Although active learning methods have been widely examined in educational research, the effect of the brainstorming method on learning outcomes in Islamic Religious Education (PAI) at the junior high school level, particularly in schools located in non-urban areas, remains relatively underexplored. This study aimed to analyze the effect of the brainstorming method on students’ learning outcomes in the Islamic Religious Education subject at SMP N 1 Gunuang Omeh Subdistrict. A quantitative approach was employed with a quasi-experimental design in the form of a Static Group Comparison Design, involving 40 eighth-grade students selected through total sampling. Data were collected using an objective multiple-choice test and analyzed with the nonparametric Mann–Whitney U test after normality and homogeneity tests were conducted. The results showed a significant difference between the experimental and control groups (p = 0.003 < 0.05), where the experimental group taught using the brainstorming method obtained a mean score of 83.40 with an 85% mastery level, while the control group taught using conventional methods obtained a mean score of 74.10 with a 55% mastery level. These findings reinforce constructivist and social learning theories in the context of Islamic Religious Education and confirm that the implementation of active learning strategies based on brainstorming is effective in improving students’ learning outcomes. The study recommends that Islamic Religious Education teachers further integrate the brainstorming method into classroom practice as part of developing student-centered learning, and encourages subsequent research to examine the impact of this method on affective and psychomotor domains.

The implementation of tutoring for Olympiad material is an effective strategy in improving student achievement in Islamic Religious Education (PAI) subjects in schools. This study aims to analyze the process of implementing Olympiad tutoring and its impact on improving student achievement. The research method uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that Olympiad tutoring can improve learning motivation, conceptual understanding, and students' analytical skills, thus producing high-achieving students in the field of PAI. The implementation of BPMO tutoring in producing high-achieving students in PAI subjects, the Role of BPMO Tutoring in Producing High-Achieving Students in PAI Subjects.

This study aimed to analyze differences in learning outcomes and critical thinking skills between male and female students in the subject of Islamic Religious Education and Character Education. The research employed a quantitative approach with a comparative method. The study participants were Grade XI students selected using purposive sampling techniques. Data on learning outcomes and critical thinking skills were collected through tests that had been validated and tested for reliability, and subsequently analyzed using comparative statistical tests. The results indicated significant differences in learning outcomes and critical thinking skills between male and female students in Islamic Religious Education and Character Education. Female students tended to achieve higher mean scores than male students. These findings suggest that gender is associated with students’ learning achievement and critical thinking abilities. The study concludes that it is important to implement learning strategies in Islamic Religious Education that are responsive to students’ differing characteristics in order to promote a more equitable and effective learning process.

The rapid development of science and technology in the 21st century requires humans to have high-level thinking skills. In the world of education, HOTS is the thinking ability of students who not only remember but are also expected to be able to develop ideas. This research aims to determine students' higher order thinking skills in solving HOTS-based daily assessment questions on Islamic religious education subjects. Quantitative research with descriptive content analysis approach aims to determine students' higher order thinking skills in solving HOTS-based daily assessment questions on Islamic religious education subjects. The data was collected by giving a description test through the MAN 1 Pekanbaru E-learning application version 4.5.1. The results of the PAP analysis show that the class XI students of MAN 1 Pekanbaru tend to have higher-order thinking skills in the "high" category in solving the C6 cognitive domain questions. The results of the interview show that the students of class XI MAN 1 Pekanbaru tend to have difficulty when making/forming sentences that lead to the completion of C6 cognitive domain questions. Students tend to have higher-order thinking skills in the "high" category even though they still have difficulty when making/forming sentences that lead to the completion of C6 cognitive domain questions.

