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JURNAL

SOSAINS

JURNAL SOSIAL DAN SAINS

VOLUME 4 NOMOR 3 2024

P-ISSN 2774-7018, E-ISSN 2774-700X

THE APPLICATION OF THE DISCOVERY LEARNING MODEL IN

IMPROVING RELIGIOUS UNDERSTANDING OF STUDENTS IN

THE LESSONS OF THE BOOK OF SULAM AL-TAUFĪQ

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia

Email: abdu[email protected], [email protected]

Keywords:

Learning

Model,

Discovery

Learning,

Understanding,

Religious

Santri

ABSTRACT

Background: Understanding of the material of the book is difficult, it is not surprising

to question whether the understanding of the material has become neglected. Therefore,

the religious understanding of students must be developed by the ustāẓ in the Islamic

boarding school through the learning process. This can be done using the formulation

of the discovery learning model which contains a comprehensive learning procedure

design.

Purpose: This study aims to determine the application of the discovery learning model,

and the religious understanding of students using discovery learning and non-discovery

learning models, as well as increasing the religious understanding of students after

using discovery learning and non-discovery learning models in Class 1 Aliyah Darul

Falah Islamic Boarding School and Al-Mukhtariyah Islamic Boarding School West

Bandung

Method: The research approach used is an experimental study with a quasi-

experimental type in the form of a nonequivalent pre-test and post-test control group

design. The research population was students of Class 1 Aliyah Darul Falah Islamic

Boarding School and Al-Mukhtariyah Islamic Boarding School, West Bandung with a

sample of 106 students consisting of experimental and control classes. The research

instrument used was a 38-item questionnaire, providing 20 multiple-choice questions

and 5 description questions. Data were analyzed using statistical tests

Results: The results of the research show that the discovery learning model is very

suitable to be applied to the Al-Taufīq Sulam Book lesson, at the Darul Falah Islamic

boarding school it got an average score of 93.65% which shows a very good

interpretation value, and at the Al-Mukhtariyah Islamic boarding school, it got an

average score of 93.65%. an average of 90.42% which shows a very good interpretation

value. The religious understanding of students using the discovery learning model at the

Darul Falah Islamic boarding school is at high criteria with an average pretest score of

52.39 and posttest 82.85 which has increased by 30.46%, at Al-Mukhtariyah Islamic

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

2024

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

220

boarding school it is at sufficient criteria. The average pretest score was 43.57 and

posttest 75.87, which was an increase of 32.3%.

Conclusion: Meanwhile, non-discovery learning at the Darul Falah Islamic boarding

school is at sufficient criteria with an average pretest score of 58.44 and posttest of

70.22, an increase of 11.78%, at the Al-Mukhtariyah Islamic boarding school it is at

sufficient criteria with an average score -average pretest 51.22 and posttest 60.65, an

increase of 9.43%

INTRODUCTION

Discovery learning is a learning model introduced by Jerome Bruner, which aims

to maximize student understanding instead of mastery of subject matter and emphasizes

the active role of students (student oriented) in obtaining information, organizing what is

known and exploring learning experiences independently so that students get a deep

impression in the learning experience (Surur & Oktavia, 2019; Dahar, 2011; Rahmat,

2018; Baharun, 2017; Cintia et al., 2018; Mu’allimah, 2014; Kumala & Rohman, 2020;

Yuliana, 2018; Mu’allimah, 2014).

The above opinion means that the discovery learning model focuses on students'

understanding of the material they learn. If the discovery learning model is applied, the

student's comprehension ability will be better.

Even though the students' understanding of the books they learn is the core of

learning in the Islamic Boarding School as well as being one of the goals of the Islamic

boarding school, because if the students are not able to understand the books they are

learning, then the students will not be able to take actions according to what is stated in

the books of their learning resources. Research conducted Aliudin (2019), Fakhor et al.,

(2019) dan Umroh et al., (2020) Highlighting the risk that, if understanding of the material

of the book is difficult, it is not surprising to question whether the understanding of the

material has become neglected (Hidayati, 2018).

This understanding according to Benjamin S. Bloom is a person's ability to

understand and understand something, after something is known and remembered

(Sudijono, 2011). Understanding is also a level of ability that expects a person to be able

to understand the meaning of concepts, situations and factors that he knows (Purwanto,

2010). In this case a person not only memorizes verbally, but understands the concept of

the stated problem.

