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Azmil Hasan Lubis
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Journal of Action Research in Islamic Education
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30902673     DOI : 10.62945
Core Subject : Religion, Education,
Religion Education Other
Journal of Action Research in Islamic Education explores the dialogue between research and practice in Islamic education settings. The significant increase in interest in action research in recent years has been accompanied by the development of a number of different approaches, for example to promote reflective practice, professional development, empowerment, understanding of implicit professional knowledge, curriculum development, individual, institutional and community change, and the development of democratic management and administration. Proponents of all of these share the goal of ending the dislocation of research from practice, a goal that connects them with those engaged in participatory research and action inquiry. The journal publishes reports on a range of action research and related studies in the context of Islamic education learning at all levels of education, within education and across the professions, with the aim of making the results widely available and providing examples of the range of reporting styles that are possible. The journal aims to build and maintain a literature review of action research in Islamic education learning. The Journal of Action Research in Islamic Education is managed by Mandailing Global Edukasia and is published 4 issues per year, namely March, June, September and December. Journal of Action Research in Islamic Education is a scientific journal that focuses on efforts to publish the results of classroom action research in Islamic Religious Education learning which includes, 1. Improving student learning outcomes; 2. Improving student learning motivation; 3. Improving student character; 4. Improving student skills; 5. Improving student learning activities; 6. Application of models, methods, strategies and approaches to learning; 7. Application of learning media and multimedia; 8. And everything related to classroom action research in Islamic Religious Education learning.
Arjuna Subject : Umum - Umum
Articles 39 Documents
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Improving Student Learning Outcomes in Islamic Education Learning at SMP Satu Atap Reudeup through the Application of the Problem Based Learning Model Sahirina; Iswandi
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

This study aims to improve student learning outcomes in Islamic Religious Education and Character Education (PAI-BP) at SMP Satu Atap Reudeup through the application of the Problem Based Learning (PBL) learning model. The background of this study is the problem of low student learning outcomes indicated by only a small number of students achieving the Minimum Completion Criteria (KKM). The PBL model was chosen because it emphasizes active student involvement in solving real problems, critical thinking, and working together in groups, so it is expected to increase motivation and conceptual understanding. This study is a Classroom Action Research (CAR) carried out in several cycles with the stages of planning, implementation, observation, and reflection. The subjects of the study were grade VII students of SMP Satu Atap Reudeup. Data were collected through learning outcome tests, student activity observation sheets, and documentation, then analyzed descriptively. The results showed an increase in student activeness during learning and an increase in learning outcomes from the pre-cycle to the final cycle, so that the application of the PBL model was proven effective in improving student learning outcomes in the PAI-BP subject. Thus, the Problem Based Learning model can be used as an alternative innovative learning strategy to improve the quality of PAI-BP learning in junior high schools.
Improving Student Activity and Learning Outcomes on Zakat Material through the Use of Chromebook Media at SD Negeri Ujong Nga Ita Vitrianti; Cut Dewi
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

Abstract set a maximum of 250 words, including keywords and article This Classroom Action Research was conducted on sixth-grade students of Ujong Nga State Elementary School, motivated by initial observations showing low student activity in seeking information during discussions, even tending to disturb other friends. This condition has an impact on low learning outcomes, where out of 27 students, only 10 students (37%) achieved scores above the Minimum Completion Minimum (KKM), while 17 students (63%) were still below the Minimum Completion Minimum (KKM). To overcome this problem, the researcher implemented Chromebook learning media in Religious Education and Character Education learning, especially on zakat material. The purpose of this study was to determine the effectiveness of using Chromebooks in improving student activity and learning outcomes. The study was conducted in three cycles through the stages of planning, implementation, observation, and reflection, with 16 sixth-grade Muslim students as research subjects. Data were collected through observation of activity, learning outcome tests, and documentation. The results of the study showed a significant increase, where learning activity increased from 72% in cycle I to 76.11% in cycle II, and reached 85.14% in cycle III. Learning outcomes also increased from 78.15% in cycle I to 85.56% in cycle II, and then to 86.70% in cycle III. Thus, the use of Chromebooks has proven effective in improving the activeness and learning outcomes of sixth-grade students at Ujong Nga Public Elementary School.
Cooperative Learning Model to Improve Student Learning Outcomes in Islamic Education Learning at SD Negeri 3 Lembah Sabil Purdi Abbas
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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Abstract

