<![CDATA[This study aimed to improve students’ learning outcomes in Islamic Religious Education (IRE) through the implementation of the question-and-answer method among fourth-grade students at SD Islam Sa’adatuddarain, Praya, Central Lombok, during the 2023/2024 academic year. The study was motivated by low student participation and learning achievement, as preliminary observations indicated that many students were passive during lessons, paid insufficient attention to the teacher, talked with classmates, and were reluctant to respond to questions. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in two cycles, with two instructional meetings in each cycle, and involved 30 fourth-grade students. Data were collected through observations, oral achievement tests, and documentation, and were analyzed using descriptive percentage analysis. The findings showed an improvement in students’ learning outcomes and classroom participation. In Cycle I, 18 of 30 students (60.00%) achieved the minimum mastery criterion (KKM) of 70. Following reflection and improvements to the learning process, 29 of 30 students (96.67%) achieved the KKM in Cycle II, representing an increase of 36.67 percentage points. Teacher activity also increased from 63.15% in Cycle I to 89.47% in Cycle II. These findings indicate that the implementation of the question-and-answer method contributed to more active classroom participation and improved students’ learning outcomes in Islamic Religious Education within the context of this classroom action research. The method therefore shows potential as an alternative instructional approach for elementary-level IRE learning.]]>
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