Ta'lim: The Islamic Religious Educational Journal

Alat dan Media Pembelajaran Islam dalam Perspektif Al-Qur’an dan Hadist

Azizah Cahyani — 2026-04-11

This study aims to describe the concept of teaching aids and learning media from the perspective of the Qur’an and Hadith and their relevance to the development of ethical and spiritual-based Islamic educational media. The research method used is library research with a tafsir tarbawi approach, which interprets Qur’anic verses and Hadith by emphasizing the educational values contained within them. The findings show that the Qur’an provides a conceptual foundation for the use of learning media through symbols, sensory perception, and parables, while the Hadith illustrates the Prophet Muhammad’s practical application of various media such as drawings, fingers, and tangible objects to clarify teachings. The discussion reveals that learning media in Islam not only serve as technical tools but also as means to build students’ morals and spirituality. In conclusion, this research presents a novelty in integrating Qur’anic and Prophetic values into the development of modern learning media grounded in tarbawi principles to achieve pedagogical effectiveness and spiritual harmony.

Metode Problem Solving sebagai Upaya Meningkatkan Hasil Belajar Fikih Siswa

Ani Yulianita — 2026-04-11

The Fiqh subject, particularly the chapter on Taharah (Purification), is often considered unimportant, which is usually caused by the teacher’s less engaging delivery of the material, resulting in suboptimal student learning outcomes. To address this issue, many suitable and interesting teaching methods can be used, one of which is the Problem-Solving Method. This study discusses the use of the Problem-Solving Method to improve students’ learning outcomes in the Fiqh subject, chapter on Taharah, for Class VIIB at MTs Sabilul Chalim Leuwimunding.

The research method used was Classroom Action Research (CAR), conducted in two cycles. Data collection utilized observation techniques, tests, research instruments, and documentation conducted directly during the research. Based on the research results, 28 students, or ? 80%, achieved mastery, indicating that the success target was met. In the pre-cycle stage, the mastery percentage was only 64.29%, reflecting low student understanding. This increased to 75% in cycle I, though it had not yet met the success indicator. In cycle II, mastery rose significantly to 92.86%, categorized as very good. Thus, based on these findings, it can be concluded that the Problem-Solving Method is effective in improving students’ learning outcomes in the Fiqh subject, chapter on Taharah, for Class VIIB at MTs Sabilul Chalim Leuwimunding in the 2024/2025 academic year.At the end of the thesis, the author offers suggestions to both teachers and students, focusing on improving future educational situations.

Penerapan Metode Scramble untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam

Yus Yusuf Zaini Taziri — 2026-04-11

This research was motivated by low student learning outcomes due to teacher-centered learning methods using lectures, resulting in suboptimal student participation and engagement. The Scramble method was chosen because it can create active, creative, and enjoyable learning, as well as encourage collaboration and rapid thinking. This study aims to determine the improvement in student learning outcomes in Islamic Religious Education (PAI) subjects through the application of the Scramble learning method in class VIII C of SMPN 5 Majalengka in the 2024/2025 Academic Year. This study used a Classroom Action Research (CAR) design implemented in two cycles. The subjects were 18 students of class VIII C. Data were collected through observation, learning achievement tests, and documentation. Data analysis was conducted using descriptive quantitative and qualitative methods. The results of the study indicate that the application of the Scramble method can improve student learning outcomes in the topic "Provisions of Sale and Purchase, Debts and Receivables, and Usury." The percentage of learning completion increased from 39% in the pre-cycle to 67% in cycle I, and reached 83% in cycle. Student learning activities also experienced significant improvements in each cycle. In conclusion, the Scramble method is effective in Islamic Religious Education (PAI) learning to improve student learning outcomes, active participation, critical thinking and collaboration skills. Teachers are advised to integrate this method with a variety of other learning strategies to maintain student motivation.

