Pengaruh Model Pembelajaran ECIRR (Elicit, Confront, Identify, Resolve and Reinforce) terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.792-816Keywords:
Model Pembelajaran ECIRR, Hasil Belajar, Pendidikan Agama Islam, Berpikir KreatifAbstract
The low learning outcomes of students in Islamic Religious Education remain a critical issue in secondary education. At SMP Muhammadiyah 3 Bandar Lampung, students’ achievement in IRE is particularly weak at the cognitive level of comprehension (C2), as evidenced by their limited ability to understand concepts deeply, restate learning materials in their own words, and connect religious concepts with real-life contexts. This condition indicates that the existing instructional practices have not sufficiently encouraged active engagement and higher-order thinking skills. Therefore, the implementation of an innovative instructional model that facilitates meaningful knowledge construction is necessary. This study aims to analyze the effect of the ECIRR learning model (Elicit, Confront, Identify, Resolve, and Reinforce) on students’ learning outcomes in Islamic Religious Education. The research employed a quantitative approach using a post-test only control group experimental design. The participants consisted of two ninth-grade classes, with the experimental group taught using the ECIRR model and the control group receiving conventional instruction. Data were collected through a multiple-choice test measuring cognitive domains at the comprehension (C2) and creation (C6) levels. Statistical analysis revealed an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the two groups. These findings imply that the ECIRR model is effective in enhancing students’ conceptual understanding and creative thinking skills, and it can be considered an alternative instructional strategy for improving the quality of Islamic Religious Education learning
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