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All Journal Al-Fikru: Jurnal Ilmiah Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Indonesian Journal of Research and Educational Review (IJRER) Jurnal Kajian Ilmu Pendidikan (JKIP) Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Sunarto Sunarto
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Students’ Learning Interest: The Effectiveness of the Think Talk Write Learning Model Amia Kasmila; Deden Makbuloh; Sunarto Sunarto; Saiful Bahri; Jalaluddin Jalaluddin
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1487

Abstract

This research is conducted to investigate the effectiveness of using a Think-Talk-Write instructional Towards students' learning interest in the Islamic Religious Education subject at SMP Negeri 03 Bukit Kemuning, Lampung Utara. Employing a quantitative approach, this research utilizes an experimental method with a post-test only control group design. This Research Comprises two groups: a control class instructed through conventional teaching methods and an experimental class that implements The Think-Talk-Write model. The research instrument comprises a non-test questionnaire, with data collected through the distribution of validated and reliable item. The questionnaire was administered to students' learning following the instructional intervention. Data analysis Was carried out with an independent sample T-test to identify notable differences in students' learning interest among those presented to The Think-Talk-Write model and those who were not. The normality test results indicate that Information from both the experimental and control groups adheres to  normal distribution, as evidenced by a significance level of 0.60, which exceeds the threshold of 0.05. Additionally, homogeneity test confirms Indicating that the information exhibit homogeneity, Having a statistical significance value of 0.448, additionally surpassing 0.05. The outcomes of the T-test reveal a Sig. (2-Tailed) value of 0.000, which is significantly lower than 0.05. Based on these findings, it can be conclusively stated that the Think-Talk-Write instructional model proves to be more effective in fostering students’ learning interest compared to conventional teaching methodologies.
Learning Cycle 7E Learning Model: Optimizing Student Learning Outcomes in Aqidah Akhlak Rosa Shafira Ulya; Erlina Erlina; Sunarto Sunarto
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4685

Abstract

This research focuses on MA Nurul Iman Sekincau's low student learning results in the evaluative and creative parts of Aqidah Akhlak. Low student participation and traditional learning paradigms may hamper higher-order thinking. This quantitative study tests the 7E Learning Cycle model's impact on student learning, particularly at cognitive levels C5 (evaluating) and C6 (creating), as well as affective and psychomotor domains. The study was quasi-experimental with a post-test-only control group. A was the experimental group that received the 7E Learning Cycle model, while B was the control group that used conventional methods. Multiple-choice cognitive C5 and C6 exams, self-assessment questionnaires, and performance observation sheets were used. The findings of the data analysis demonstrated that the 7E Learning Cycle model considerably improved student learning. Cognitive hypothesis testing revealed a significant difference between experimental and control groups (t-value = 3.581, p < 0.001). Through internalizing character ideals and religious attitudes, this model significantly impacted the affective and psychomotor domains (p = 0.000, mean difference = 3.721), outperforming the control group. The cognitive instrument had critical notes since it was dominated by easy and very easy items (86.66%), so its discriminatory power needed to be increased despite meeting validity and reliability requirements. This study found that the 7E Learning Cycle model can help Madrasah educators improve Aqidah Akhlak learning through active involvement and high-level cognitive stimulation.
Optimizing Islamic and Character Education Outcomes Through Everyone is a Teacher Here (ETH) Learning Model Romi Yanda; Istihana Istihana; Sunarto Sunarto
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4995

Abstract

The low achievement of student learning outcomes in Islamic and character education at Junior High School 15 Krui demands innovative strategies. The Everyone Is a Teacher Here (ETH) model encourages active participation, peer dialogue, and critical reflection to optimize students' competencies. This study aims to test the effectiveness of the ETH model in optimizing Islamic and character education learning outcomes. A quantitative approach with a quasi-experimental design was used. The population comprised 93 eighth-grade students; simple random sampling assigned class VIII-2 (n = 47) as the experimental group and class VIII-1 (n = 46) as the control. The experimental group received treatment over three meetings using seven ETH syntaxes, while the control group followed conventional learning. The research data was comprehensively collected from the respondents, and the instrument was declared valid and highly reliable (Cronbach's alpha: 0.89). Data was analyzed using an independent samples t-test. The results showed a statistically genuine and significant difference in learning outcomes between the experimental and control groups (t = -2.504; p = 0.015 < 0.05). The experimental group achieved a substantially more optimal academic impact, confirming that the dynamic ETH syntax effectively boosts material mastery and fosters an active-collaborative classroom climate. In conclusion, implementing the ETH model significantly optimizes Islamic and character education outcomes. Practically, integrating ETH is highly recommended to facilitate adaptive, inclusive, and participatory learning that strengthens student competencies without relying heavily on high-level technological infrastructure.
Interactive Video-Based Experiential Learning Model and its Effect on Islamic Religious Education Learning Outcomes Rodiani Puspita Sari; Erlina Erlina; Sunarto Sunarto
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 2 (2025): Desember (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i2.853

