan Oasis: Jurnal Ilmiah Kajian Islam
Nur Hidayah
Institut Islam Mamba'ul 'Ulum Surakarta, Indonesia
Education

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IMPLEMENTASI METODE PEMBELAJARAN RADEC DALAM MATA PELAJARAN AL QUR’AN HADITSDI SEKOLAH MENENGAH PERTAMA MUHAMMADIYAH GROGOL KECAMATAN WERU KABUPATEN SUKOHARJO TAHUN AJARAN 2025/2026 Aulia Munashihah; Nur Hidayah
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3166

Abstract

This study aims to describe the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) learning method in Al-Qur'an Hadith subjects and identify the supporting and inhibiting factors affecting its implementation at SMP Muhammadiyah Grogol, Weru District, Sukoharjo Regency. This research employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and documentation involving the principal, Al-Qur'an Hadith teacher, and students. Data validity was ensured through source and technique triangulation, while data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing.  The findings indicate that the RADEC learning method has been implemented systematically through five learning stages: Read, Answer, Discuss, Explain, and Create. The implementation successfully increased students' participation, learning motivation, communication skills, critical thinking, and understanding of Al-Qur'an Hadith materials. Supporting factors include school policy, teacher commitment, students' enthusiasm, and a conducive religious environment. Meanwhile, the inhibiting factors involve limited instructional time, inadequate digital facilities, differences in students' literacy abilities, and the limited availability of professional training regarding RADEC implementation. This study contributes empirical evidence regarding the implementation of the RADEC learning method in Islamic Religious Education, particularly in Al-Qur'an Hadith learning at the junior secondary school level. The findings demonstrate that RADEC not only strengthens students' cognitive achievement but also develops collaborative skills, communication competence, creativity, and Islamic character simultaneously
Comparing Problem-Based Learning and Conventional Instruction on Aqidah Akhlak Learning Outcomes: A Quasi-Experimental Study at an Indonesian Senior Secondary School Aldinda Fauziah; Nur Hidayah; Alwan Arhan
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24382

Abstract

This study was motivated by the limited number of studies comparing the effectiveness of Problem-Based Learning (PBL) and conventional instruction in Aqidah Akhlak education at the senior secondary school level. The purpose of this study was to analyze and compare the Aqidah Akhlak learning outcomes of students taught using the PBL model and those taught through conventional instruction at SMA Muhammadiyah 3 Surakarta. The study employed a quantitative approach using a quasi-experimental Pretest–Posttest Control Group Design. The sample consisted of 68 students selected through purposive sampling, including 34 students in the experimental group and 34 students in the control group. Data were collected using a multiple-choice achievement test that met established validity and reliability criteria. Data analysis involved descriptive statistics, normality and homogeneity tests, Independent Samples t-tests, Paired Samples t-tests, and effect size analysis. The findings indicate that both instructional models improved students’ learning outcomes. The mean score of the PBL group increased from 79.21 to 90.15, while that of the conventional instruction group increased from 74.88 to 89.26. However, the Independent Samples t-test revealed no statistically significant difference between the two groups (p = 0.497 > 0.05). This result was supported by a Cohen’s d value of 0.20 (small effect) and an Eta Squared value of 0.007 (negligible effect), indicating that the influence of the instructional model on differences in learning outcomes was minimal. Therefore, Problem-Based Learning and conventional instruction demonstrated relatively equivalent effectiveness in improving Aqidah Akhlak learning outcomes. This study contributes to the development of scholarship in Islamic Religious Education and provides practical insights for teachers in selecting instructional strategies that align with subject characteristics and students’ learning needs. Keywords: Problem-Based Learning; Conventional Instruction; Learning Outcomes; Aqidah Akhlak; Quasi-Experimental Research
Co-Authors Aldinda Fauziah Alwan Arhan Aulia Munashihah