Pengaruh Strategi Pembelajaran Active Knowledge Sharing Terhadap Hasil Belajar Materi PAI

Abstract

This study was motivated by the teacher-centered and monotonous learning conditions in Islamic Religious Education (PAI) at SMP Islamiyyah Widodaren, Ngawi, which led seventh-grade students to become passive, easily bored, and to achieve suboptimal learning outcomes. This research aimed to examine the effect of the Active Knowledge Sharing (AKS) learning strategy on students' PAI learning outcomes on the topic of purification (thaharah) in Islam. A quantitative approach was employed through a true experimental design using a pretest-posttest control group design, involving two classes of 33 students each as the experimental and control groups. Data were collected through interviews, tests, documentation, and observation, then analyzed descriptively and tested for normality, homogeneity, and hypothesis using the Mann-Whitney test via SPSS 26. The findings revealed that the experimental class, which applied AKS, obtained a mean posttest score of 6.00, markedly higher than the control class at 2.40, with an Asymp. Sig. (2-tailed) value of 0.034 (< 0.05), indicating a statistically significant difference. It is concluded that AKS effectively enhances PAI learning outcomes and is recommended as an alternative active-learning strategy for educators, with further studies suggested to broaden the sample and subject matter.