Islamic Religious Education plays an important role in shaping students’ character, morality, and understanding of religious values, particularly among younger generations. However, the use of traditional or conventional teaching models has led to low emotional engagement and suboptimal internalization of religious values. This study aimed to describe the implementation of the Value Clarification Technique (VCT) learning model in the grade XII Islamic Religious Education (PAI) subject at SMK Sunan Ampel Jombang and to identify the obstacles encountered in its use. The research employed a qualitative approach with a descriptive design, with data collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teacher, and grade XII students. Data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing, and the validity of the findings was tested through source and technique triangulation. The results show that the implementation of the Value Clarification Technique improved students’ ease of understanding the material, their activeness in learning, and the depth of value internalization. Nevertheless, its implementation remains constrained by limited time and teacher preparation, difficulties in adaptation for some students, and mental fatigue among less active students. The study concludes that the Value Clarification Technique plays an important role in enhancing learning quality while strengthening character formation and religious values in a contextual manner. The findings imply the need to improve teachers’ competence in developing creative and reflective value-facilitation strategies and to strengthen classroom time management so that the implementation of the Value Clarification Technique can proceed more optimally and sustainably.

This study aims to determine the effectiveness of the implementation of cooperative learning methods on learning outcomes and students' understanding of Islamic Religious Education (IRE) subjects for Class VIII at MT Hubbul Wathon Sangatta Selatan. This study uses a quantitative method with a quasi-experimental research type using a non-equivalent control group design. The study population was 48 students of class VIII A and VIII B, with a sample size of 44 students, each class consisting of 22 students from the experimental class and the control class. Data collection techniques were carried out through tests (pre- and post-tests), observation, and recording. Data analysis used descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis tests (t-tests). The results showed that the average learning outcomes of students in the experimental class increased from 61.14% in the previous class to 84.09% in the next class, while in the control class increased from 63.41% to 77.73%. The results of the normality test showed that the data were normally distributed and the homogeneity test showed that the variances of the two groups were identical. The t-test results showed a significance value of 0.000 < 0.05, so it can be concluded that there is a significant difference between the experimental class and the control class. Thus, the cooperative learning method has a positive and effective effect in improving student learning outcomes and understanding in the Islamic Religious Education subject for Class VIII MT Hubbul Wathon Sangatta Selatan.

This study aims to analyze the validity and reliability of the questionnaire instrument developed to measure students' collaboration skills in Islamic Religious Education (PAI) subjects, especially in Fiqh learning. Collaboration skills are one of the key competencies of 21st century education, so valid and reliable instruments are indispensable to produce accurate and accountable measurements. This study used a quantitative survey method involving 20 grade 10 students of MAN 1 Pekanbaru City who were selected through random sampling techniques. Data analysis was carried out through a validity test using Corrected Item-Total Correlation and a reliability test using Cronbach's Alpha. The results showed that 8 out of 11 statements were declared valid because they had a correlation value higher than the r table (0.443). Meanwhile, the reliability test yielded a Cronbach's Alpha value of 0.777 which is in the acceptable category. Thus, the instrument is declared valid and reliable so that it is suitable to be used to measure students' collaboration skills in Fiqh learning. This study provides empirical evidence on the psychometric quality of collaborative skill assessment instruments in the context of PAI education.

Background: Learning motivation is a crucial factor influencing students’ academic success, particularly in Islamic Religious Education, which is often perceived as monotonous. Low learning motivation among seventh-grade students at SMP Negeri 32 Satu Atap Kaur highlights the need for innovative instructional strategies to create an engaging learning environment. Objective: This study aims to examine the effect of icebreaking activities on improving students’ learning motivation in Islamic Religious Education subjects. Method: The research employed Classroom Action Research (CAR) across two cycles. Data were collected using learning motivation questionnaires and classroom observations. Result: The average student motivation score in the pre-cycle stage was 60.5, with classical completeness reaching only 30%. After implementing icebreaking activities in Cycle I, the average score increased to 68.7, with classical completeness improving to 60%. In Cycle II, the use of more varied, interactive icebreaking activities further increased the average motivation score to 80.2, with classical completeness reaching 90%. These findings demonstrate that icebreaking activities are effective in enhancing students’ learning motivation, fostering a positive classroom atmosphere, and encouraging active participation. Conclusion: Regular integration of icebreaking activities can significantly improve student motivation in Islamic Religious Education. Contribution: This study provides practical insights for teachers on implementing innovative, student-centered learning strategies.

