Implementation of the Discovery Learning Model in Improving Student Learning Outcomes in Aqidah Akhlak Lessons on the Topic of Gratitude for Grade 3 at MI Alkhairaat Kawatuna

Abstract

Abstract: This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving students' understanding and critical thinking skills on the topic of Asmaul Husna, specifically Al Ar Razaq, in a Grade 3 class at SDN 087981 Sibolga. The research was conducted using a classroom action research (CAR) methodology in two cycles. Data were collected through observation, tests, and student interviews to assess the progress in both understanding and critical thinking. The findings indicate that the implementation of PBL significantly enhanced students' comprehension of the subject matter and their ability to think critically. The interactive nature of PBL, which encourages problem-solving and collaboration, made the learning process more engaging and meaningful for students. Based on these results, it is recommended that PBL be incorporated into religious education, particularly in teaching Asmaul Husna, to foster both cognitive and critical thinking developmen This study aims to analyze the implementation of the Discovery Learning model in improving student learning outcomes in the subject of Aqidah Akhlak, specifically on the topic of Gratitude, in Grade 3 at MI Alkhairaat Kawatuna. The Discovery Learning model emphasizes active student involvement in the learning process by providing opportunities to explore, discover, and construct understanding independently. The research method used is Classroom Action Research (CAR) with both qualitative and quantitative approaches. The study was conducted in two cycles, where each cycle consisted of the stages of planning, implementation, observation, and reflection. Data collection techniques included observation, interviews, learning outcome tests, and documentation.The results of the study indicate that the implementation of the Discovery Learning model can significantly improve student learning outcomes. In the first cycle, students' average scores increased compared to their scores before the implementation of this model, although they had not yet reached the minimum mastery criteria (KKM). After improvements and reinforcement were made in the second cycle, student learning outcomes improved further, with a higher percentage of mastery. Additionally, students became more active, enthusiastic, and developed a deeper understanding of the importance of gratitude in daily life. Thus, the Discovery Learning model has proven effective in enhancing student learning outcomes on the topic of Gratitude in Grade 3 at MI Alkhairaat Kawatuna. It is hoped that this research can serve as a reference for teachers in developing more innovative and student-centered learning strategies.