This study aims to determine the effectiveness of the demonstration method in learning fiqh for grade VII students at MTs Nurul Islam, identify efforts made to improve the effectiveness of the method, and explore supporting and inhibiting factors in its implementation. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The subjects in this study included the Principal, Fiqh Teacher, and grade VII students. Data analysis techniques used include data reduction, data presentation, and data verification. The results of the study indicate that the application of the demonstration method in learning fiqh at MTs Nurul Islam is very effective. Students not only receive theoretical explanations, but can also directly witness and practice materials such as tayamum, ablution, and prayer, so that learning becomes more concrete and meaningful. Efforts made to improve the effectiveness of this method include an initial explanation of the purpose of the demonstration, mental preparation of students before learning, and reflective discussions after the demonstration. The supporting factors for the implementation of the demonstration method include: learning becomes clearer, more interesting, and applicable; students are more active and find it easier to understand the material; and increased student learning experience. Meanwhile, inhibiting factors come from limited facilities and infrastructure, limited time, and uneven readiness of teachers and students. This study recommends the development of demonstration methods on an ongoing basis with the support of adequate facilities and teacher training.

The Point Counterpoint learning method is a method that emphasizes group cooperation to discuss a topic, then the group will argue with other groups that have different perspectives. This approach automatically encourages interaction between students in the learning process, so that the development and achievement of learning outcomes can be achieved properly. This study uses the Classroom Action Research method, which aims to improve the quality of learning in the classroom. The results of the study showed that the Point Counterpoint method is more enjoyable to apply, because students can understand the material more deeply through active discussions. They also feel more comfortable and free to exchange opinions with group members. Changes that occur in student learning outcomes are caused by the demands to master the material that has been given by the educator.

In the era of the Fourth Industrial Revolution, the development of Information and Communication Technology (ICT) has transformed the way we understand and practice religion, including the spread of extremist religious ideologies. Religious moderation education has become an essential tool for strengthening national awareness by instilling values of tolerance, inclusivity, and love for the homeland. This education promotes a balanced and tolerant understanding of religion. However, a significant challenge arises from the overwhelming flow of information on the internet, which is not matched by adequate digital literacy. Therefore, religious moderation education serves as a filter to counter radicalization. This study uses a review research method with a qualitative approach to analyze the implementation of religious moderation education through formal, nonformal, and informal channels. The findings indicate that formal education is effective in instilling moderate character through a systematic structure. Nonformal institutions, such as Islamic boarding schools and study groups, also play a crucial role in spreading moderate Islamic values. Meanwhile, informal education within families provides a vital foundation for instilling these values from an early age. This study recommends strengthening the religious moderation curriculum, optimizing the role of nonformal institutions, and empowering families to enhance national awareness and address the potential for radicalization.
 

This study aims to improve students' learning outcomes in zakat learning through the Problem Based Learning (PBL) model. The method used is Classroom Action Research (CAR) with two cycles that include planning, implementation, observation, and reflection. The results of the study showed that the implementation of PBL improved students' understanding and participation. In cycle 1, learning motivation increased, but there were still students who were less active. Improvements in cycle 2, such as more intensive guidance and relevant case studies, showed a significant increase in students' understanding and involvement. In conclusion, PBL is effective in improving zakat learning outcomes, encouraging students to think critically, and understanding the concept of zakat in theory and practice.
 
 

This study aims to determine efforts to improve student learning outcomes about funeral prayers through demonstration methods in Islamic religious education learning. The subjects in this study were students who participated in teaching and learning activities in funeral prayers. The method used in this study was classroom action research. Data were collected using observation sheets and interviews. Data analysis was carried out using qualitative descriptive techniques. The results of the analysis in cycle I showed that as many as 85% of students got a complete score in the ability to understand the material about funeral prayers. While in cycle II as many as 99% of students got a complete score in the ability to demonstrate funeral prayers. The results of the study showed that the application of the demonstration method can increase student learning motivation in the material of funeral prayers. Therefore, it is recommended that the demonstration method be applied more in learning in schools so that it can increase student learning motivation and the overall quality of learning.
 
 

