The Effect of the Explain, Do, Evaluate Model on Critical Thinking Skills in Islamic Education at Madrasah Aliyah Al-Ishlahiyah Binjai - Kanaya Maisa Mulia; San Putra (The Islamic Education and Multiculturalism Foundation, 2026)
Abstrak Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Jelaskan, Lakukan, Evaluasi (JLE) terhadap keterampilan berpikir kritis peserta didik pada mata pelajaran Pendidikan Agama Islam di MA Al-Ishlahiyah Binjai. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain one group pretest–posttest. Populasi sekaligus sampel penelitian berjumlah 30 peserta didik yang ditentukan melalui teknik total sampling. Instrumen penelitian berupa tes keterampilan berpikir kritis yang dianalisis menggunakan statistik deskriptif dan inferensial melalui uji t berpasangan. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata dari 62,40 pada pretest menjadi 78,90 pada posttest dengan selisih 16,50 poin. Hasil uji t menunjukkan nilai signifikansi 0,000 (p < 0,05), yang menandakan adanya pengaruh signifikan model JLE terhadap keterampilan berpikir kritis peserta didik. Kebaruan (novelty) penelitian ini terletak pada penerapan model Jelaskan, Lakukan, Evaluasi secara sistematis dalam pembelajaran PAI untuk mengembangkan keterampilan berpikir kritis, yang masih jarang dikaji secara kuantitatif di lingkungan madrasah aliyah. Kata Kunci: Model Jelaskan Lakukan Evaluasi, Berpikir Kritis, Pembelajaran PAI, Madrasah Aliyah, Model Pembelajaran Abstract This study aims to analyze the effect of the Explain, Do, Evaluate (EDE) learning model on students’ critical thinking skills in Islamic Education at MA Al-Ishlahiyah Binjai. The research employed a quantitative approach using a quasi-experimental method with a one-group pretest–posttest design. The population and sample consisted of 30 students selected through total sampling. Data were collected using a critical thinking skills test and analyzed through descriptive and inferential statistics using a paired sample t-test. The results indicated an increase in the mean score from 62.40 in the pretest to 78.90 in the posttest, with a mean difference of 16.50 points. The t-test results showed a significance value of 0.000 (p < 0.05), indicating a significant effect of the EDE learning model on students’ critical thinking skills. The novelty of this study lies in the systematic application of the Explain, Do, Evaluate model in Islamic Education learning to enhance critical thinking skills, which has been rarely examined quantitatively in senior Islamic secondary schools. Keywords: Explain Do Evaluate Model, Critical Thinking Skills, Islamic Education Learning, Islamic Senior High School, Learning Model