THE IMPACT OF THE 2013 CURRICULUM AND EMOTIONAL INTELLIGENCE ON LEARNING OUTCOMES ISLAMIC RELIGIOUS EDUCATION (Experimental Study On Fourth Grade Students Of Sekolah Dasar Negeri Jatinegara Kaum 05 Pulogadung, East Jakarta)

The purpose of this study intends to determine the reality of the application of the learning model Everyone is a teacher here in the subject of Islamic Religious Education, to determine the reality of student learning outcomes in Islamic Religious Education subjects and to determine the reality of the effect of implementing the learning model Everyone is a teacher here on learning outcomes. students in the subject of Islamic Religious Education. The method used in this research is descriptive method. While the data collection techniques through questionnaires, observation and interviews. Then the data analysis used partial analysis and correlational analysis. The conclusion in this study is that the Islamic religious education learning model using the “everyone is a teacher here” model shows that the learning process through the “everyone is a teacher here” model can be carried out well. Student learning outcomes in the subject of Islamic Religious Education (PAI) with the application of the "everyone is a teacher here" model have an average score of 4.33. This figure in the scale of the assessment criteria is at intervals of 3.5 - 4.5 with high qualifications. And obtained the count of 2.55 while the table is 11.07. So thus the count is less than the table (2.55 <11.07), the data for variable X is normally distributed.

Islamic religious education subjects are looked down upon by some students because most of them think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. Explicit Instruction learning model is a learning model designed to support the student learning process, or also known as the direct teaching model. Explicit Instruction can also be in the form of lectures, demonstrations, training or practice and group work so that students will not feel bored during the lesson because it uses a variety of learning models. It is hoped that through the Explicit Instruction learning model it can make it easier for students to study Islamic religious education so that they can achieve satisfactory learning outcomes.This study aims to determine the effect of the Explicit Instruction learning model and to determine student learning outcomes in Islamic religious education subjects, and to determine whether there is a significant effect on the Explicit Instruction learning model in improving Islamic religious education learning outcomes. This study uses a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data was then analyzed by validity test, reliability test, normality test, homogeneity test, correlation test, and significant test.Based on the calculation results, the data values ​​obtained through the SPSS version 23.0 program for windows. In calculating the hypothesis, the researcher uses the product moment correlation test and shows that there is a significant effect on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, the value of rxy = 0.736, and for a significant test the value of t = 7.926 at the level of significant 5% is 2,005. So from the discussion above, it shows that there is a positive and significant effect between the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects for class VIII at SMP Muhammadiyah 25 Paciran.

This article discusses the use of the Notion application media in improving student learning outcomes in the subjects of Islamic Religious Education and Ethics class XI SMK Negeri 1 Tutar. This study aims to determine whether the use of Notion application media can improve student learning outcomes in the subjects of Islamic Religious Education and Ethics class XI at SMK Negeri 1 Tutar, Polewali Mandar District. The research used is Classroom Action Research (PTK) or Classroom Action Research, which is a research model from Kurt Lewin, which is in the form of a spiral from the first cycle to the next cycle. Each cycle includes planning, acting, observing, and reflecting. The flow is: (1) problem identification, where the researcher determines the problem to be studied; (2) Planning, namely researchers prepare action plans / solutions to solve problems; (3) Implementation, namely researchers carry out actions that have been formulated in the RPP; (4) Observation, namely researchers observe the behavior of students in participating in learning activities; (5) Reflection, in which the researcher records the results of observations and evaluates the results of observations. Based on the results of this research, it is expected for teachers to be more creative in developing learning media, especially the development of notification application media.

Islamic religious education subjects are looked down upon by some students because most students think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. The Explicit Instruction learning model is a learning model designed to support the student learning process, or also known as the direct teaching model. Explicit Instruction can also be in the form of lectures, demonstrations, training or practice and group work so that students will not feel bored during the lesson because they use a variety of learning models. It is hoped that through the Explicit Instruction learning model it can make it easier for students to study Islamic religious education so that they can achieve satisfactory learning outcomes. This study aims to determine the effect of the Explicit Instruction learning model and to determine student learning outcomes in Islamic religious education subjects, and to determine whether there is a significant influence on the Explicit Instruction learning model in improving learning outcomes in Islamic religious education. This study used a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data were then analyzed by validity test, reliability test, normality test, homogeneity test, correlation test, and significant test. Based on the calculation results, the data values obtained through the SPSS program version 23.0 for windows. In calculating the hypothesis, the researcher used the product moment correlation test and showed that there was a significant influence on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, obtained a value of rxy = 0.736, and for a significant test obtained a value of t = 7.926 at the level significant 5% is 2.005. So from the discussion above it shows that there is a positive and significant influence between the Explicit Instruction learning model in improving student learning outcomes in class VIII Islamic religious education subjects at SMP Muhammadiyah 25 Paciran.