Islamic religious education is a crucial subject in formal education, especially general education. This is because Islamic religious education is the sole vehicle for imparting religious knowledge in the formation of students' morals, therefore, Islamic religious learning plays a crucial role. It is important to note that further efforts are needed to help students understand the teaching of Q.S. Al-Hujurat verse 13. One model that can be used is Cooperative Learning. The use of the Cooperative Learning Model in the learning process of Q.S. Al-Hujurat verse 13 is expected to improve student learning outcomes, as expected. Based on the researcher's experience teaching in the classroom using conventional methods, the researcher found that student enthusiasm, motivation, and learning outcomes were low. This is because during teaching, the teacher is the sole source of knowledge and the center of learning. Therefore, the researcher conducted a study aimed at improving the learning outcomes of fourth-grade students in Islamic Religious Education learning on Q.S. Al-Hujurat verse 13 with cooperative learning method in grade 4 of SD Negeri 3 Lembah Sabil, Aceh Barat Daya Regency, academic year 2024-2025. The subjects of this study were grade 4 students of SD Negeri 3 Lembah Sabil in the field of Islamic Religious Education with the subject matter of Q.S. Al-Hujurat verse 13. This study uses a quantitative approach with the type of classroom action research. The data collected in this study through pre-cycle tests, final tests of each cycle, observations, and interviews. The Cooperative Learning method can improve student learning outcomes on the material I Am a Pious Child of Islamic Religious Education subject for grade 4 of SD Negeri 3 Lembah Sabil, as many as 88% of students or as many as 9 students completed the learning with an average grade of 80.62. This means that the use of the cooperative learning method is quite effective in improving the learning outcomes of grade IV students in Islamic Religious Education learning on Q.S. Al-Hujurat verse 13 material at SD Negeri 3 Lembah Sabil.
Efforts to Improve Elementary School Students' Conceptual Understanding in Islamic Education Learning by Implementing Role Playing Models Hudia; Abubakar
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

