PENERAPAN METODE PEMBELAJARAN STUDENT CENTERED LEARNING DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN AKIDAH AKHLAK KELAS VIII MTs KHAIRUL MUFIED

Abstract

One of the essential subjects for Muslim students is Islamic Religious Education. This subject does not merely contain knowledge that must be mastered during classroom instruction, but it must also be practiced in daily life. In Islamic Religious Education, students are taught the proper procedures for worship and how to interact with others, which are obligations for every Muslim. Therefore, efforts are needed to improve students’ learning outcomes optimally. This study aims to address two main issues. First, to determine the implementation of the Student-Centered Learning method in Grade VIII at MTs Khairul Mufied, Kp. Gardu, Junti Village, Jawilan District, Serang Regency. Second, to determine the improvement of students’ learning achievement in the Akidah Akhlak subject. Third, to examine how the implementation of the Student-Centered Learning method can improve students’ learning outcomes in the Akidah Akhlak subject. The method used in this research is Classroom Action Research (CAR), which focuses on typical classroom situations. Classroom Action Research is conducted by teachers in their own classrooms through self-reflection with the aim of improving their teaching performance so that students’ learning outcomes increase. Based on the analysis of the initial test results, action was needed to improve learning outcomes. The focus of this study is improving students’ learning outcomes in the Akidah Akhlak subject. The stages conducted show an improvement from the pre-cycle, Cycle I, and Cycle II. The implementation of the learning method was able to improve students’ learning outcomes and direct the achievement of learning mastery indicators to above 80%. Based on the discussion in Chapter IV, it can be concluded that the Student-Centered Learning method improved the learning process. In the pre-cycle stage, 7 students achieved mastery while 13 students did not, with an average score of 62.89 (Minimum Mastery Criteria/KKM = 70). In Cycle I, 16 students achieved mastery and 4 students did not, with an average score of 78.42. In Cycle II, 18 students achieved mastery and only 1 student did not, with a mastery percentage reaching 94.73%. By using active and cooperative learning methods, learning outcomes can align with instructional objectives. When effective methods are applied, the learning process runs well. Therefore, through the implementation of the Student-Centered Learning method, students are able to understand the learning material more quickly and effectively