Learning by doing: A teaching paradigm for active learning in Islamic high school

Abstract

This research aims to explore the paradigm of applying learning by doing to create active learning in Islamic education. A combination of both quantitative and qualitative methods was used in this study. Data collection begins with qualitative data and continues with quantitative data. This flow is also known as exploratory sequential design. The study's findings indicate that the use of learning by doing in Islamic education creates a supportive and adaptable learning environment where students can develop their critical thinking, collaboration and communication skills through firsthand experience and other people's teachings. Second, learning by doing has a positive influence on students in Islamic education. The findings of the quantitative data analysis in the test (paired sample t-test) demonstrate a substantial difference between the results before and after implementing learning by doing performance-based learning. The degrees of freedom (dk), the magnitude of which is N-1 as well as 40-1 = 39 are the basis for determining the value of the t-table. The value of degrees of freedom 39 at a significant level of 5% is obtained by t-table 1.684. The results can be obtained with a count greater than the t-table namely 16,701 > 1,684 and Sig. (2-tailed) = 0.000 < 0.05 based on the results of the analysis of the t-test (paired sample t-test). So, it can be concluded that learning by doing can improve the ability to think creatively, logically, systematically and critically.