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This study aims to improve elementary school students' conceptual understanding of Islamic education by implementing the role-playing model. This study is a classroom action research with the Kemmis & Mc Taggart model with four steps in each cycle: planning, action, observation, and reflection. The subjects of this study were fifth-grade students of Grong-Grong Pidie Elementary School. The research data were collected using observation and test techniques. Observation was used to obtain data on teacher and student learning activities, while tests were used to measure students' conceptual understanding of Islamic education. The collected data were then analyzed using descriptive statistical techniques. The results of the study indicate that the role-playing model can improve students' conceptual understanding of Islamic education in elementary schools. This is evident from the results of the analysis of the research data which show that the percentage of student completion experienced a significant increase in each cycle with details of 63.17% in the pre-cycle, then increased in cycle 1 to 78.24% and in cycle 2 to 86.17%. The average value achieved also increased with details of pre-cycle 70.19, cycle 1 obtained 82.33 and cycle 2 obtained 89.47. Furthermore, the results of the standard deviation test also showed that the standard deviation value in each cycle was getting smaller, meaning that the students' conceptual understanding ability was more evenly distributed. Based on these results, the role playing model can be used as an alternative learning model that can be used to overcome the low conceptual understanding ability of students in Islamic education learning in elementary schools.
Improving Students' Conceptual Understanding by Implementing the Project Based Learning Model in Islamic Education Learning at SD Negeri 13 Kuala Batee Salmi; Samsimar B
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): SEPTEMBER 2025
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This study aims to improve students’ conceptual understanding through the implementation of the Project Based Learning (PjBL) model in Islamic Education learning at SD Negeri 13 Kuala Batee. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected through conceptual understanding tests, observation sheets, and field notes. Quantitative data were analyzed using descriptive statistics to measure improvement across cycles, while qualitative data were analyzed through interactive analysis techniques to support the interpretation of findings. The results indicate a significant improvement in students’ conceptual understanding after the implementation of the PjBL model. The mean pre-cycle score was 62.14, with only 39.29% of students achieving the minimum mastery criterion (MMC). After Cycle I, the mean score increased to 74.86, with 67.86% of students meeting the MMC. In Cycle II, the mean score further improved to 84.21, and 89.29% of students achieved mastery. The normalized gain (N-gain) score of 0.61 indicates a moderate-to-high improvement category. Observational data also revealed increased student engagement, collaboration, and critical thinking skills during project activities. These findings demonstrate that the Project Based Learning model effectively enhances students’ conceptual understanding in Islamic Education by fostering active participation, contextual learning, and collaborative inquiry. The study contributes to the growing body of empirical evidence supporting innovative pedagogical approaches in Islamic Education at the elementary level and provides practical implications for teachers seeking to strengthen conceptual learning outcomes through student-centered strategies.
Improving Students' Religious Character by Using Audiovisual Media in Islamic Education Learning at MIN 4 Aceh Selatan Mazidah
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): SEPTEMBER 2025
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This study aims to improve students’ religious character through the use of audiovisual media in Islamic Education learning at MIN 4 Aceh Selatan. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected through observation sheets, religious character assessment rubrics, interviews, and documentation. Quantitative data were analyzed using descriptive statistics to determine the percentage of improvement across cycles, while qualitative data were analyzed through reflective analysis to identify changes in students’ attitudes and learning engagement. The findings indicate a significant improvement in students’ religious character after the implementation of audiovisual media. In the pre-cycle stage, the average religious character score was 68.21 (moderate category), with only 46.4% of students achieving the minimum mastery criterion (≥75). In Cycle I, the average score increased to 76.35, with 71.4% mastery. After refinement in Cycle II, the average score reached 85.12, with 92.8% of students meeting the mastery criterion. Observational data also revealed increased student engagement, active participation, discipline in prayer practice, respect toward teachers and peers, and improved moral behavior during classroom activities. The results demonstrate that integrating audiovisual media in Islamic Education learning effectively enhances students’ religious character by providing contextual, visual, and emotionally engaging learning experiences. This study contributes to the growing body of research on innovative instructional strategies in Islamic Education and offers practical implications for teachers seeking to strengthen character education through technology-enhanced learning environments.
Improving Students' Analytical Thinking Skills by Using the Discovery Learning Model in Islamic Education Learning at SMA Negeri 2 Rantau Selamat T Yusrizal
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): SEPTEMBER 2025
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This study aims to improve students’ analytical thinking skills through the implementation of the Discovery Learning model in Islamic Education learning at SMA Negeri 2 Rantau Selamat. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 32 eleventh-grade students in the 2025/2026 academic year. Data were collected through analytical thinking tests, observation sheets, and documentation. Quantitative data were analyzed using descriptive statistics and normalized gain (N-gain), while qualitative data were analyzed through thematic reflection. The findings indicate a significant improvement in students’ analytical thinking skills after the implementation of the Discovery Learning model. The mean pre-cycle score was 62.45, categorized as low. After Cycle I, the mean score increased to 74.18 with 68.75% of students achieving the minimum mastery criterion (MMC). In Cycle II, the mean score further increased to 86.03, with 90.63% of students meeting the MMC. The N-gain score of 0.64 indicates a moderate-to-high improvement category. Observational data also revealed enhanced student engagement, critical questioning, collaborative problem-solving, and the ability to formulate evidence-based conclusions. These results demonstrate that the Discovery Learning model effectively fosters analytical thinking skills in Islamic Education learning contexts. The model encourages active exploration, hypothesis formulation, data analysis, and reflective reasoning aligned with higher-order thinking competencies. This study contributes empirical evidence supporting the integration of student-centered learning models in Islamic Education to promote 21st-century analytical competencies. Future research may expand the scope by employing quasi-experimental designs and involving multiple schools to enhance generalizability.
Application of the Value Clarification Technique Method to Improve the Internalization of Students' Akhlakul Karimah Values at MA Yapis Al-Oesmaniyyah Imam Faqih
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): SEPTEMBER 2025
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This study aims to improve the internalization of Akhlakul Karimah (noble character) values among students through the application of the Value Clarification Technique (VCT) method at MA Yapis Al-Oesmaniyyah. The research employed a Classroom Action Research (CAR) design conducted in two cycles, involving 32 eleventh-grade students. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected through observation sheets, value internalization questionnaires, reflective journals, and documentation. Quantitative data were analyzed using descriptive statistics to measure the improvement of students’ internalization scores, while qualitative data were analyzed through thematic reflection to capture behavioral changes. The results indicate a significant improvement in students’ internalization of Akhlakul Karimah values after the implementation of VCT. The average pre-action score was 61.84 (moderate category), which increased to 74.37 in Cycle I and further improved to 86.12 in Cycle II (high category). The percentage of students achieving the predetermined mastery criterion (≥75) increased from 34.38% in the pre-cycle to 65.63% in Cycle I and 90.63% in Cycle II. Observational data also revealed notable improvements in students’ honesty, responsibility, discipline, respect, and empathy during classroom interactions. The reflective process demonstrated that VCT encouraged students to critically examine moral dilemmas, articulate personal values, and commit to consistent moral behavior. The findings confirm that the Value Clarification Technique method is effective in fostering deeper moral value internalization in Islamic Religious Education. This study contributes empirically to innovative pedagogical approaches for strengthening character education within Islamic secondary schools and supports the integration of reflective-value-based learning strategies to promote sustainable moral development.
Implementation of Group Discussion Method to Improve Students' Understanding of Asmaul Husana Material at SD Negeri 003 Sei Menggaris Alias
Journal of Action Research in Islamic Education Vol. 1 No. 2 (2025): SEPTEMBER 2025
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This research was motivated by the low level of understanding of the Asmaul Husana (Asmaul Husana) among fourth-grade students at SDN 003 Sei Menggaris, caused by the dominance of monotonous lecture methods. This condition makes students passive, often memorizing without understanding the spiritual meaning of the names of Allah. This study aims to improve student understanding through the application of group discussions. The type of research used was Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Twenty students participated in the study. Data were collected through activity observation, documentation, and learning outcome tests. The results showed significant improvement in each cycle. In the pre-cycle stage, the classical completion rate was only 40%. After the action was implemented in Cycle I, the completion rate increased to 65%, peaking at 90% in Cycle II, with a class average score of 84. In addition to cognitive aspects, student activity and engagement in the learning process also increased dramatically. Students became more confident in expressing their opinions and were able to work effectively in groups. The conclusion of this study is that the group discussion method has proven effective in deepening the understanding of the Asmaul Husana material and is able to create a more interactive, collaborative, and meaningful Islamic Religious Education learning atmosphere for elementary school students.

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