Pengaruh Model Pembelajaran Round Club terhadap Hasil Belajar PAI Siswa Kelas V SDN 09 Simpang Tigo

Egil Safitri (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Siska Yulia Rahmi (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)

Didactum
Vol. 1 No. 4 (2026): Desember 2026

This study was motivated by the low learning outcomes of fifth-grade students in Islamic Religious Education (PAI) at SDN 09 Simpang Tigo. The low achievement was attributed to the implementation of teacher-centered instruction through the expository learning model, which resulted in limited student participation during the learning process. Students tended to be passive, lacked concentration, easily forgot the learning materials, and experienced difficulties in understanding the content and answering questions related to the lessons. In addition, group learning activities had not been implemented optimally, as they primarily focused on completing student worksheets rather than promoting active discussion and collaboration. Preliminary data indicated that more than 50% of the students had not achieved the Minimum Learning Achievement Criteria (KKTP). Therefore, the Round Club learning model was implemented to encourage active student participation, improve students’ understanding of the learning materials, and enhance their learning outcomes in Islamic Religious Education. This study employed a quasi-experimental method using a nonequivalent control group design. The objective of the study was to determine the effect of the Round Club learning model on students’ learning outcomes. The population consisted of 39 students from two classes. The sample included Class V.A, comprising 21 students as the experimental group, and Class V.B, comprising 18 students as the control group. Data were collected through pretests and posttests and analyzed using descriptive statistics, normality and homogeneity tests, N-Gain analysis, and an independent samples t-test. The results showed a significant improvement in students’ learning outcomes after the implementation of the Round Club learning model. The mean pretest score increased from 46.14 to 87.24 on the posttest, representing an improvement of 41.10 points. Furthermore, the independent samples t-test yielded a significance value of 0.000 (< 0.05), indicating that the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. It can therefore be concluded that the Round Club learning model had a significant positive effect on improving students’ learning outcomes.