<![CDATA[The topic of the Last Day in Islamic creed and ethics instruction is abstract and cannot be directly observed, so lecture-based delivery leaves a gap between the belief being taught and students' capacity to imagine it. This study describes the sequenced implementation of PowerPoint and video media on this topic and analyses the pattern of change in the learning outcomes of grade V students at SDN 3 Cintanagara, Jatinagara, Ciamis. This classroom action research was conducted in two cycles with nineteen students through planning, action, observation, and reflection. Data were collected through a ten-item multiple-choice achievement test, observation sheets, and interviews, then analysed using comparative descriptive analysis and decomposed by rate of change across stages. Mastery rose from nine students at pre-cycle to twelve in Cycle I and sixteen in Cycle II, that is from 47.37 per cent to 63.16 per cent and 84.21 per cent. Decomposition shows a nearly constant mean gain accompanied by an accelerating number of students crossing the threshold, so the efficiency of the action improved from 1.76 to 1.32 mean points per additional mastering student. The principal contribution of the action is the equalisation of mastery.]]>
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