Peer-reviewed article
Improving Learning Outcomes About Faith in The Apostles Through Group Discussion Methods in Grade 4 Elementary School Children
Reki Novendra ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested two teaching methods (Problem-Based Learning and Project-Based Learning) to improve Grade 4 students' understanding of Islamic religious content about the Prophets. The research used classroom action research with two cycles of instruction. While the second cycle achieved 100% of students meeting learning standards, the first cycle showed some students struggled with comprehension and limited discussion time.
Key points
- Cycle I used Problem-Based Learning with group discussion; Cycle II used Project-Based Learning with poster creation
- All students met the Minimum Completion Criteria (KKM) by Cycle II
- Some students in Cycle I did not meet KKM due to difficulties understanding the material
- Limited discussion time was identified as a barrier in Cycle I
- Recommendations include adjusting assessment questions and increasing discussion time
Limitations
This document focuses on religious education pedagogy rather than child well-being outcomes. It does not measure impacts on children's health, protection, development, or participation in broader domains relevant to child well-being monitoring.
Abstract
This study aims to improve students' learning outcomes on the material of Belief in the Prophets of Allah through the implementation of the Problem-Based Learning model in Cycle I and the Project-Based Learning model in Cycle II. This research uses the Classroom Action Research (CAR) design, conducted in two cycles with different teaching models. In Cycle I, the Problem-Based Learning model with group discussion methods was applied, while in Cycle II, the Project-Based Learning model involving the creation of a poster about the exemplary traits of the Prophet was used. The results indicate an improvement in students' understanding and engagement in learning, as reflected by the increased learning outcomes in Cycle II, with 100% of students meeting the Minimum Completion Criteria (KKM). However, several students in Cycle I did not meet the KKM due to difficulties in understanding the material and limited discussion time. Reflections from both Cycles I and II provide a basis for improvements in future teaching implementations, such as adjusting assessment questions and increasing discussion time.