Learning outcomes in the subjects of Islamic Religious Education and manners in the material of Hajj, Zakat and waqf of 10th grade students of SMA Taruna Andigha Bogor City are still low. Judging from the data on the learning outcomes of 10th graders in the 2021/2022 academic year, it was found that 36 students (45%) of 80 students achieved the KKM score, namely 75 and 44 students (55%) of 80 students. which is not complete on the material of pilgrimage, zakat and waqf. . This happens because in the delivery of subject matter the teacher emphasizes knowledge to be memorized. The learning method used by the teacher is dominated by the lecture method. More students sit still, and are given assignments only when learning takes place. As a result, students tend to be bored with learning. This problem must be resolved immediately. Steps that can be taken to solve the problem are by changing the learning method used which focuses more on student activity. To overcome these problems, a research entitled "The effect of the number head together and mind mapping method on student learning outcomes in PAI subjects at SMA Taruna Andigha Bogor City was conducted". The subjects of this study were the 10th grade students of SMA Taruna Andigha Bogor City for the academic year 2021/2022, totaling 80 students. This study used a quasi-experimental study carried out in four stages, namely planning, action, observation, and reflection. The method of data collection was done through tests before and after treatment on hajj, zakat and waqf materials. Through observation of student learning activities. The indicator of the success of this research is the average score of student learning outcomes is at least 75, with a minimum mastery percentage of 75%, the percentage of student activity in learning activities is at least 75%. The results showed that the value of Asymp. Sig. (2-tailed) of 0.691 or A.Sig (2-tailed) > 0.05 which means that the learning method using NHT and mind mapping has a good influence on student learning outcomes in PAI subjects in grade 10 SMA Taruna Andigha Bogor City . These results indicate an increase in the value of student learning outcomes after using the number head together and mind mapping methods. The use of cooperative learning methods of the NHT type and mind mapping can improve student learning outcomes in 10th grade PAI subjects at Taruna Andigha High School Bogor City
 Keywords: Cooperative Learning Model Number head together, mind mapping and learning outcomes.

This research was conducted because there are still students who have low learning outcomes in Islamic religious education subjects. The purpose of this study was to determine whether there is an effect of the lecture learning method on learning outcomes in Islamic education subjects at SD Negeri 25 Pasir Tiku. This type of research is correlation. There are 44 students from class IV and V as the sample of this research. The purposive sampling technique used in the sampling process. Questionnaires and learning outcomes used to collect research data. The results showed that the results of the hypothesis test of the lecture method on learning outcomes were the significance value of 0.000 <0.05 and the t value of 6.078> t table 2.018, so it was concluded that H_0 was rejected, which means that there is an effect of the lecture learning method on the learning outcomes of Islamic religious education at SD Negeri 25 Pasir Tiku.

Purpose of this research is to find the following matters: (1) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta, (2) Supporting factors and inhibiting factors of the hidden curriculum in the subject of Islamic Religious Education and Character, (3) Evaluation of hidden curriculum in subject of Islamic Religious Education and Character, (4) Concept of implementation of hidden curriculum in the subject of Islamic Religious Education and Character in public schools. This research was conducted from June 2022 to March 2023, using qualitative research methods through a phenomenological approach. Data collection techniques were carried out using interviews, observation and documentation studies. Data analysis uses the interactive Miles and Hubberman model, namely data reduction, display and verification. The validity of the data is measured using source angulation techniques and extending the participation of researchers. The results of this research show that: (1) The implementation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta consists of aspects of habituation, coaching, assignments, worship, extracurriculars, various school development activities, instilling values, growing empathy, tolerance and collaboration. (2) the supporting factor for the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta is collaboration with stakeholders, while the inhibiting factor is the pandemic conditions for two years so that learning is carried out online. Therefore, there are no activities at school (3) Evaluation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta has not been carried out optimally. Habituation, assignments and role modeling were carried out again after the offline learning was implemented, so it was not implemented thoroughly. (4) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character in public schools, has the concept of (a) implementation is carried out in an integrated manner with school development through habituation, assignments and exemplary activities which cover various aspects in dealing with the lack of learning duration in the subject of Islamic Religious Education and Character in schools. (b) the more school development programs there are, the more dynamic the strengthening of students' character, (c) example and habituation are the most effective strategies in implementing the hidden curriculum since the example set by educators forms the students to follow attitudes and behavior that shape character, while the habituation carried out will build good habits that will be carried over until the students become adults.

