Boosting Elementary Students' Learning Outcomes Through the Problem-Based Learning: Lesson from Al-Hujurat Verse 13 and Related Hadith
Main Article Content
Zuryani Zuryani
ABSTRACT ENGLISH:
This classroom action research (CAR) seeks to improve the learning results of fourth-grade students at SDN 9 Jangka Elementary School by utilizing the Project-Based Learning (PBL) model and Al-Hujurat verse 13 and related hadith. The primary issue addressed in this study is how the use of Problem-Based Learning (PBL) to the content of Al-Hujurat: 13 and associated hadith improves student learning results at UPTD SDN 9 Jangka. The two-cycle action research method is used in this study. Each cycle includes four stages: preparation, activity and observation, contemplation, and revision. The participants in this study were fourth-grade students at UPTD SDN 9 Jangka, Bireuen Regency. Data were gathered using tests, observation sheets, and interviews. The results showed that there was a considerable rise in the second cycle after enhancements were implemented, reaching 72%. This improvement in learning outcomes was followed by a rise in student engagement in the learning process. Several challenges emerged during the first cycle, including a lack of student involvement. However, in the second cycle, after enhancements were implemented, student involvement and comprehension of the material rose. The PBL paradigm has proven to be helpful in motivating students to think critically and actively, as well as improving their capacity to voice viewpoints and solve problems.
ABSTRACT INDONESIAN:
Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar siswa kelas IV SDN 9 Jangka dengan menggunakan model Project-Based Learning (PBL) dan QS. Al-Hujurat: 13 dan hadis terkait. Masalah utama yang dibahas dalam penelitian ini adalah bagaimana penggunaan model Problem-Based Learning (PBL) pada materi QS. Al-Hujurat: 13 dan hadis terkait dapat meningkatkan hasil belajar siswa di UPTD SDN 9 Jangka. Metode penelitian tindakan dua siklus digunakan dalam penelitian ini. Setiap siklus meliputi empat tahap: persiapan, kegiatan dan observasi, perenungan, dan revisi. Partisipan dalam penelitian ini adalah siswa kelas empat di UPTD SDN 9 Jangka, Kabupaten Bireuen. Data dikumpulkan dengan menggunakan tes, lembar observasi, dan wawancara. Hasil penelitian menunjukkan bahwa terjadi peningkatan yang cukup besar pada siklus kedua setelah perbaikan diterapkan, yaitu mencapai 72%. Peningkatan hasil belajar ini diikuti dengan peningkatan keterlibatan siswa dalam proses pembelajaran. Beberapa tantangan muncul selama siklus pertama, termasuk kurangnya keterlibatan siswa. Namun, pada siklus kedua, setelah perbaikan diimplementasikan, keterlibatan dan pemahaman siswa terhadap materi meningkat. PBL telah terbukti membantu dalam memotivasi siswa untuk berpikir kritis dan aktif, serta meningkatkan kemampuan mereka untuk menyuarakan sudut pandang dan memecahkan masalah.
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