Peningkatan Hasil Belajar Materi Khulafa’ur Rasyidin Penerus Perjuangan Nabi Muhammad Melalui Metode Ice Breaking Dan Media Audio Visual Gerak
DOI:
https://doi.org/10.37812/fatawa.v4i2.481Keywords:
Ice Breaking, Motion Audio Visual, Pai And Learning Character Learning OutcomesAbstract
The purpose of this study was to improve the learning outcomes of Islamic religious education and character for grade VII D SMP Dharma Lestari in the material of Khulafa'ur Rasyidin, the successor of the struggle of the Prophet Muhammad. Research with ice breaking learning method fan audio visual motion media. In relation to historical material, problems were found in students, among others, students felt bored with the way of delivery and explanation of the material. Therefore the researchers used this type of classroom action research to analyze student learning problems. The results of the research are data obtained by observation, test and documentation methods. The data obtained from the results of the study showed an increase in learning outcomes of Islamic religious education and character, which can be seen from the average value of class VII D students in the first cycle reaching 79.75 and the percentage of student completeness 72.2%. In the second cycle the average score of students reached 86.05 and the percentage of students' completeness was 86.1%. Therefore, it was concluded that through the ice breaking method and motion audio visual media, it was possible to improve learning outcomes of Islamic religious education and manners for class VII D SMP Dharma Lestari Salatiga.
References
Aidah, S.N. (2020) Cara Efektif Penerapan Metode dan Model Pembelajaran. Jogjakarta: Penerbit KBM Indonesia.
Dahwadin. (2019). Motivasi dan Pembelajaran Pendidikan Agama Islam. (Wonosobo: CV. Mangku Bumi Media).
Dora, R., & Arif, M. (2024). Penumbuhan Karakter Sosial Santri di Pondok Pesantren. Madinah: Jurnal Studi Islam, 11(2), 239-256. https://doi.org/10.58518/madinah.v11i2.2931
Mariyaningsih N. & Mistina H. (2018). Bukan Kelas Biasa Teori dan praktik Berbagai Model dan Metode Pembelajaran Menerapkan Inovasi Pembelajaran di Kelas-kelas Inspiratif. Surakarta: Kekata Publisher.
Murniasih E, dkk. (2019). 101 Tips Belajar Efektif dan Menyenangkan. Semarang: Alprin.
Musfah J. (2017). Manajemen Pendidikan Teori, Kebijakan, dan Praktik. Jakarta: Kencana.Cahyono, G. & Nibros, H. (2019). Youtube: Seni Komunikasi Dakwah dan Media Pembelajaran. Al-Hikmah. Jurnal Dakwah. 13 (1). 31.
Najjatul Mudzakiroh, & Muhamad Arif. (2023). Peran Orang Tua Tunggal (Single Parent) Dalam Menanamkan Karakter Religius Pada Remaja. FATAWA: Jurnal Pendidikan Agama Islam, 3(1), 1-15. https://doi.org/10.37812/fatawa.v3i1.917
Najmi, N., Ma`arif, M. A., & Muhamad Arif. (2023). Learning Islamic Religious Education in Forming the Religious Character in Junior High School Students. Firdaus Journal, 3(2), 86–95. https://doi.org/10.37134/firdaus.vol3.2.8.2023
Nurrita T. (2018). Pengembangan Media Pembelajaran untuk Meningkatkan Hasil Belajar Siswa. Misykat. 03 (01), 175.
Purba, R. A., dkk. (2021). Media dan Teknologi Pembelajaran. Sumatera Utara: Yayasan Kita Menulis.
Sukiyat. (2020). Strategi Implementasi Pendidikan Karakter. Surabaya: CV. Jakad Media Publishing.
Wandani R. K, dkk. 2020. Wonderfull Studies 2019 Antologi Esai Karya Mahasiswa PGSD Universitas Kanjuruhan Malang. Yogyakarta: Bintang Pustaka Madani
Warso A. W. D. D. (2021). Mengenal Penelitian Tindakan Kelas dan Dilengkapi Contohnya. Sleman: Depublish P
.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Muhamad Bayu Safii, Guntur Cahyono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
