INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
Implementation of the REACT Learning Model (Relating.
Experiencing.
Applying.
Cooperating.
Transferrin.
in Islamic Education Lessons at Madrasahs in the Merdeka Curriculum Zuliana1*.
Abd Rahman2.
Khairun Niswa3.
Muhammad Qorib4 Universitas Muhammadiyah Sumatera Utara*1, 2, 3, 4 email: zuliana@umsu.
email: abdrahman@umsu.
email: khairunniswa@umsu.
email: muhammadqorib@umsu.
Abstract This research focuses on the development of the REACT learning model and implementation in Islamic Religious Education (PAI) lessons in Madrasahs, specifically observing the impact and effectiveness of implementing this model in classes XI-A and XI-B at MAN 2 Medan Model in the context of Merdeka Curriculum with a mixed method approach.
Qualitative data were obtained through observations, interviews, and documentation, while quantitative data were obtained by analyzing the phenomenon of PAI education from recording learning outcomes and teacher-student perceptions.
The results show that the REACT model is able to increase students' active involvement, contextual understanding, and religious values in real life.
Quantitatively, there was an increase in the average student score from 72.
1 to 84.
7 after the application of the model, with the ttest results showing significance at p < 0.
In addition, 80% of students agreed that learning became more interesting and easy to understand, as well as effectively applied in supporting PAI learning.
Artikel Info Received:
March 17, 2025 Revised:
April 18, 2025 Accepted:
May 26, 2025 Published:
June 10, 2025 Keywords: Learning Model.
REACT.
Islamic Education.
Madrasah.
Independent Curriculum.
Abstrak Penelitian ini berfokus pada pengembangan model dan implementasi pembelajaran REACT dalam pelajaran Pendidikan Agama Islam (PAI) di Madrasah, khususnya mengamati dampak dan efektivitas penerapan model ini pada kelas XI-A dan XI-B di MAN 2 Model Medan dalam konteks Kurikulum Merdeka dengan pendekatan mix Data kualitatif diperoleh melalui observasi, wawancara, dan dokumentasi, sedangkan data kuantitatif diperoleh dengan menganalisis fenomena pendidikan PAI dari pencatatan hasil belajar This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
dan persepsi guru-siswa.
Hasil menunjukkan model REACT mampu meningkatkan keterlibatan aktif siswa, pemahaman kontekstual, serta nilai-nilai keagamaan dalam kehidupan nyata.
Secara kuantitatif, terjadi peningkatan rata-rata nilai siswa dari 72,1 menjadi 84,7 setelah penerapan model, dengan hasil uji t menunjukkan signifikansi pada p < 0,05.
Selain itu, 85% siswa menyatakan setuju bahwa pembelajaran menjadi lebih menarik dan mudah dipahami, serta efektif diterapkan dalam mendukung pembelajaran PAI.
Kata Kunci: Model Pembelajaran.
REACT.
PAI.
Madrasah.
Kurikulum Merdeka.
improving learning outcomes (Haryanti & Introduction Learning Religious Erfiana, 2.
Therefore, the use of Education (PAI) in the context of the strategies in developing learning materials.
Merdeka Curriculum requires an approach selecting methods, learning media and that is able to link religious values with developing evaluation tools for learning students' real experiences, so that learning outcomes (L, 2.
becomes more meaningful and has an REACT Islamic Experiencing.
Applying.
Cooperating.
Transferrin.
is a Education that transforms in learning must contextual strategy that is relevant in answering challenges by linking learning support character development and 21st experiences with solving real-life problems century competencies (Akrim & Setiawan, (Sari et al.
, 2.
and encouraging active Gaol, 2.
emphasizing the three participation (Anderson & Krathwohl.
Junaidah et al.
, 2.
student-centered, (Relating, (Miswanto & Ilham, 2.
Education must foster interest and The REACT model was introduced by the Center Occupational Research and Development (CORD) in Texas.
America motivation in learning (Pohan & dkk, (Handayani, 2.
which is dominantly 2.
(Akrim & Setiawan, 2.
Teachers researched in the fields of Science and need to understand learning models so that Mathematics learning is carried out effectively in (Suyantana & et al, 2.
and but studies This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Geography research
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
Lumapow, 2.
(Romanti, 2024.
Aditomo specifically in PAI learning are still very & Dkk, 2.
and is relevant to modern While the research of (Anggiani & Al, 2.
and (Farohi & Parhan, 2.
meaningful and collaborative learning showed an increase in cognitive learning experiences (Dewi & Hidayat, 2.
outcomes through REACT in social studies lessons, but did not discuss the affective This research uses a mixed methods and psychomotor dimensions that are crucial in religious education, previous researchers also examined its effect in increasing junior high school student achievement, and the study reviewed this time links REACT to the context of the approach.
Cresswell describes with data collection and analysis with a quantitative The choice of Madrasah Aliyah analysis to provide in-depth explanations with the aim of describing the application of the REACT model in PAI learning and analyzing the effectiveness of the REACT model on increasing students' motivation, character building (Suparma, 2.
and developing an implementative model of REACT based on the local context of the of holistic, inclusive, and contextual learning transformation according to the spirit of Merdeka Belajar (Lembong & This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Research This research was conducted at Madrasah Aliyah Negeri 2 Model Medan with a focus on class XI-A and class XI-B as the research population.