Based on the above opinion, it can be concluded that student understanding is the

ability of students to define and master something by understanding its meaning, thus

understanding is a person's ability to interpret things contained in a theory or concepts

studied. This understanding contains the understanding that to what extent the ability of

students to recognize or understand religious values contained in the book of tūraṡ, this

will be seen when a person is able to understand, internalize, and apply the religious values

contained in the book he studies (Witisma, 2020).

The formation of student understanding is carried out based on the assumption that

the understanding is the result of coaching efforts, not by itself, thus, the implementation

of education in Islamic boarding schools should be perfected. This can be done by using

alternative learning models that can support the effectiveness of Islamic boarding school

learning, especially in increasing students' understanding of the book of tūraṡ, one of

which is the discovery learning learning model.

The importance of this model is applied in Islamic Boarding Schools because it is

based on research conducted by Utiyani, Saefuloh (2019), Ardyansyah dan Fitriani (2020)

The use of discovery learning models has an impact on the level of understanding and

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can make it easier for students to understand the material they are learning. The results of

their research are the reason for the discovery learning model to be applied in Islamic

boarding schools, because it will be able to improve students' understanding of the books

they learn.

The Islamic boarding schools that became the location of the study, namely Darul

Falah Islamic Boarding School and Al-Mukhtariyah West Bandung experienced the same

problem, namely that students did not understand the material from the books they

studied. Various ways have been done by Islamic boarding schools to make students

understand the material from the books studied optimally but still do not show

compatibility between the results obtained and their expectations.

Based on preliminary studies in the form of interviews at Darul Falah Islamic

Boarding School and Al-Mukhtariyah West Bandung, there are several problems that

often arise, including ustāẓ problems in applying learning models, and understanding of

students (Studi Pendahuluan, 24 Februari 2022, 10 Maret 2022).

The model used by ustāẓ in learning in both Islamic boarding schools is a teacher-

oriented model, which is a model that focuses learning on educators, in this case ustāẓ,

combined with the sorogan and balagan or weton methods, ideally if the ustāẓ has applied

this model and learning method, the understanding of students increases because students

receive a full explanation of the material from the current book he learned. However, what

happens is that 35% of students have an understanding of the book they are studying

below average, as can be seen from the exam results at Darul Falah Islamic Boarding

School and interviews with administrators at Al-Mukhtariyah Islamic Boarding School

(Preliminary Study, February 24, 2022, March 10, 2022).

This is seen during learning, students do not respond and play an active role in

learning, students have difficulty mentioning the material content of the book they are

studying causing students' understanding and learning outcomes for the subjects of the

book of Embroidery Al-Taufīq are not optimal (Preliminary Study, February 24, 2022).

The problems mentioned above are certainly influenced by various factors

including: (1) understanding-based learning has not been optimally applied, this is

characterized by at the end of learning ustāẓ does not provide reinforcement or verification

to students, (2) ustāẓ does not want to be difficult in teaching material to students. (3)

Ustāẓ's knowledge of low comprehension-based learning has an impact on students' lack

of understanding of the books they study, this is seen from ustāẓ lacking examples and

focusing only on the books studied (Preliminary Study, 24 February 2022).

As for articles related to this research such as: Surur & Oktavia (2019), The research

they conducted on the discovery learning model had an impact on understanding concepts

in exact matter, namely mathematics. Articles written by (Cintia et al., 2018; Nugrahaeni,

Redhana, & Kartawan, 2017; Sa’diyah & Dwikurnaningsih, 2019), Conduct research on

discovery learning models that have an impact on the ability to submit problems, critical

/ creative thinking, mathematical resilience and student learning outcomes. Articles

written by Khoiruddin (2020) Firmansyah & Romelah (2022) Conduct research on

discovery learning models that have an impact on student learning motivation and student

independence. Articles written by (Ardyansyah & Fitriani, 2020; Kumala & Rohman,

2020; Madrasah, Mafatihul, Cirebon, & Saefuloh, 2019; Rahman, 2021; Widodo, Abidah,

Fahmi, & Chebaiki, 2021), Conduct research on discovery learning models associated

with Arabic or part of Arabic science in general.

The discovery learning model that was once researched oleh Silvia Fitriani (2021),

Surur & Oktavia (2019), Yerimadesi (2018), Lilik Ariyanto (2018), Cintia et al. (2018),

Sa’diyah & Dwikurnaningsih (2019), Nugrahaeni et al. (2017), Khoiruddin (2020), serta

Firmansyah dan Romelah (2022) all of them focus on the locus of research in formal

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

2024

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

222

institutions, while research on discovery learning models applied in Islamic boarding

schools has not been conducted. After a review of the research on the application of the

discovery learning model, it turned out that many were carried out in the exact sciences

that entered the general sciences, while research in the social sciences or religion was still

small.

