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All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat
Ahmad Ghifari Tetambe
Universitas Islam Negeri Kendari
Education Social Sciences Other

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Experimental Method Effectiveness on Learning Outcomes and Honesty Values in Islamic Education: A Classroom Action Research Firmansyah Firmansyah; Ahmad Ghifari Tetambe; Nourma Yulita
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 2 (2026): June-September
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i2.2754

Abstract

Previous studies on the experimental method have generally focused on science subjects and cognitive achievement, while its application in Islamic Religious Education (PAI), specifically regarding the topic of honesty, remains limited. This study aims to analyze the learning activities, learning outcomes, and the improvement in mastery levels among seventh-grade students at SMP Negeri 1 Abuki using the experimental method in PAI instruction. This Classroom Action Research (CAR) was conducted over two cycles, each comprising planning, action, observation, and reflection, with 20 students as subjects. Data were collected through observations of teacher and student activities, learning outcome tests, and documentation, then analyzed using descriptive quantitative methods based on a Minimum Mastery Criterion (KKM) of 73 and a minimum class mastery threshold of 80%. In the first cycle, teacher activity reached 89.6% and student activity 89.4%, with an average score of 71.5 and a mastery rate of 65%. In the second cycle, teacher activity increased to 92.2% and student activity to 92.3%, with an average score of 78 and a mastery rate of 80% (16 out of 20 students), thereby meeting the success indicators. The originality of this research lies in demonstrating the potential of the experimental method as a PAI pedagogical approach that bridges direct experience, active engagement, and the understanding of the value of honesty, rather than focusing solely on cognitive achievement. These findings broaden the application of a constructivist perspective within PAI instruction and provide a practical reference for teachers to integrate cognitive and affective engagement when teaching values.
Co-Authors Firmansyah Firmansyah Nourma Yulita