<![CDATA[This research was motivated by students’ difficulties in understanding and practicing the correct procedures of wudu, particularly the sequence of movements, the even distribution of water on the body parts washed during wudu, and the application of proper etiquette and cleanliness. This study aimed to determine the improvement in teacher activity, student activity, and student learning outcomes through the implementation of the Spiritual Learning model in wudu lessons for Grade I students at SD Negeri Lampeuneurut. This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 30 students. Data were collected through teacher and student activity observations, a multiple-choice written test in Cycle I, and a practical wudu assessment in Cycle II. The results showed that teacher activity increased from 81.94% in Cycle I to 97.22% in Cycle II, while student activity increased from 80.56% to 93.05%. In Cycle I, the classical completeness rate on the written test was 43.33%. Following improvements in the learning process, Cycle II achieved an average practical assessment score of 85.87, with a classical completeness rate of 100%. These improvements were supported by modeling, direct practice, individual guidance, correction, and reinforcement of spiritual values, including cleanliness, discipline, and proper etiquette in worship. Therefore, the implementation of the Spiritual Learning model, accompanied by improvements in Cycle II, contributed to better learning activities and outcomes in wudu lessons.]]>