Based on the explanation above, the distinguishing point and reformer of previous

research is the application of the discovery learning model in increasing the

understanding of students in the book of Embroidery Al-Taufīq which was carried out in

Islamic Boarding Schools, and the location of this research is Darul Falah Islamic

Boarding School and Al-Mukhtariyah Islamic Boarding School West Bandung.

RESEARCH METHODS

This study uses a quantitative approach because in this study the data used are taken

from empirical phenomena and can be measured according to research variables. In

addition, the reason for researchers to choose a quantitative approach is because this

research requires questionnaires, research instruments that are quantitative or statistical so

it is not suitable if only understanding the phenomena that occur by describing them.

This research includes a quasi-experimental method with a quantitative approach.

This method is used to examine student samples at Darul Falah Islamic Boarding School

and Al-Mukhtariyah Islamic Boarding School West Bandung, data collection using

research instruments, quantitative or statistical data analysis with the aim of testing

hypotheses that have been formulated.

Data sources in this study consist of primary and secondary data. In the study, data

from Aliyah class students as primary data. While from the ustāẓ who teach in class, the

parties who manage the Islamic Boarding School, documents and other records as

secondary data. Primary data in this study were obtained from respondents consisting of

students of Darul Falah Islamic Boarding School and Al-Mukhtariyah Islamic Boarding

School West Bandung through tests. While secondary is data related to research problems.

RESULTS AND DISCUSSION

Application of Discovery Learning Model in Class 1 Aliyah Darul Falah

Islamic Boarding School and Al-Mukhtariyah Islamic Boarding School West

Bandung

The application of the discovery learning model was carried out in two different

Islamic boarding schools by looking at the results of questionnaire answers that had been

distributed to each student of the class 1 Aliyah experimental group, Darul Falah Islamic

Boarding School and Al-Mukhtariyah Islamic Boarding School, West Bandung. The

results of the research questionnaire were analyzed and produced an overview of the

application of the discovery learning model as follows:

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Table 1 Results of the research questionnaire

No.

Identitas

The mean value of the

questionnaire results

Interpretasi

Islamic boarding schools darul

falah bandung barat

93,65%

Excellent

Islamic boarding schools al-

mukhtariyah bandung barat

90,46%

Excellent

Mean angket kedua Islamic Boarding

School

92,055%

Excellent

Based on the recapitulation table above, it can be seen that the application of the

discovery learning model in Class 1 aliyah of Darul Falah Islamic Boarding School

obtained a mean of 93.65% which is in the very good category, and Class 1 aliyah of Al-

Mukhtariyah Islamic Boarding School West Bandung got a mean of 90.46% which is in

the very good category. The average score of the two classes obtained a mean value of

92.055% which has a very good interpretation.

This can be seen from the results of the analysis of each step of applying the

discovery learning model. Therefore, the discovery learning model is very suitable to be

applied in the Islamic boarding school to the subjects of the book of Embroidery Al-Taufīq.

This is as described by Surur & Oktavia (2019) dan Dahar (2011) That the use of the

discovery learning model is suitable to be used to provide flexibility for students to search,

and find information in the form of concepts and principles, also emphasizes the activeness

of students in exploring learning experiences independently.

Of course, the successful application of this discovery learning model cannot be

separated from the steps designed and carried out by Ustāẓ at Darul Falah Islamic Boarding

School and Al-Mukhtariyah Islamic Boarding School West Bandung, these steps are as

follows :

a. Stimulation

The provision of stimuli is carried out by Ustāẓ at the beginning of learning

starting before entering the learning material or discussion, these stimuli are given in

the form of stories or pictures that are still unclear, thus fostering students' curiosity and

curiosity about the phenomena shown by the ustāẓ. This stimulation activity is in line

with what is conveyed by Kumala & Rohman (2020) that this stimulation encourages

independence and learning initiative by students. This stimulus activity continues to the

point where the student has poured out all his feelings of heat with various questions

and assumptions about the story or picture given by the ustāẓ. Santri tries to find for

himself various information about the phenomena given by the ustāẓ related to the

subject matter to be studied. So the next process is usually done in groups so that the

task of the ustāẓ is more as a facilitator and guide for the students (Mu’allimah, 2014).

b. problem statement.