Learning outcomes are proof of the success of students in undergoing the learning process and are proof of success for teachers in educating their students. The compatibility between the learning style and the learning outcomes to be achieved will affect the learning outcomes. This study aims to examine the correlation of learning styles to student learning outcomes in Islamic religious education (PAI) subjects at Palangka Raya High School. This study involved 176 grade XI students consisting of 12 classes as a sample. Data was collected through a learning style questionnaire consisting of 30 statement items and a multiple-choice learning outcome test administered through Google Forms. The results of Spearman's correlation analysis demonstrated that the correlation coefficient between learning style and learning outcomes was 0.055 with a p-value of 0.466, which stated that there was no significant relationship between the two variables based on the analysis conducted. Thus, the student's learning style did not significantly affect the learning outcomes in PAI subjects. This study suggests looking at other more effective factors that influence learning outcomes, such as teaching methods and learning conditions, to be considered in further studies to obtain a more comprehensive picture of the factors that play a role in improving learning outcomes.

This research is aims to improve learning outcomes in Islamic Relegious Education subject by using Project Based Learning (PjBL) model. This type of research is qualitative with a descriptive-analytic approach. The results of this study indicate that; (1) Implementation of Project Based Learning (PjBL): The first stage is designing learning which includes studying the syllabus, identifying learning materials, determining learning objectives, determining learning strategies and learning methods, determining learning media and resources, and preparing learning instruments. The second stage is the implementation of learning based on plans that have been made previously. The learning runs smoothly with the Project Based Learning (PjBL) steps, which are fundamental questions, compiling a project plan, compiling a schedule, monitoring, testing results, and ending the evaluation of experiences. (2) The results of the application of Project Based Learning (PjBL) are to improve student learning outcomes in the subject of Islamic Religious Education, increase student enthusiasm in learning, increase student interest in learning, train students to think critically, be active, responsible, dare to express opinions, and students can respect the opinions of others. Students are trained to be confident and polite towards older people or adults, besides that students are trained to contextualize the knowledge they have. (3) the obstacle faced is the lack of student activity, because students still seem shy and lack self-confidence.

This research is motivated by the importance of student success in learning that is measured through learning outcomes. The reality shows that student learning outcomes in Islamic Education subjects are still low. Learning outcomes can be influenced by several factors, one of which is emotional intelligence. This study aims to determine the effect of emotional intelligence on student learning outcomes in Islamic Education subjects. This research is a quantitative approach by survey method. The population in this study was 40 students of the fifth grade at Sekolah Indonesia Johor Bahru, Malaysia. The total sampling technique selected that. The instrument in this research consisted of an emotional intelligence questionnaire and a learning outcome test. The data were analyzed using a simple linear regression test. Based on data analysis, it was found that emotional intelligence has a significant effect on student learning outcomes in Islamic Education subjects. Therefore, emotional intelligence needs to be honed from an early age because emotional intelligence is one of the axes of individual success in various aspects of life.


 
 
 
 This study aims to analyze teacher strategies in improving student learning outcomes in Islamic religious education subjects. This research uses a qualitative method with a case study approach, research data is taken through direct interviews with five informants (school principals, curriculum representatives, three Islamic religious education teachers) who were selected using a purposive sampling technique. To strengthen the interview data, the writer made observations by being directly involved in the learning process in the classroom. All interview and observation data were then analyzed thematically using the Miles and Huberman method. Overall, the research findings found three teacher strategies in improving student learning outcomes in Islamic religious education subjects. The three strategies are: i) providing material according to the ability of students, ii) providing additional learning time, iii) cooperating with homeroom teachers and parents. The three strategies in this study can be used as reference material for other teachers in improving student learning outcomes in Islamic religious education subjects.
 
 
 

Purpose of the study: The aim of this research is to find out whether there is an increase in student learning outcomes in Islamic Religious Education subjects by implementing the Demonstration Method in class VIII in junior high school.
 Methodology: This research uses a classroom action research approach with two cycles. Each cycle consists of four stages, namely planning, implementation/action, observation, and reflection. The subjects of this research were 28 students in class VIII of junior high school. Data is collected through observation, tests and documentation. Data analysis was carried out using qualitative analysis techniques through the Milles and Huberman interactive model in three stages: data reduction, data presentation, and conclusion/verification, as well as quantitative analysis techniques with descriptive statistics.
 Main Findings: The research results show that the application of the Demonstration Method significantly improves student learning outcomes in Islamic religious education subjects. At the pre-cycle stage, the percentage of student learning outcomes was 71%. After applying the Demonstration Method, learning outcomes increased to 78% in cycle I. A significant increase occurred in cycle II, where student learning outcomes reached a percentage of 88%. These results indicate that the Demonstration Method is effective in improving students' understanding and learning outcomes in Islamic religious education subjects.
 Novelty/Originality of this study: This research contributes to the development of learning methods with a focus on the Demonstration Method in the context of Islamic Religious Education learning. The findings of this research provide empirical evidence that the Demonstration Method can help improve student learning outcomes. The results of this research can be used as a reference for educators, researchers and educational practitioners in designing more effective and interactive learning strategies in facilitating students' understanding of lesson material.

