Background: Group discussion skills are essential for promoting collaboration and active student engagement in Islamic Religious Education (PAI); however, elementary school students often struggle to participate actively, particularly when worship-related materials are taught using conventional methods. Objective: This study aimed to improve the group discussion skills of fourth-grade students at SD Negeri 96 Kaur through the implementation of the Share, Think, Observe, and Present (STOP) cooperative learning model in PAI, with a focus on worship-related content. Method: This study employed Classroom Action Research (CAR) consisting of two cycles, each comprising the stages of planning, implementation, observation, and reflection. The participants were 30 fourth-grade students. Data were collected through observation sheets, learning achievement tests, interviews, and documentation and were analyzed descriptively. Results: The findings revealed a significant improvement in students’ group discussion skills. The percentage of students who met the Minimum Competency Standards (KKM) increased from 36% in the pre-cycle to 64% in Cycle I and reached 86% in Cycle II. Conclusion: The STOP model proved effective in enhancing students’ group discussion skills and promoting active participation in PAI learning. Contribution: This study contributes to the development of practical, student-centered learning strategies for improving collaborative skills in elementary-level Islamic Religious Education.

Background: Learning Islamic Religious Education (PAI) in elementary schools should ideally be interactive and engaging, fostering a deep understanding of concepts and the internalization of religious values. Objective: This study aims to implement and analyze the effectiveness of the Index Card Match learning model in enhancing student engagement and learning outcomes for fourth-grade students on the topic of Asmaul Husna at SDN 02 XIV Koto. Method: The research used Classroom Action Research (CAR) in two cycles, with data collected through observation, interviews, learning outcome tests, and documentation. A mixed-methods approach was applied, combining qualitative descriptive analysis to describe learning activities and quantitative analysis to measure improvements in student achievement. Result: The findings indicate a significant improvement from the pre-cycle to Cycle II, with mastery learning increasing from 25% to 80%. There was also consistent growth in student participation and motivation during each meeting. Conclusion: The Index Card Match model is effective in enhancing student engagement, conceptual understanding, and PAI learning outcomes, particularly in the Asmaul Husna topic. The model promotes active participation, allowing students to interact with the material in a more meaningful and enjoyable way. Contribution: This study contributes to strengthening empirical evidence regarding the effectiveness of game-based cooperative learning models in PAI and provides practical recommendations for teachers on how to implement active learning strategies that align with the developmental characteristics of elementary school students.

Background: This study was conducted to evaluate the application of Problem-Based Learning (PBL) in Islamic Education at SD Negeri 149 Palembang, specifically on the subject of Asmaul Husna. Objective: The study aimed to determine the effectiveness of PBL in improving student learning outcomes in this subject. Method: The research used a Classroom Action Research (CAR) design, which was implemented in three cycles. Data collection was conducted through observations and tests, and the data were analyzed using quantitative methods to assess the average test scores, learning completeness, and student achievement. Result; The results showed that PBL was effective in improving student learning outcomes. In the first cycle, learning completeness reached 68%, which increased to 85% in the second cycle and 94% in the third cycle. This improvement indicates that PBL can enhance students' understanding and involvement in learning. Conclusion; The application of PBL proved to be effective in improving student learning outcomes at SD Negeri 149 Palembang, particularly in the Asmaul Husna material. PBL succeeded in increasing student engagement, encouraging them to think critically and apply the values they learned in their daily lives. Contribution: This study contributes to the development of PBL as an alternative method for active and applied learning at the elementary school level. These findings can serve as a reference for teachers to implement the PBL method to improve the quality of education and student learning outcomes in various schools.

Objective: Islamic Education in elementary schools still uses a classical model, which results in students being less active, not independent, and many failing to achieve the Minimum Mastery Criteria (KKM). Objective: This study aims to examine the implementation of the Talking Stick learning model in improving Islamic Education learning outcomes for students at SD Negeri 95 Bengkulu Selatan. Method: The method used in this study is Classroom Action Research, which consists of four stages: planning, acting, observing, and reflecting. Results: There was a significant improvement in student learning outcomes. In the pre-cycle, the average student score was 65.7 with a mastery percentage of 40%. In Cycle I, the average score increased to 73.1 with a mastery percentage of 55%. In Cycle II, the average score increased further to 83, with a mastery percentage of 90%, indicating that the Talking Stick model is effective in improving student learning outcomes. Conclusion: The application of the Talking Stick model in Islamic Education at SD Negeri 95 Bengkulu Selatan successfully improved student learning outcomes. This improvement is reflected in the increased average scores and mastery percentage, which reached 90% in Cycle II, surpassing the established KKM. Contribution: This study contributes by offering a more effective alternative learning model, namely the Talking Stick model, which teachers can use to enhance students’ active participation, motivation, and learning outcomes in Islamic Education. It is also expected to provide insights for teachers to use more interactive and enjoyable learning models in the classroom.

Background: Education plays a critical role in shaping students' intellectual and personal growth, and the effectiveness of teaching methods is essential for improving student outcomes. Objective: This study aimed to investigate the use of the Problem-Based Learning (PBL) model to enhance the learning outcomes of elementary school students in Islamic Religious Education (Pendidikan Agama Islam) at SD Negeri 01 V Koto, Kab. Mukomuko. Method: The research employed a Classroom Action Research (CAR) design, which included cycles of planning, action, observation, and reflection. Data were collected through pre-cycle assessments, followed by evaluations after the first and second cycles. Result: The results demonstrated a significant improvement in student learning outcomes, with the percentage of students meeting the Minimum Completion Criteria (KKM) increasing from 30% in the pre-cycle to 95% in the second cycle. The findings highlight that the implementation of PBL effectively encouraged active student participation, promoted critical thinking, and enhanced problem-solving skills. Conclusion: The study concluded that the Problem-Based Learning model significantly improved the learning outcomes of elementary school students in Islamic Religious Education, promoting both cognitive and affective development. Contribution: This research contributes to the understanding of how PBL can be applied in elementary education to boost student engagement and achievement, offering valuable insights for teachers and educational policymakers aiming to improve educational practices.