Implementasi Model Pembelajaran Kooperatif TSTS dalam Meningkatkan Hasil Belajar

Aay Farihah Hesya — 2026-04-11

This research stems from an initial observation indicating low learning outcomes among seventh-grade students at MTs Darul Falah Cijati in Akidah Akhlak (Islamic Creed and Morality) subject, particularly concerning the reprehensible morality material of Riya' (showing off) and Nifaq (hypocrisy). This material, which inherently demands deep understanding and internalization of affective values, is often taught conventionally, leading to a lack of student motivation and shallow conceptual comprehension. This condition necessitates an innovation in teaching methods to create a more interactive, collaborative, and effective learning environment. Therefore, this study aims to investigate the extent to which the implementation of the Two Stay Two Stray (TSTS) cooperative learning model can significantly improve students' learning outcomes on the Riya' and Nifaq material.

The method used in this research is Classroom Action Research (CAR), conducted in two cycles at MTs Darul Falah Cijati, with 24 seventh-grade students as subjects. Each CAR cycle was systematically designed through four stages: planning of learning actions, implementation of actions in the classroom, observation of the process and student responses, and reflection for evaluation and improvement in the subsequent cycle. Data collection instruments included learning outcome tests and documentation.The research results show a consistent and significant improvement in students' learning outcomes from Cycle I to Cycle II. In Cycle I, the average learning outcome score was 69.17, with a classical mastery level reaching 62.5%. This indicated that some students had not yet met the minimum mastery criteria. After improvements and more optimal action implementation in Cycle II, the average score increased to 76.88, with the classical mastery level significantly rising to 79.17%. This increase not only reflects a better conceptual understanding but also demonstrates that the application of the TSTS learning model can help students understand the material more effectively and foster cooperation among students. Thus, it can be concluded that the implementation of the Two Stay Two Stray (TSTS) cooperative learning model is effective in improving students' Akidah Akhlak learning outcomes on the reprehensible morality material of Riya’ and Nifaq.

Penerapan Metode Reward dalam Meningkatkan Kepercayaan Diri Siswa

Devi Ganjar Mustopa — 2026-04-11

Self-confidence is an important part of a person's personality development. With self-confidence, students will be able to evaluate their overall selves, which gives a strong belief in their abilities to take actions in achieving their desires. However, the self-confidence of fourth-grade students in SD Al-Hidayah Majalengka is still relatively low. One effort that can be used to increase students' self-confidence is the application of the reward method in the learning process. Based on the background, the problem formulation in this study is: how is the application of rewards to students? How is the self-confidence of the students? And does the application of the reward method improve the self-confidence of students in class IV C of Al-Hidayah Elementary School in Majalengka? This research aims to know the application of the reward method, to understand the students' self-confidence, and to assess whether the application of the reward method can enhance the self-confidence of students in class IV C at Al-Hidayah Elementary School, Majalengka. This type of research employs a Classroom Action Research design. In this PTK, there are 2 cycles, each consisting of 2 meetings. The subjects of this research are 19 students from class IV C. The data collection techniques in this research include observation sheets, interviews, and documentation. Data processing uses descriptive analysis.Based on the results of this study, it can be observed that the teacher's activity in applying the reward method has been implemented well. In Cycle I, the overall average teacher activity reached 76% with a fair category. Then in Cycle II, the overall average teacher activity increased to 81% with a good category. The observations of student activities indicate that overall, the results of the five student activities in Cycle I reached an average of 61% with a poor category. Then in Cycle II, the overall average of the five student activities increased to 85% with a good category. The initial observation before the implementation of the reward method showed that the confidence of the fourth-grade students of SD Al-Hidayah Majalengka was only 48% in the poor category. Furthermore , the results of the implementation of the reward method that has been carried out show that students' confidence in cycle I was 69% in the less good category, while the observation results of students' confidence in cycle II increased to 80% in the good category. Thus, it can be concluded that the reward method can improve students' confidence in class IV C at Al-Hidayah Elementary School Majalengka for the 2024-2025 academic year.