<![CDATA[Understanding Islamic values in primary Islamic Religious Education (PAI) requires learning experiences that move beyond memorization toward active interpretation and application. This study investigated the effectiveness of the Predict, Observe, Explain (POE) model in improving fourth-grade students' understanding of Islamic values in the Asmaul Husna topic. A quantitative quasi-experimental approach with a nonequivalent control-group design involved 54 students at SD Negeri 1 Rejosari, Ogan Komering Ulu Timur, divided equally into an experimental class receiving POE instruction and a control class receiving expository instruction. Data were collected using a validated 20-item multiple-choice test assessing C2 (understanding), C3 (applying), and C4 (analyzing). An independent-samples t-test revealed a statistically significant posttest difference between groups (t = 2.876, df = 52, p = 0.006). The experimental class achieved a higher N-Gain (75.20%; g = 0.752, high) than the control class (66.14%; g = 0.661, moderate), while Cohen's d = 0.78 indicated a moderate-to-large practical effect. The strongest descriptive advantage of POE appeared at the C2 level, suggesting that the model particularly supports students' understanding of the meaning of Islamic values. These findings indicate that POE can facilitate active and staged construction of value-based understanding by connecting prior conceptions, observed examples, and reasoned explanations. Pedagogically, POE offers a viable alternative for designing more participatory and meaningful PAI learning in primary schools.]]>
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