This is because one of the main characteristics of the discovery learning model

is exploring and solving problems to create, combine and generalize knowledge

(Kristin, 2016). This activity focuses on determining the problems that arise from the

students themselves, namely from the questions previously asked so that they are then

accommodated and selected questions that will be raised into a problem and answers or

solutions are sought. Baharun (2017) call the above activities with the term Self

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

2024

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

224

discovery learning, that is; learning through their own discovery, through searching by

finding their own problems that must be learned and solved. For this reason, the

involvement of students in learning is very important and determines the success of

learning.

c. data collection

At this stage, students will try to reach the data and information needed in order

to solve problems or questions that have been asked or set before. This encourages an

active and massive thinking pattern because it is not easy to mix and match data,

information, and other sources of study needed.

Santri does collect data related to the problem to be solved, but still needs to be

supervised by the process by Ustāẓ or according to Munir (2020) The form of control

was supervision. The learning evaluation used other supplement books or diaries, That

is, the form of control is supervision. Evaluate learning using supplementary books or

other diaries. This supervision is carried out by checking data by ustāẓ to students, ustāẓ

always assigns students to record in sequence the supporting data needed in a book,

whether the data is in the form of texts from books and other sources, from interviews

with sources or others, so that the data collected is archived properly and clearly.

d. Data processing

M. Hosnan added that in this condition students will rearrange various data and

information that they have collected both from observations, interviews, and reviews of

various literature, in order to answer statements or temporary answers to the problems

being studied. As a result, students not only learn the subject matter in the book of

Embroidery Al-Taufīq but also explore various existing knowledge and sources, making

students have a deep understanding and broader insight (Kumala & Rohman, 2020).

e. Verification

The analytical ability of students is really tested at this stage because it is not

enough just to be able to find various data or information and know that the answer

exists, but not be able to check the truth of the answers that have been found, in this

case students are led to identify what they want to know then students organize or form

(constructive) what is known and understood into the final form (Cintia et al., 2018;

Mu’allimah, 2014). The purpose of this final form is that the answers that have been

checked for correctness are analyzing various data and information with various

appropriate literature, so that the answers determined are valid answers.

f. Generalization

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Table 2 Discovery learning model steps on learning kitab Sulam Al-Taufīq di

Islamic Boarding School Darul Falah and Islamic Boarding School Al-

Mukhtariyah Bandung Barat

Steps

Activities

Introduction

ustāẓ

santri

Opening with prayer

Santri prayer

Linking learning material

with students' experiences

regarding previous material

Santri relates material to

experiences in everyday life

Ask questions that have

something to do with the

material to be studied

Santri asks questions related to

the material to be studied

Provide an overview of the

benefits of learning the

material to be learned in

everyday life

Santri listened to the teacher's

explanation about the benefits of

learning learning material

Deliver learning objectives

Santri listens to learning

objectives

Explain the mechanism of

learning implementation in

accordance with the steps of

the discovery learning model

Santri listened to the learning

mechanism based on discovery

learning steps

Inti

Ustāẓ motivates to focus on

the topics of duty for the

mukalaf, prayer, zakat,

fasting, buying and selling,

apostasy, immorality and

repentance.

Santri observes ustāẓ

explanations regarding

obligations for the mukalaf,

prayer, zakat, fasting, buying

and selling, apostasy,

immorality and repentance.

Santri conducts literacy in class

/ outside the classroom by

reading books or other sources

related to the material to be

studied then writing down the

results of his observations

Ustāẓ gives the student the

opportunity to dialogue

individually or in groups

either with friends on the side,

front, back or others related to

writing, gambar yang

diperlihatkan ustāẓ

Santri conducts dialogue with

oneself, his friend or others

regarding writing, or pictures or

those shown by the Ustāẓ

Ustāẓ meminta santri untuk

mengumpulkan data atau

informasi terkait materi

Santri mengumpulkan data atau

informasi terkait materi

kewajiban bagi orang mukalaf,

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

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226

Steps

Activities

Introduction

ustāẓ

santri

Opening with prayer

Santri prayer

Linking learning material

with students' experiences

regarding previous material

Santri relates material to

experiences in everyday life

Ask questions that have

something to do with the

material to be studied

Santri asks questions related to

the material to be studied

Provide an overview of the

benefits of learning the

material to be learned in

everyday life

Santri listened to the teacher's

explanation about the benefits of

learning learning material

Deliver learning objectives

Santri listens to learning

objectives

Explain the mechanism of

learning implementation in

accordance with the steps of

the discovery learning model

Santri listened to the learning

mechanism based on discovery

learning steps

kewajiban bagi orang

mukalaf, shalat, zakat, puasa,

jual beli, murtad, maksiat dan

taubat.

Serta analisis dari data

temuannya

shalat, zakat, puasa, jual beli,

murtad, maksiat dan taubat.

