The Use of Group Discussion Methods and Assignment Giving in an Effort to Improve Learning Achievements at SD Negeri 101224 Gadu
DOI:
https://doi.org/10.62945/jitdr.v1i1.47Keywords:
Group discussion, assignment, learning achievements, Islamic religious educationAbstract
This study aims to improve the learning achievement of Islamic Religious Education (PAI) on the main material "Let's Learn Q.S. Al-Ma'un" through the use of group discussion methods and assignments.This study uses a classroom action approach (CAR) which is carried out in two cycles. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects of the study were grade V students of SD Negeri 101224 Gadu in the 2024/2025 Academic Year, with a total of 30 students. Data were collected through observation, learning outcome tests, and interviews. Data analysis was carried out descriptively quantitatively to see the increase in student learning outcomes from cycle to cycle.
The results showed that the use of group discussion methods and assignments significantly improved student learning achievement. In the first cycle, the average student score increased compared to before the action. After improvements in the second cycle, student learning outcomes increased more significantly with a percentage of learning completion reaching more than 85%. In addition, students became more active in the learning process and showed a more positive attitude towards PAI material. The success of this study shows that the combination of group discussion methods and assignments can be an effective strategy in improving students' understanding of the material of Q.S. Al-Ma'un. Based on the results of this study, it is recommended that teachers apply group discussion methods and assignments more often in Islamic Religious Education learning. In addition, good classroom management is needed to ensure that each student can actively participate in discussions and complete assignments well. With the application of the right method, it is hoped that student learning achievement can continue to increase and learning becomes more meaningful.
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