The Effectiveness of the Peer Lesson Learning Model in Increasing Student Activeness in SKI Subjects at MTs Setia Budi, South Jakarta

Abstract

Learning Islamic Cultural History (IS) in madrasahs is often still passive and teacher-centered. Low student participation in the learning process results in a lack of interaction and low understanding of Islamic historical values. Student activity is an important indicator in realizing meaningful and contextual learning. This study aims to test the effectiveness of the peer lesson learning model in improving student activity in SKI subjects at MTs Setia Budi South Jakarta. The main focus of this study is to compare the activity of students who participate in peer lesson learning with students who learn using conventional methods. The method used was a quasi-experiment with a pretest-posttest control group design. The research instruments consisted of an activeness observation sheet, a learning outcome test, and an interview. The sample consisted of two classes, namely the experimental class and the control class which were selected purposively. The results showed a significant increase in activeness in the experimental group. The average posttest score and participation observation indicators showed a consistent and stable increase. The peer lesson model has proven effective in encouraging students to actively ask questions, discuss, and deliver materials independently. The conclusion of this study is that the peer lesson model not only increases activeness but also provides a collaborative and enjoyable learning experience. This finding contributes to the development of active learning methods in madrasahs, especially in SKI learning. The novelty of this study is the systematic application of the peer lesson model in the context of learning based on Islamic values.