The background of this research is the teacher's new task is to carry out the implementation of the independent curriculum, which is emphasized in the independent curriculum is student creativity, so that in its application the teacher needs to try to be creative. and not monotonous. study process. So far, the teaching and learning process tends to use a monotonous and outdated learning model (lecturing method) with little practice in PAI subjects, so that the willingness and interest of students to learn influences their learning outcomes. To achieve creative and non-monotonous learning, you can implement a project-based learning model. Whereas project-based learning involves students working on projects that can be in the form of individual projects or collaborative projects between groups, so that they can trigger interest in learning, student enthusiasm and can further improve their learning outcomes. the results obtained from the observation of descriptive analysis state that there is a real influence between the project-based learning model and the learning outcomes of Islamic religious education. Based on the inferential statistical analysis, it can be seen that the correlation test and simple linear regression test show a clear effect. between the project-based learning model in implementing the independent curriculum in Islamic religious education with learning outcomes is 24.3% while the remaining 75.7% is due to other factors. The results of the descriptive (qualitative) hypothesis analysis state that the project-based learning model in the implementation of the independent curriculum at Kraton 1 Public Middle School has the ability to increase students' learning desires and creativity so that it influences student learning outcomes in Islamic religious education and morals subjects.The background of this research is the teacher's new task is to carry out the implementation of the independent curriculum, which is emphasized in the independent curriculum is student creativity, so that in its application the teacher needs to try to be creative. and not monotonous. study process. So far, the teaching and learning process tends to use a monotonous and outdated learning model (lecturing method) with little practice in PAI subjects, so that the willingness and interest of students to learn influences their learning outcomes. To achieve creative and non-monotonous learning, you can implement a project-based learning model. Whereas project-based learning involves students working on projects that can be in the form of individual projects or collaborative projects between groups, so that they can trigger interest in learning, student enthusiasm and can further improve their learning outcomes. the results obtained from the observation of descriptive analysis state that there is a real influence between the project-based learning model and the learning outcomes of Islamic religious education. Based on the inferential statistical analysis, it can be seen that the correlation test and simple linear regression test show a clear effect. between the project-based learning model in implementing the independent curriculum in Islamic religious education with learning outcomes is 24.3% while the remaining 75.7% is due to other factors. The results of the descriptive (qualitative) hypothesis analysis state that the project-based learning model in the implementation of the independent curriculum at Kraton 1 Public Middle School has the ability to increase students' learning desires and creativity so that it influences student learning outcomes in Islamic religious education and morals subjects.

Critical incident (important experience), a strategy to activate students since the start of learning, students must remember and describe their past experiences in accordance with the topic of the material presented ". With this strategy students are directly involved actively and are able to increase the interaction between students and educators. As it is known that this interaction is in the form of feedback from students, this feedback can be in the form of concentration, asking opinions, asking and answering questions and arousing discussion. This study aims to determine the effect of the critical incident strategy on student learning outcomes in Islamic religious education subjects. This research was conducted at UISU Private High School, North Sumatra. The population in this study were 192 students of class X IPA at UISU Private High School for the academic year 2020/2021 which consisted of six classes, the sampling technique used in this study was purposive sampling. The subjects in this study were students of class X IPA which consisted of 32 people, namely 15 boys and 17 girls. The research method used was experimental. Meanwhile, the data used in this research are quantitative data. The instruments used were tests both pretest and posttest, observation and interviews. Data analysis techniques to test the hypothesis in this study using the t test. Based on the results of calculations with 70 degrees of freedom, obtained tcount = 10.98 and ttable = 1.66. The results of these calculations show that tcount ≥ ttable (10.98 ≥ 1.66). So it can be concluded that there is an effect of the use of critical incident active learning strategies on student learning outcomes in the subject of Islamic Religious Education in class X IPA Private High School, Islamic University of North Sumatra.

This research will evaluate student learning outcomes after applying PowerPoint-based learning media in Islamic Religious Education (PAI) subjects. This study aims to evaluate the effectiveness of PowerPoint-based Learning Media in improving student learning outcomes in Islamic Religious Education (PAI) subjects. This study used a quantitative approach through experimental methods or True Experimental Design with a research design using a pretest-posttest control group design. This research design uses two classes as test subjects: the control and experimental classes. This research shows that the use of PowerPoint-based learning media positively impacts student learning outcomes in Islamic Religious Education (PAI) subjects. The implication of this research is to support the creation of a more dynamic and interactive learning environment and provide a foothold for further research in developing technology-based learning methods.