This study aims to explore and analyze the implementation of environmental education grounded in the concept of ecotauhid (Islamic ecotheology) among students at the Darul Hijrah Putera Martapura Islamic Boarding School. This research focuses on identifying how ecotahyd values are integrated into educational activities and how this approach contributes to shaping students' ecological awareness and character. The novelty of this research lies in its emphasis on ecota-tawheed as a holistic framework that unites beliefs, knowledge, and environmental responsibility within the pesantren context. This qualitative study uses observation, interviews, and documentation to examine forms of environmental education, which include: (1) Curricular, through Aqidah Akhlak, Fiqh, and Islamic Religious Education subjects that contain values based on ecotauhid; (2) Co-curricular, through enrichment activities such as fisheries, agriculture, and reforestation; and (3) Extracurricular, through the Adiwiyata program that promotes environmental protection and appreciation. The development of the Eco Pesantren and Agrosilvofishery programs shows the integration of religious practices with environmental sustainability. This study concludes that ecotauhid-based education increases students' ecological awareness while fostering a religious, independent, and competitive generation.

This study aims to analyze and develop innovative strategies to overcome learning boredom in Islamic Religious Education subjects at Islamic boarding school-based vocational high schools (SMK). This study uses a qualitative approach with a case study method, conducted at SMK Islam Raden Fatah Darussalam Tugumulyo, Ogan Komering Ilir Regency, South Sumatra. The main data sources consisted of Islamic Religious Education teachers, 10th and 11th grade students, and pesantren administrators, while secondary data was obtained from school academic documents, pesantren activity schedules, and digital learning archives. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted using the Miles and Huberman model through a process of data reduction, data presentation, and iterative conclusion drawing. The results of the study indicate that student learning fatigue is influenced by a heavy course load, an intensive boarding school schedule, monotonous teaching methods, and a lack of variety in digital media in Islamic Religious Education learning. Teachers implemented several innovative strategies such as project-based learning, gamification, contextual-collaborative approaches, and the use of interactive digital media in the form of reflective videos and online quizzes. These strategies have been proven to increase students' motivation, engagement, and reflective abilities regarding Islamic values. This research is significant because it provides practical contributions to boarding school-based schools in designing effective learning strategies to reduce boredom in Islamic Religious Education. Theoretically, this research enriches the study of Islamic Religious Education learning management, particularly in the context of vocational education integrated with the boarding school system.

This study aims to explore students' learning interest in Islamic Religious Education (PAI) subjects, the strategies employed by teachers to enhance that interest, and the supporting and inhibiting factors influencing those strategies at SDIT Kuala Lama, Pantai Cermin District. The research employed a qualitative approach with a descriptive method. Data collection techniques included interviews, observation, and documentation. The subjects of the study consisted of the school principal, Islamic Education teachers, and students from grades V and VI. The findings revealed that students’ interest in learning Islamic Religious Education was categorized as high. This was evidenced by their enthusiasm during lessons, active participation in religious activities, and eagerness to comprehend the material. Teachers applied various strategies to foster interest, such as interactive lectures, group discussions, visual media, and emotional-spiritual approaches. Supporting factors included a religious school environment, strong leadership from the principal, and parental involvement. Meanwhile, inhibiting factors involved limited learning facilities, constrained instructional time, and the diverse learning abilities of students. It can be concluded that students’ learning interest in Islamic Religious Education is closely linked to teachers’ creative and adaptive strategies, as well as a supportive environment that nurtures students’ emotional and spiritual growth. These findings highlight the importance of holistic and engaging approaches in religious education to sustain and increase student interest.

