Impact of the Ulû Al- Ilm Model on Six Domains of Student Learning Outcomes in Islamic Religious Education

Nurti Budiyanti (Islamic Religious Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Kokom St Komariah (Islamic Religious Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Wawan Hermawan (Islamic Religious Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Jenuri Jenuri (Islamic Religious Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia)
Pandu Hyangsewu (Islamic Religious Education Department, Universitas Pendidikan Indonesia, Bandung, Indonesia)

Jurnal Pendidikan Islam
Vol 10, No 1 (2024): Jurnal Pendidikan Islam

This study explores the application of the ulû al-'ilm model, a Quranic learning approach, to enhance Islamic Religious Education (IRE). The purpose of the study is to examine its effectiveness in improving six crucial dimensions of student learning outcomes: cognitive, affective, psychomotor, ethical, social, and spiritual. Employing a quantitative experimental methodology with a pre-experimental design, specifically the one-group pretest-posttest approach, the research utilized statistical analysis through SPSS. The findings highlight the effectiveness of the ulû al-'ilm model in advancing student learning outcomes. In the cognitive domain, there was a significant increase from 2.50% in the pretest to 40.00% in the post-test. A similar pattern emerged across the affective (16.25% to 43.75%), psychomotor (3.75% to 30%), social (11.25% to 35%), ethical (5.00% to 42.50%), and spiritual (2.50% to 71.25%) realms. The SPSS data supports the positive impact of the ulû al-'ilm model on riyâḍah 'amaliyah, facilitated through coaching, example setting, habituation, appreciation, and repetition during the IRE learning process. This study underscores the multifaceted benefits of integrating the ulû al-'ilm model in fostering comprehensive student development within the context of Islamic education.