PowerPoint-Assisted Active Learning in Islamic Religious Education: A Two-Cycle Classroom Action Research Study
DOI:
https://doi.org/10.64780/dpje.v2i1.234Keywords:
classroom action research; Islamic Religious Education; PowerPoint-assisted learningAbstract
Background of study: Presentation software is readily available in many schools, but its classroom value depends on the pedagogy organized around it. In Grade 8A Islamic Religious Education, the Cycle I baseline mean was 57.17, and 16 of 23 students scored below the school mastery threshold of 65.
Aim and scope: This study examined within-class changes in behavioral engagement, a descriptive teacher instructional implementation index, and classroom test scores during an iteratively redesigned PowerPoint-assisted learning process. It did not test the independent causal effect of PowerPoint.
Methods: A two-cycle classroom action research design involved 23 students in four 80-minute sessions. Data were obtained from a nine-indicator behavioral observation checklist, a ten-domain teacher implementation checklist, two ten-item classroom tests, and lesson documentation. Because the available revision records did not permit transparent reconstruction of tie handling and zero differences, the results are reported descriptively rather than as inferential evidence.
Results: The recorded behavioral engagement index increased from 53% to 75%, and the teacher instructional implementation index increased from 76 to 87. Mean scores changed from 57.17 to 65.22 in Cycle I and from 65.22 to 80.87 in Cycle II; mastery increased from 30.43% to 60.87% and from 56.52% to 78.26%, respectively.
Conclusion: The findings indicate classroom-level improvement alongside revisions that added questioning, peer explanation, group work, summarization, and presentations. The nonstandardized tests, single observer, absence of a comparison class, and incomplete item-level records restrict interpretation to this classroom and do not establish the general effectiveness of PowerPoint.
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