The research subjects consisted of: 100 students spread across two classes.
Islamic Education teachers, teachers who were directly involved in the implementation of the REACT model.
The selection of locations is also This research also supports the vision Participants Location implemented the Merdeka Curriculum, followed by qualitative data collection and Negeri 2 Medan Model because it has of quantitative findings (Sugiyono, 2.
Merdeka Curriculum in madrasas.
Methods schools/madrasas to implement teaching and learning innovations that are integrated with religious values and character.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
Implementation of REACT model in Research Instruments PAI learning for one full semester.
This In this study, several data collection instruments were used in the form of learning outcomes questionnaires designed to measure the achievement of students' process involves a series of learning activities including group discussions, case studies, and hands-on practice.
Post-learning Stage cognitive competencies before and after Data collection through final tests, the application of the REACT model.
Critical thinking and creativity tests, to in-depth interviews to evaluate the changes in assess the improvement of students' critical students and teachers.
and creative thinking skills after the implementation of learning.
Structured interviews, conducted with teachers and implementing the REACT model.
And observation during the implementation of interactions and dynamics.
Data Analysis Technique Quantitative Analysis Quantitative carried out in stages as follows:
comparing pre-test The and post-test analysis technique uses statistical software to obtain significant values Pre-Learning Stage students' critical thinking skills.
The The data collection procedure was scores to determine the increase in Data Collection Procedure Initial that support the research hypothesis.
diagnostic tests to determine the level of student understanding before the application of the REACT model.
Implementation Stage This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Qualitative Analysis Qualitative data obtained through interviews and observations were analyzed using thematic analysis This analysis process
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
Transcription .
Coding the data.
results according to the REACT
Engagement
in discussions 2,9 / 5
4,1 / 5
Students more active Value transfer
in daily life
3,0 / 5
4,4 / 5
Students relate it to real life done manually and with supporting software to increase accuracy in grouping themes.
presented in two main sections, namely quantitative and qualitative analysis, which comprehensive picture of the effectiveness of the application of the REACT model in PAI learning.
The following table shows the Evaluation Category PreTest
PostTest
Improvement
(%)
Competency Achievement Critical Thinking Skills Collaborative Skills Table 2: Pre-Test and Post-Test Scores of Islamic Education Students From the results of quantitative data Quantitative Analysis The Table 1.
Results of Student Motivation and Attitude Questionnaire evaluation scores before and after the test Results and Discussion The Before REACT Education (PAI) Completion of thematic analysis was Before Before REACT REACT Theme grouping.
Interpretation of learning context.
Measured Aspects analysis, it was found that the students' REACT encourages more lively and relevant learning, where students feel that PAI is not just memorization, but part of their real average scores increased significantly after the implementation of the REACT strategy.
The following table compares the pre-test and post-test scores for each class:
This supports opinion that contextual learning strategies such as REACT are able to increase the engagement and relevance of the material for students.
Measured Aspects Interest
Islamic
Before Before REACT REACT
3,2 / 5
4,3 / 5
Before REACT Significantly This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Class
Average Average Improvement
Pre-test Post-test
(%)
XI-A
32,3% XI-B .
19,6% Table 3.
Average Scores of the Experimental Class and the Control Class
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
This significant increase in scores indicates to relate the material to their own that the application of the REACT model Students' Experiences in Learning theoretical concepts, but also develops Students revealed that the REACT critical thinking skills and collaboration model helped them to better understand between students.
The statistical t-test PAI material not only memorically, but results show a p value <0.
05 which also through real experiences.
Activities indicates a significant difference between such as case studies and practice guiding the learning outcomes before and after the application of the REACT model.
increase the sense of community and empathy among classmates.
Some students Qualitative Analysis mentioned that they are now better able to Qualitative analysis was conducted by reviewing interview transcripts from teachers and students, as well as field notes The following are some of the main findings:
discuss moral and ethical values in more Teachers' Perception of REACT Model Although most of the responses showed positive aspects, some challenges were identified, including:
Teachers stated that the REACT more actively.
Teachers observed that discussion activities and group work, students become more responsive and able Time:
The REACT since it involves intensive discussion students understand abstract concepts more daily life.
One teacher stated that through Learning strategy requires more time than the learning and allows students to participate involve direct application in the context of Longer approach provides a clear structure in easily through experiencing activities that Challenges in Implementation and group work activities.
Different Levels Student Understanding: Some students with need more intensive assistance in understanding PAI materials through this model.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24404
Vol.
No.
1 (June 2.
Limited Resources: Limited teaching materials and facilities that support participation, interactive and experience- practical activities can hinder the based methods improve the quality of smooth learning process.
Thus making the learning process Data Integration more enjoyable and effective.
The integration of quantitative and improvement in academic scores goes hand in hand with positive learning experiences.
These integrated results corroborate the finding that the REACT model is effective in developing students' cognitive and non-cognitive aspects.
Quantitative data supports the increase in test scores, changes in attitude, engagement, and occurred during the learning process.
Conclusion It was concluded that the application of REACT learning strategy in PAI lessons at MAN 2 Model Medan had a significant positive impact on improving academic religious characters.
The REACT model helps students relate religious values to daily life, thus fostering religious character This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
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