<![CDATA[Learning outcomes in Aqidah Akhlaq (Islamic creed and ethics) across Indonesian madrasahs are often constrained by traditional lecture-dominated instruction, leaving students struggling to master application-level cognitive skills (Cognitive Level C3). This study evaluated the efficacy of the Focus-Explore-Reflect-Apply (FERA) learning model—a constructivist framework adapted from science education—in enhancing student learning outcomes in Aqidah Akhlaq. A quantitative quasi-experimental design was conducted at an Islamic Lower Secondary School in East Lampung. Two intact seventh-grade classes with homogeneous baseline academic abilities were assigned to an experimental group taught via FERA (n=24) and a control group taught via conventional instruction (n=25). Data were collected using a validated 15-item objective test (Cronbach’s α=.650). Due to a non-normal score distribution in the experimental group (Shapiro-Wilk, p=.011), hypothesis testing was performed using the nonparametric Mann-Whitney U test. The results revealed a statistically significant difference between groups (Z=-6.169, p<.001), demonstrating that the FERA model yields significantly superior learning outcomes, particularly at the application level (C3). These findings suggest that adapting constructivist science-based models like FERA into Islamic education offers a promising pedagogical strategy to bridge cognitive application gaps in madrasah curricula.]]>
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