Enhancing Students’ Moral and Theological Competence through the Role-Playing Approach in Aqidah Akhlaq Learning

Abstract

This study aims to evaluate the teacher's ability, student activity, student response, and student learning outcomes in the implementation of the Role Playing learning method in the Akidah Akhlak subject for class XI IPS at MA Azhar Menganti Gresik. The research utilized a Classroom Action Research (CAR) approach, consisting of two cycles, each encompassing planning, implementation, observation, and reflection stages. The research subjects were students of class XI at MA Azhar Menganti Gresik. Data collection techniques included observation to assess teacher and student activity, tests to measure learning outcomes, and questionnaires to gauge student responses. The research results indicate significant improvements across all indicators. The teacher's ability in implementing the Role Playing method increased from 69.09% (active category) in Cycle I to 88.18% (very active category) in Cycle II. Student activity also improved, rising from 43.47% at the initial condition to 63.80% (active category) in Cycle I, and further to 83.30% (very active category) in Cycle II. Student responses to the Akidah Akhlak lessons using the Role Playing method also showed progress, from 61.30% (good category) in Cycle I to 85.57% (very good category) in Cycle II. Regarding learning outcomes, in Cycle I, the classical mastery rate reached 39.13%, with 9 students achieving mastery and 14 students not achieving mastery. In Cycle II, the classical mastery rate surged to 86.96%, with 20 students achieving mastery and only 3 students not achieving mastery. The average student score also increased from 58.69% at the initial condition to 65.21% in Cycle I and 80.21% in Cycle II, surpassing the minimum mastery criterion (KKM) of 75. Therefore, it can be concluded that the implementation of the Role Playing method successfully increased the classical mastery rate above the KKM, and this CAR is deemed successful.