ملخص البحث. يتميز نمو الأنثى الأولي والثانوي بالحيض كعملية أنثوية طبيعية. ويؤثر هذا التطور على التغيرات التي تطرأ على حياتها اليومية. وفي الإسلام يعتبر الحيض من العلامات التي تدل على بلوغ المرأة ووجوب تنفيذ جميع أوامر الله سبحانه وتعالى. ومن أساسيات العبادة التي يجب القيام بها الطهارة. ولكن بعض النساء لا يفهمن الطريقة الصحيحة للطهارة من الحيض رغم أنهن درسن فقه العبادات. ومعظمهن ما زلن يؤخرن وقت الطهارة من الحيض. وتعتمد الباحثة على فقهه كأداة تحليلية لكونه من علماء المذهب الشافعي، الذين تفقهوا في مسائل الطهارة، خصوصا في مسألة الحيض والنفاس والاستحاضة. وله كتاب في هذه المسألة بموضوع "الإبانة والإفاضة في أحكام الحيض والنفاس والاستحاضة على مذهب الشافعي. وهو ألّف هذا الكتاب مستنداً إلى آراء الفقهاء وأئمة المذهب الشافعي.. تهدف هذه الدراسة إلى تحليل حكم تأخير الاغتسال بعد الحيض من منظور الدكتور عبد الرحمن السقاف. ومنهج البحث المستخدم هو التحليل الوصفي، مع استخدام تقنيات جمع البيانات من خلال دراسة مؤلفاته ومقابلات مع مصادر تفهم أفكاره. وقد أظهرت النتائج أن تأخير الاغتسال له عواقب مختلفة حسب نية الفرد وحالته. وقد أكد الدكتور عبد الرحمن السقاف على أهمية الإسراع في الطهارة حتى لا تعطل العبادات الواجبة، ولكنه في الوقت نفسه يرى أن هناك ظروفاً معينة يمكن أن تكون عذراً للمرأة. والخلاصة أنه في منظور الفقه الشافعي كما يشرحه الدكتور عبد الرحمن السقاف، فإن الطهارة بعد الحيض مباشرة مستحبة وتصبح واجبة في الظروف العادية. ومع ذلك، هناك بعض الاستثناءات التي تستند إلى ظروف فردية يمكن أن تؤثر على حكم تأخير الطهارة.
 
 

This study aims to enhance students' environmental awareness through the implementation of poster media in Natural and Social Sciences (IPAS) learning at Madrasah Ibtidaiyah Al-Munawwarah Kota Jambi. This research employs Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of two cycles. The subjects of this study were sixth-grade students. The results indicate an improvement in students' environmental awareness after implementing poster media. In the pre-cycle stage, students’ environmental awareness was only 12%. After implementing poster media, the percentage increased to 60% in the first cycle and reached 96% in the second cycle. Furthermore, teacher activity in the learning process improved from 73.8% in cycle I to 92.6% in cycle II, while student activity increased from 71.5% to 92.1%. These findings demonstrate that poster media can be an effective learning tool in fostering students’ awareness and concern for their school environment.    

This articel discusses improving the ability to memorize the mufrodat of class IV students in the Arabic language subject material My Aspirations by applying flash card learning media in the private Ibtidaiyah Madrasah Tarbiyah Islamiyah Jelutung, Jambi City. This research uses the classroom action method which refers to the Kemmis and MC models. Taggart went through four stages, namely: (1) planning, (2) action, (3) observation and (4) reflection. This research consisted of initial observations and 2 cycles. The data analysis technique used in this research is qualitative and quantitative data analysis. The research sample was class IV students at MIS Tarbiyah Islamiyah Jelutung, Jambi City in 2024/2025, totaling 14 people. The aim of this research is (1) by applying flash card media, it can improve class IV students' memorization of mufrodat in Arabic language subjects about my dreams. (2) the ability to memorize mufrodat in Arabic language lessons regarding ideals can be increased through the application of learning media flash cards. Data collection techniques in this research use observation sheets, tests and documentation. The results of this study stated that there was an increase in the ability to memorize mufrodat, this was proven by the pre-cycle percentage which was 37%, then the percentage of cycle I meeting I showed 43% of students who completed it, then cycle I meeting II was at 50%, cycle I experienced an increase but did not increase rapidly and had not yet reached the percentage of completeness, then cycle II, meeting I was 64%, had not yet reached the percentage of completeness, then continued in cycle II, meeting II showed 78% of students had completed. The findings of this research are that by applying flash card media you can improve your ability to memorize Arabic language subjects with my dream material.
     

In an increasingly competitive era of education, student engagement in the learning process is very important. Active learning methods, which prioritize active student participation, have been proven to improve motivation and learning outcomes. This study aims to explore various active learning methods in the context of Islamic education and their impact on student engagement. Through data analysis from various case studies, this study found that the application of active learning methods can significantly increase student engagement.

In the 21st century, education is required to produce students who are creative, critical, collaborative, and communicative to face the challenges of the times. Therefore, the implementation of the STEAM learning model is one innovative solution to improve the quality of learning and student outcomes, especially in Natural and Social Sciences (IPAS) subjects. This research is Classroom Action Research (CAR) that adopts the Kemmis and McTaggart model with two learning cycles. Each cycle consists of the stages of planning, implementation, observation, and reflection. The purpose of this research is to improve student learning outcomes through the implementation of the STEAM learning model. The results showed an increase in student learning outcomes from cycle I to cycle II. In the cognitive domain, the average student score increased from 76% in cycle I to 88% in cycle II. In the psychomotor domain, there was an increase from 71% in cycle I to 91% in cycle II. Meanwhile, in the affective domain, student activities increased from 78% in cycle I to 92% in cycle II. Based on the results of the study, the implementation of the STEAM learning model can be declared effective in improving student learning outcomes in IPAS subjects for grade III students of Madrasah Ibtidaiyah Al-Munawwarah, Jambi City.