Implementation of the Questions Students Have (QSH) Learning Method to Enhance Learning Motivation in Islamic Religious Education (A Classroom Action Research)
Abstract
This Classroom Action Research (CAR) was conducted in response to the low learning motivation in Islamic Religious Education (IRE) among fifth-grade students at SDN Cipajaran, which was primarily caused by the predominance of conventional teacher-centered instructional methods. The study aimed to examine the effectiveness of implementing the Questions Students Have (QSH) active learning method combined with visual media in improving students' learning motivation, both individually and classically. The research participants consisted of all 22 fifth-grade students of SDN Cipajaran in the 2025/2026 academic year. Data were collected through classroom observation sheets, a learning motivation questionnaire based on the ARCS model (Attention, Relevance, Confidence, and Satisfaction), formative tests, and instructional documentation. The research followed the Kemmis and McTaggart Classroom Action Research model, consisting of the stages of planning, action, observation, and reflection, implemented over two consecutive cycles. The empirical findings demonstrated a significant and progressive improvement in students' learning motivation throughout the research cycles. In the preliminary stage (Pre-Cycle), the percentage of students achieving the classical learning motivation criterion was only 22.7% (5 students). After implementing the QSH method in Cycle I, classical learning motivation increased to 54.5% (12 students), although it had not yet reached the predetermined success criterion due to students' psychological barriers in formulating questions. In Cycle II, the action plan was refined by integrating visual media (images and short videos) as contextual learning stimuli and providing reinforcement through rewards and motivational badges. As a result, students' classical learning motivation increased substantially to 81.8% (18 students), exceeding the predetermined classical mastery criterion of 80%. Both quantitatively and qualitatively, the findings indicate that the combination of the QSH learning method and visual media effectively transformed a conventional classroom into a dynamic, interactive, and student-centered learning environment. Therefore, Islamic Religious Education teachers are encouraged to adopt this instructional approach as a sustainable teaching strategy.