Abstract

Islamic Religious Education learning in junior high schools still faces serious challenges, particularly low student engagement and limited use of learning media that encourages higher-order thinking. This condition has an impact on low evaluative cognitive achievement (C5), which requires the ability to assess, make decisions, and provide rational justifications. At Muhammadiyah 3 Junior High School in Bandar Lampung, the Islamic Religious Education learning process is still dominated by lecture methods with minimal use of interactive media. This study aims to analyze the effect of the Experiential Learning model based on interactive videos on Islamic Religious Education learning outcomes at the C5 cognitive level. The study uses a quantitative approach with a quasi-experimental method and a post-test only control group design. The sample consisted of two classes, namely class VIII-A as the control group and VIII-B as the experimental group. The results of the t-test analysis showed a significance value of 0.000 (p < 0.05), which indicates a significant effect on student learning outcomes. These findings indicate that the interactive video-based Experiential Learning model is effective in improving students' evaluative abilities. Implicitly, this model can be used as a strategic alternative to develop contextual and meaningful Islamic Religious Education learning.
Pembelajaran PAI Berbasis Kooperatif Tipe STAD: Studi Eksperimen Terhadap Keterlibatan Siswa Mar&#039;atuzzakiyyah Mar&#039;atuzzakiyyah; Saiful Bahri; Sunarto Sunarto
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.1915

Abstract

Riset ini dilakukan untuk mengkaji pengaruh model pembelajaran tipe kooperatif Student Teams Achievement Division (STAD) terhadap minat belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI), dengan fokus khusus pada indikator keterlibatan siswa di SMKN 8 Bandar Lampung. Menggunakan metode eksperimen semu ( quasi-experimental ) dengan desain kelompok kontrol, data diambil melalui kuesioner skala Likert yang telah teruji. Hasil analisis data menunjukkan bahwa meskipun sebaran data bersifat normal dan seragam (homogen), hasil uji-t memberikan skor signifikansi 0,139 (p > 0,05), yang menunjukkan bahwa penerapan model STAD tidak memberikan pengaruh yang signifikan terhadap keterlibatan siswa. Kebaruan penelitian ini terletak pada kajian penerapan model STAD dalam pembelajaran Pendidikan Agama Islam di tingkat Sekolah Menengah Kejuruan, dengan penekanan pada ranah afektif, khususnya keterlibatan siswa. Temuan ini memberikan kontribusi terhadap kajian akademik dengan menunjukkan bahwa peningkatan minat belajar siswa tidak dapat bergantung pada satu model pembelajaran saja, melainkan memerlukan pendekatan pedagogis yang lebih adaptif dan kontekstual.
SOLE Cooperative Learning Model: Its Effect On Students’ Learning Autonomy In Islamic Religious Education Anggi Ismiyanti; Chairul Anwar; Sunarto Sunarto
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2185

Abstract

This study aims to analyze the effect of the Self-Organized Learning Environment (SOLE) learning model on students’ learning autonomy in Islamic Religious Education (IRE). The study is motivated by the low level of students’ learning autonomy, particularly in terms of discipline and initiative. However, previous studies on the implementation of SOLE have predominantly focused on general subjects such as mathematics and science, while studies within the context of Islamic Religious Education remain limited. Therefore, this study offers novelty by examining the effectiveness of SOLE in enhancing learning autonomy in IRE. The method used in this study is a quasi-experimental design with a post-test only control group design, involving eighth-grade students as the research subjects. Data were collected using a learning autonomy questionnaire that had been tested for validity and reliability, and were analyzed using normality, homogeneity, and Mann–Whitney tests. The results show that the Mann–Whitney test produced a significance value of 0.000 (p < 0.05) with a Z value of –3.806, indicating a significant difference between the experimental and control groups. The implementation of the SOLE model has been proven to significantly improve students’ learning autonomy, particularly in the aspect of initiative. Students became more active in seeking information, more confident in making decisions, and more capable of managing time and solving problems independently. This study contributes to the expansion of SOLE implementation in Islamic Religious Education, which integrates cognitive, affective, and psychomotor domains. The findings also confirm that SOLE is an effective 21st-century learning strategy that supports digital literacy, critical thinking, and students’ learning autonomy.
The CORE Learning Model (Connecting, Organizing, Reflecting, and Extending): How Does Its Implementation Affect Learning Outcomes at the C5 Level? Audyla Nurfala; Istihana Istihana; Sunarto Sunarto
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.273

Abstract

This study examines the effectiveness of the CORE (Connecting, Organizing, Reflecting, and Extending) learning model in enhancing students' evaluative cognitive skills (C5) in Islamic Religious Education (IRE) at the junior high school level. The gap between the need for teaching that fosters higher-order thinking skills and the current teaching practices, which are still dominated by a lecture-based approach, provides the backdrop for this research. A quantitative approach with a Posttest-Only Control Group design was used, involving two classes selected through cluster random sampling. The analysis results show a significant difference in evaluative abilities between the experimental group and the control group, confirming that the CORE model has a positive impact on facilitating critical thinking and argument-based decision-making. These findings provide strong empirical support to reinforce the constructivist approach in IRE teaching and recommend expanding the application of the CORE model to more diverse contexts and cognitive domains in the future.
Co-Authors Amia Kasmila Anggi Ismiyanti Audyla Nurfala Chairul Anwar Deden Makbuloh Erlina Erlina Istihana Istihana Jalaluddin Jalaluddin Mar&#039;atuzzakiyyah Mar&#039;atuzzakiyyah Rodiani Puspita Sari Romi Yanda Rosa Shafira Ulya Saiful Bahri