Optimizing C5-Level Learning Outcomes in Islamic Creed and Morals Through The Student Facilitator and Explaining Model
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.633-645Keywords:
Akidah Akhlak, C5 Evaluation, Learning Outcomes, Student Facilitator And ExplainingAbstract
Akidah Akhlak instruction in madrasah settings is expected to foster higher-order thinking skills, particularly evaluative ability at the C5 cognitive level. However, instructional practices remain predominantly lecture-centered, limiting students’ opportunities to develop critical moral evaluation and value-based decision-making skills. This study aims to examine the effect of the Student Facilitator and Explaining (SFE) learning model on students’ learning outcomes in Akidah Akhlak, specifically at the evaluative (C5) cognitive domain. Employing a quantitative approach with a quasi-experimental method, this study utilized a post-test only control group design. The research participants were eighth-grade students of MTs Negeri 2 Lampung Timur, who were divided into an experimental group and a control group. Data were collected using a multiple-choice test instrument that had met validity and reliability requirements and were analyzed using the Mann–Whitney U test. The results revealed a statistically significant difference between the experimental and control groups (p = 0.009 < 0.05), indicating that students taught using the SFE model demonstrated higher evaluative learning outcomes than those taught through conventional methods. These findings imply that the Student Facilitator and Explaining model is an effective instructional strategy for enhancing higher-order evaluative thinking (C5) in Akidah Akhlak learning and can serve as a viable alternative for HOTS-oriented Islamic religious education
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