This study aimed to develop a learning media in the form of a scrapbook to enhance students' learning motivation in the Islamic Religious Education subject at SDN 112, Seluma Regency. The method used is Research and Development (R&D) with the Four-D (4-D) model, which consists of four main stages: Define, Design, Develop, and Disseminate. The research subjects were fifth-grade students of SDN 112 Seluma, and data were collected through observation, interviews, questionnaires, and documentation. The results show that: (1) the validity of the scrapbook media based on expert validation was 85% for media experts, 81% for material experts, and 88% for language experts, categorized as very valid; (2) the practicality of the scrapbook learning media based on student responses averaged 93%, categorized as very practical; and (3) students' interest in the scrapbook learning media averaged 89%, categorized as very high. In conclusion, the scrapbook learning media can improve the learning motivation of fifth-grade students at SDN 112 Seluma. Keywords: Islamic Religious Education, Learning Media, Learning Motivation, Scrapbook, Elementary School

This study aims to analyze and describe collaborative and cooperative learning innovations in improving students' understanding of Islamic Religious Education (PAI) subjects at Madrasah Diniyah Takmiliyah (MDT) Ula Al-Ikhlas Madura. The background of this research is based on initial observations that the Islamic Religious Education learning process at MDT Ula Al-Ikhlas Madura still uses conventional methods that are one-way and emphasize cognitive aspects only, thus providing less space for students to think critically and interact actively. The method in this research uses a qualitative approach with a descriptive type which aims to obtain an in-depth, systematic, and factual picture regarding the application of collaborative and cooperative learning innovations in PAI subjects at MDT Ula Al-Ikhlas Madura. Data was collected through observation techniques, in-depth interviews, and documentation of Islamic Education teachers and students at MDT Ula Al-Ikhlas Madura. Data analysis is carried out through data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of collaborative and cooperative learning models can create an active, interactive learning environment among students. This learning innovation encourages students to think critically, work collaboratively in groups, and better understand Islamic values ​​through direct learning experiences. The increase in students' understanding can be seen from their involvement in discussions, their ability to explain the concepts of Islamic teachings, and changes in behavior in daily worship practices.

The objectives of this study are: (1) To identify the steps in implementing the Jigsaw method in the Islamic Religious Education (PAI) subject for Grade 10 at SMK Teknologi Informasi Karangtanjung Kebumen; and (2) To identify the supporting and inhibiting factors in the application of the Jigsaw method in the same subject and setting. This research is a qualitative study. The subjects are the Islamic Education teacher and Grade 10 students at SMK TI. The research method used is descriptive. Data collection techniques include observation, interviews, and documentation. Data analysis was carried out through data condensation, data display, and drawing conclusions. The results show that: (1) The learning process consists of three main stages: opening, core, and closing activities. The teacher begins by providing motivation and an introductory activity, then implements the Jigsaw method based on pre-arranged steps. In the final stage, the teacher provides a summary and conducts an evaluation through a written test. This method has proven effective in enhancing student learning outcomes; (2) Supporting factors include increased student participation and responsibility, improved communication and social skills, equal understanding of the material, and an enjoyable learning experience. Meanwhile, the inhibiting factors include limited time, inadequate facilities, limited teacher competence, differences in students' academic abilities and participation, and the incompatibility of some materials with the Jigsaw method.

This study aims to examine the effectiveness of the active learning model using the Question Student Have (QSH) method in enhancing students’ learning activeness in Islamic Religious Education (PAI) subjects at SMK Negeri 7 Bandar Lampung. The research background was based on the low indicators of learning activeness, particularly students’ courage to ask questions. The method employed was a quasi-experimental design with a posttest-only control group design, involving two Grade XI classes as the sample: the experimental class, which received QSH treatment, and the control class, which was taught through conventional instruction. The research instrument was a learning activeness questionnaire that had been tested for validity and reliability, and the data were analyzed using a t-test. The findings revealed that the implementation of QSH had a significant effect on improving students’ learning activeness, especially in terms of their willingness to participate and engage in discussions. The anonymous mechanism in formulating questions proved effective in reducing shyness and fear of making mistakes, thereby fostering more optimal participation. The novelty of this study lies in the application of QSH within the vocational education context, which not only enhances activeness but also develops students’ soft skills, such as critical thinking, communication, and collaboration, all of which are highly relevant to the demands of the workplace. The implications of this study contribute to the development of more interactive, enjoyable, and meaningful PAI learning strategies at vocational schools. Furthermore, these findings broaden the scope of QSH effectiveness, which has previously been widely applied at the elementary and general secondary levels, to also be relevant in vocational education