Background: Education plays a critical role in shaping students' intellectual and personal growth, and the effectiveness of teaching methods is essential for improving student outcomes. Objective: This study aimed to investigate the use of the Problem-Based Learning (PBL) model to enhance the learning outcomes of elementary school students in Islamic Religious Education (Pendidikan Agama Islam) at SD Negeri 01 V Koto, Kab. Mukomuko. Method: The research employed a Classroom Action Research (CAR) design, which included cycles of planning, action, observation, and reflection. Data were collected through pre-cycle assessments, followed by evaluations after the first and second cycles. Result: The results demonstrated a significant improvement in student learning outcomes, with the percentage of students meeting the Minimum Completion Criteria (KKM) increasing from 30% in the pre-cycle to 95% in the second cycle. The findings highlight that the implementation of PBL effectively encouraged active student participation, promoted critical thinking, and enhanced problem-solving skills. Conclusion: The study concluded that the Problem-Based Learning model significantly improved the learning outcomes of elementary school students in Islamic Religious Education, promoting both cognitive and affective development. Contribution: This research contributes to the understanding of how PBL can be applied in elementary education to boost student engagement and achievement, offering valuable insights for teachers and educational policymakers aiming to improve educational practices.

Background: Islamic education often faces challenges in engaging students and fostering deep understanding, especially when traditional teaching methods dominate the classroom. To address this, innovative learning models are required to make learning more student-centered and meaningful. Objective: This study aims to improve student learning outcomes using the Discovery Learning model in Islamic education. Method: A classroom action research (CAR) approach was employed at SMPN 01 Sungai Are in 2023, involving 26 first-grade students. Data was collected through tests and observations, and analyzed based on learning completeness scores. Result: The findings indicate that student learning outcomes improved progressively through Cycle I and Cycle II, demonstrating the effectiveness of the Discovery Learning model. Conclusion: The study confirms that implementing the Discovery Learning model enhances student learning outcomes, making it a valuable approach in Islamic education. Contribution: These findings serve as enrichment material for religious teachers and schools, providing theoretical and practical insights. Additionally, they offer a reference for future researchers exploring the effectiveness of Discovery Learning in improving student performance.

Background: Students’ interest in learning, especially in practical religious subjects such as ablution skills, often tends to be low when traditional teaching methods are applied. An engaging and hands-on approach is needed to increase student motivation and involvement. Objective: This study aims to increase elementary school students' interest in learning through the application of the demonstration method in teaching ablution skills. Method: This research is a Classroom Action Research (CAR) conducted in 2023 at State Elementary School 09 Ipuh, Mukomuko Regency. The sample consisted of 20 fourth-grade students. Data were collected through observation and tests, then analyzed using predetermined formulas focusing on the completeness of student learning outcomes. Result: The findings showed that the use of the demonstration method improved students' interest and performance in learning ablution skills. In Cycle II, all students achieved learning scores above the Minimum Completeness Criteria (MCC), indicating increased interest and understanding. Conclusion: The demonstration method is effective in enhancing student engagement and mastery of ablution material in elementary school settings. Contribution: This study provides practical insights for educators, particularly in Islamic education, by demonstrating that the demonstration method can significantly improve student interest and learning outcomes in skill-based religious content.

This study aims to determine how much interest in learning simple life increased in elementary school students through the jigsaw method. The research method uses Classroom Action Research. This research was conducted at SDN 120 Seluma in 2023. The research subjects amounted to 14 students. Data collection using tests and observations. The stages of research include (1) planning; (2) implementation; (3) observation; (4) reflection. The results of the study obtained the results of learning interest in simple life in students increased after being given action with the teaching material of the jigsaw method. The results of students' interest in learning were obtained from observation sheets and questionnaires of interest in learning. The observation sheet is used when the teacher conducts learning, while the questionnaire is given to students at the end of learning activities. Based on observations of student interest in learning in cycles I and II.

Background: In Islamic education (PAI), particularly at the elementary level, students often find it challenging to engage with abstract or theoretical content, such as prayer material. Conventional lecture-based teaching methods tend to result in low motivation and limited knowledge retention. To overcome these issues, the use of innovative and interactive learning tools such as flashcards is being explored to enhance student comprehension and engagement. Objective This study aims to investigate the effectiveness of flashcard media in improving students’ learning outcomes in PAI, specifically on prayer-related material at SD Negeri 44 South Bengkulu. Method The research adopts a Classroom Action Research (CAR) approach, conducted during the 2023 academic year, focusing on fourth-grade students (N = 18). Data collection methods include observation, interviews, documentation, and tests. Results Analysis of test results across research cycles, measured against the Minimum Completeness Criteria (MCC), demonstrates a consistent improvement in student performance. Conclusion The implementation of flashcard media significantly enhances student engagement and learning outcomes in Islamic education, particularly in mastering prayer material. Contribution This study contributes to the advancement of innovative, student-centered learning strategies within Islamic education, offering practical insights for classroom implementation.