Enhancing Islamic Religious Education Learning Outcomes through Matching Card Media: A Classroom Action Research

Abstract

Islamic Religious Education in primary schools often faces the challenge of translating abstract faith concepts into learning experiences that engage students and improve achievement. Active learning theory suggests that collaborative and interactive activities can strengthen students’ understanding by shifting learning from passive reception to direct participation. This study aimed to improve fourth-grade students’ learning outcomes on belief in Prophets and Messengers through Matching Card media. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. Twenty students participated, while data were collected through achievement tests, classroom observations, and interviews, and analyzed descriptively. The findings showed an increase in the mean score from 67.50 in the pre-cycle stage to 74.75 in Cycle I and 81.25 in Cycle II. Learning mastery also increased from 35% to 60% and finally reached 90%. Classroom observations further indicated stronger participation, confidence, collaboration, and familiarity with the learning activity after instructional refinement. The study concludes that Matching Card media can support progressive improvement in learning achievement and classroom engagement when implemented through reflective instructional cycles. Teachers are therefore encouraged to adapt card-based activities to conceptual Islamic Religious Education topics while providing differentiated guidance for students who require support.