The Application Of The Problem Based Learning (PBL) Model To Improve Student Learning Outcomes In Islamic Religious Education Subjects In The Beautiful Material Of Mutual Respect For The Elements Of Akhlaq Phase C Class V At SDIT Plus Al-Muhsinin, Cangkuang District

The purpose of this research is to explore how the implementation process is carried out within the scope of the study. and impact of applying the TPACK-based video learning model regarding its influence on students’ academic performance in the Islamic Religious Education and Character subject for Grade X DPIB students at SMKN 2 Palopo. The study applied a Classroom Action Research, approach implemented across two successive cycles with a cohort of 19 students. Data were obtained through structured observations, test instruments, and supporting documentation, then processed through systematic analytical techniques. both qualitatiive and quantiative approaches. the finding’s indicate a notable increase in student activity and academic performance following the application of the TPACK model. Student activity scores increased from 39 (81.25%) from the initial cicle to 43 (89.58%) during the subsequent cycle, whereas the mean academic score improved from 73.13 (37.5% mastery) in the pre-cycle to 90 (93.75% mastery) during the subsequent cycle. Therefore, the implementation of thee TPACK-based video learning model proved effective in enhancing student engagement and achievement in Islamic Religious Education and can serve as an innovative strategy to address learning challenges in the digital era.

This study aims to develop video-based learning media for the Islamic Religious Education (Pendidikan Agama Islam/PAI) subject to improve students’ understanding at Madrasah Aliyah Daarul Khair, North Lampung. The research was motivated by students’ low learning interest in PAI, which is often perceived as monotonous and less engaging. This study employed a Research and Development (R&D) approach using the ADDIE development model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. The development process involved validation by subject matter experts and media experts using structured validation instruments. The validation results showed an average score of 4.5 out of 5 from subject matter experts and 4.6 out of 5 from media experts, indicating that the learning video is highly valid and feasible for instructional use. The implementation stage involved X and XI students of Madrasah Aliyah Daarul Khair, and the results demonstrated a significant increase in students’ learning interest and understanding after using the video-based media. Therefore, the developed learning video can be considered an effective alternative learning medium for enhancing the quality of Islamic Religious Education at the Madrasah Aliyah level.

Technology plays a significant role in the education sector, particularly in influencing students' learning motivation. This study aims to evaluate the influence of technology-based curriculum implementation on students' learning motivation, specifically within Islamic Religious Education (PAI) subjects at the Senior High School level. This study utilizes a Systematic Literature Review (SLR) method with the PRISMA approach. A comprehensive search of databases (Google Scholar and Sinta) identified relevant articles published between 2020 and 2025. After a rigorous screening process, 15 articles were selected for in-depth analysis. The results indicate that the integration of technology manifested through learning applications (Quizizz), digital content creation tools (CapCut), and interactive platforms (YouTube, Tablets) significantly increases students' interest and participation in PAI learning activities. The study concludes that technology serves as a vital bridge in the modern PAI curriculum, transforming abstract religious concepts into engaging visual experiences. However, successful implementation requires careful management and teacher digital competence to ensure a positive and sustained impact on student motivation.

This study intends to determine the effect of the snowball-throwing learning model on students' learning interest in Islamic religious education at the middle school level. The initial problem was low student interest and attention due to monotonous learning methods. This research employed a quantitative approach with a post-test-only control group type of quasi-experimental design. The method of sampling involved one experimental class using the Snowball Throwing model and one control class using conventional methods at Middle School 1 Waway Karya. The instrument used was a learning interest questionnaire that had been tested for validity and reliability. Data analysis was conducted through normality tests, homogeneity tests, and t-tests. The results indicated that the data were normally distributed and homogeneous. The t-test yielded a significance value of 0.008, which is less than 0.05 (p < 0.05), indicating a significant difference in learning interest between the two groups. Students who learned using the snowball-throwing model had a higher learning interest compared to students who learned with conventional methods. The activity of making and throwing questions in the form of paper balls was proven to be able to increase students' interest and attention in learning. The contribution of this research is to offer the snowball throwing model as an effective alternative learning strategy to increase students' learning interest in Islamic religious education subjects.