Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal DARUSSALAM: Scientific Journal of Islamic Education
anto, Yuli
Unknown Affiliation
Religion Education Other

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

Found 1 Documents
Search

 1 
Application of Symposium Discussion Method to Improve Students' Learning Outcomes: Action Research at State Senior High School 1 Suliki Anto, Yuli
DARUSSALAM: Scientific Journal of Islamic Education Vol. 1 No. 1 (2024): JUNE 2024
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v1i1.213

Abstract

This study aims to improve student learning outcomes in Islamic religious education learning using the Symposium Discussion Method. This study uses a type of classroom action research. The design of this study uses the Kemmis & Mctaggart design with four steps, namely planning, action, observation and reflection. The subjects of this study were elementary school students. Data were obtained using test and observation techniques. The data obtained were then analyzed using descriptive statistical techniques. The results of the study indicate that the Symposium Discussion Method can improve student learning outcomes in Islamic religious education learning. This can be seen in cycle I with an average percentage of 50% and in cycle II by 86%. So it can be stated that student learning outcomes have developed in cycle II. Improving student learning outcomes through the application of the Symposium Discussion Method in Islamic education learning is carried out for two cycles. Learning outcomes in cycle I were 66.67% and in cycle II by 76.67%. So it can be said that student learning outcomes improved better in cycle II. Based on this, the Symposium Discussion Method can be used as one of the media that can be considered by teachers to overcome the problem of low student learning outcomes in Islamic religious education learning.
Co-Authors