IMPROVING AL-QUR'AN AND HADITH LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF THE ACTIVE KNOWLEDGE SHARING STRATEGY AT MAN SOLOK CITY
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Published:
Jul 1, 2026
Keywords:
Active Knowledge Sharing, Learning Outcomes, Al-Qur'an Hadith, Islamic Education, Quasi-Experimental Research
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Abstract
This study aims to analyze the improvement of students' learning outcomes through the implementation of the Active Knowledge Sharing strategy in the Al-Qur'an Hadith subject at MAN Kota Solok. The study employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The research involved two classes consisting of an experimental class and a control class, each comprising 30 students. Data were collected through learning outcome tests and analyzed using descriptive statistics and the Independent Sample t-Test. The findings revealed that the experimental class achieved a higher posttest mean score (85.53) than the control class (76.87). The mean increase in the experimental class was also greater (19.93 points) compared to the control class (11.67 points). Furthermore, the hypothesis testing showed a significance value of 0.000 (<0.05), indicating a significant difference in learning outcomes between the two groups. The study concludes that the Active Knowledge Sharing strategy is effective in improving students' learning outcomes and can be used as an innovative and collaborative learning strategy in Al-Qur'an Hadith learning at the madrasah level.
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References
Amin, M., & Sumendap, L. Y. S. (2022). Model dan Strategi Pembelajaran Kontemporer. Pusat Penerbitan.
Asrori, M. (2013). Pengertian, Prinsip dan Aplikasi Strategi Pembelajaran. Wacana Prima.
Daradjat, Z. (2014). Ilmu Pendidikan Islam. Bumi Aksara.
Fitria, M. & others. (2020a). Penggunaan Strategi Active Knowledge Sharing terhadap Keaktifan Belajar Sejarah Siswa Kelas XI IPA di SMA Negeri 4 Aceh Barat Daya. Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 5(2), 87–98.
Fitria & others. (2020b). Penerapan Strategi Active Knowledge Sharing dalam Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan, 5(2), 89–97.
Hanim, I. & others. (2022). Psikologi Belajar.
Majid, A. (2013). Strategi Pembelajaran. Remaja Rosdakarya.
Marno & others. (2010). Strategi dan Metode Pengajaran. Ar-Ruzz Media Group.
Muhaimin. (2005). Pengembangan Kurikulum Pendidikan Agama Islam. RajaGrafindo Persada.
Nurhasanah, S. & others. (2019). Strategi Pembelajaran. Edu Pustaka.
Ramayulis. (2012). Metodologi Pendidikan Agama Islam. Kalam Mulia.
Rosidah, A., & Mustafa, T. (2020). Pengaruh Penerapan Model Pembelajaran Numbered Heads Together (NHT) terhadap Hasil Belajar Siswa pada Mata Pelajaran Aqidah Akhlak MI Al-Wasthiyah Kota Karawang. Jurnal Intelektualita: Keislaman, Sosial dan Sains, 9(2), 288–290.
Sariyanti & others. (2024). Pengaruh Strategi Active Knowledge Sharing terhadap Keaktifan dan Hasil Belajar Peserta Didik. Jurnal Pendidikan Islam, 9(2), 295–302.
Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Ar-Ruzz Media.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Article Sidebar
Main Article Content
Abstract
This study aims to analyze the improvement of students' learning outcomes through the implementation of the Active Knowledge Sharing strategy in the Al-Qur'an Hadith subject at MAN Kota Solok. The study employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The research involved two classes consisting of an experimental class and a control class, each comprising 30 students. Data were collected through learning outcome tests and analyzed using descriptive statistics and the Independent Sample t-Test. The findings revealed that the experimental class achieved a higher posttest mean score (85.53) than the control class (76.87). The mean increase in the experimental class was also greater (19.93 points) compared to the control class (11.67 points). Furthermore, the hypothesis testing showed a significance value of 0.000 (<0.05), indicating a significant difference in learning outcomes between the two groups. The study concludes that the Active Knowledge Sharing strategy is effective in improving students' learning outcomes and can be used as an innovative and collaborative learning strategy in Al-Qur'an Hadith learning at the madrasah level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Amin, M., & Sumendap, L. Y. S. (2022). Model dan Strategi Pembelajaran Kontemporer. Pusat Penerbitan.
Asrori, M. (2013). Pengertian, Prinsip dan Aplikasi Strategi Pembelajaran. Wacana Prima.
Daradjat, Z. (2014). Ilmu Pendidikan Islam. Bumi Aksara.
Fitria, M. & others. (2020a). Penggunaan Strategi Active Knowledge Sharing terhadap Keaktifan Belajar Sejarah Siswa Kelas XI IPA di SMA Negeri 4 Aceh Barat Daya. Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 5(2), 87–98.
Fitria & others. (2020b). Penerapan Strategi Active Knowledge Sharing dalam Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan, 5(2), 89–97.
Hanim, I. & others. (2022). Psikologi Belajar.
Majid, A. (2013). Strategi Pembelajaran. Remaja Rosdakarya.
Marno & others. (2010). Strategi dan Metode Pengajaran. Ar-Ruzz Media Group.
Muhaimin. (2005). Pengembangan Kurikulum Pendidikan Agama Islam. RajaGrafindo Persada.
Nurhasanah, S. & others. (2019). Strategi Pembelajaran. Edu Pustaka.
Ramayulis. (2012). Metodologi Pendidikan Agama Islam. Kalam Mulia.
Rosidah, A., & Mustafa, T. (2020). Pengaruh Penerapan Model Pembelajaran Numbered Heads Together (NHT) terhadap Hasil Belajar Siswa pada Mata Pelajaran Aqidah Akhlak MI Al-Wasthiyah Kota Karawang. Jurnal Intelektualita: Keislaman, Sosial dan Sains, 9(2), 288–290.
Sariyanti & others. (2024). Pengaruh Strategi Active Knowledge Sharing terhadap Keaktifan dan Hasil Belajar Peserta Didik. Jurnal Pendidikan Islam, 9(2), 295–302.
Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Ar-Ruzz Media.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.