Serta menganalisis data

temuannya

Ustāẓ memberi kesempatan

kepada santri untuk

menjelaskan temuan dan

analisisnya mengenai

kewajiban bagi orang

mukalaf, shalat, zakat, puasa,

jual beli, murtad, maksiat dan

taubat.

Santri secara individu

mempresentasikan hasil temuan

dan analisisnya mengenai

kewajiban bagi orang mukalaf,

shalat, zakat, puasa, jual beli,

murtad, maksiat dan taubat.

Ustāẓ mengamati,

memberikan masukan dan

mengelaborasi presentasi dari

santri mengenai kewajiban

bagi orang mukalaf, shalat,

zakat, puasa, jual beli, murtad,

maksiat dan taubat.

Penutup

Ustāẓ with the students concludes the lesson

Valuation

Ustāẓ reflections with students

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Steps

Activities

Introduction

ustāẓ

santri

Opening with prayer

Santri prayer

Linking learning material

with students' experiences

regarding previous material

Santri relates material to

experiences in everyday life

Ask questions that have

something to do with the

material to be studied

Santri asks questions related to

the material to be studied

Provide an overview of the

benefits of learning the

material to be learned in

everyday life

Santri listened to the teacher's

explanation about the benefits of

learning learning material

Deliver learning objectives

Santri listens to learning

objectives

Explain the mechanism of

learning implementation in

accordance with the steps of

the discovery learning model

Santri listened to the learning

mechanism based on discovery

learning steps

Closing the lesson with a prayer

Religious Understanding of Class 1 Students Aliyah Islamic Boarding School

Darul Falah and Islamic Boarding School Al-Mukhtariyah West Bandung

Using the Discovery Learning Model

Tabel 3 Rekapitulasi Pemahaman Keagamaan Santri Kelas 1 Aliyah Islamic

Boarding School Darul Falah dan Islamic Boarding School Al-Mukhtariyah

Bandung Barat dengan Menggunakan Model Discovery Learning

Identitas

Mean pre

test

Mean post

test

Keterangan

Islamic Boarding School Darul Falah

Bandung Barat

52,39

82,85

Tinggi

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

2024

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

228

Islamic Boarding School Al-

Mukhtariyah Bandung Barat

43,57

75,87

Cukup

Based on the table above, it can be seen that the religious understanding of

students after using the discovery learning model has increased significantly. The

acquisition of the mean pre-test score of class 1 aliyah Islamic Boarding School Darul

Falah West Bandung of 52.39 was in the less category and experienced an increase

(gain) of 30.46 so that the mean post test value of 82.85 was in the high category.

Class 1 aliyah Islamic Boarding School Al-Mukhtariyah West Bandung obtained

a mean pre-test score of 43.57 which was in the sufficient category and increased (gain)

of 32.3 so that the mean post lest value of 75.87 was obtained in the sufficient category.

The above facts show that the use of the discovery learning model can

significantly increase the religious understanding of students. This is because the

application of the discovery learning model is combined with approaches, strategies

and methods that are appropriate and in accordance with the discovery learning model.

In its implementation, the ustad uses a scientific approach, this approach allows for an

increase in the religious understanding of students because it emphasizes students to

learn through scientific stages, namely observing, questioning, collecting data,

associating, and communicating (Maesaroh, Mukaromah, Budiman, & Lokasari, 2021).

The steps described in the scientific approach support learning as described in the

discovery learning model, with this approach students must try to find and formulate

findings that have been processed which then become an answer or solution to the

problem that is part of the material being studied. The strategy that can be applied in

accordance with the discovery learning model is the inquiry learning strategy, which is

a series of learning activities that emphasize the process of thinking critically and

analytically to find and find the answer to a problem asked by yourself (Maesaroh et al.,

2021).

This strategy is suitable for use in the discovery learning model, because in the

learning process emphasizes the ability to think critically and analyze the findings that

have been obtained by students, so that the results of the learning carried out will

sharpen students' understanding of the material being studied.

While methods relevant to the discovery learning model can use the discussion

method, the discussion method is a way of delivering learning materials that provide

opportunities for students to collect opinions, make conclusions or compile various

alternative problem solving (Nasution, 2017). Can also use troubleshooting methods.

The two methods are combined to complete the syntax framework of the discovery

learning model.

The choice of method is seen from the core purpose of the discovery learning

model, namely students who seek answers from various existing sources which are then

cumulatively verified answers or correctness. The search process is a form of discussion

and problem-solving method, students try to solve problems that have been given by

educators as an initial stimulus in the learning process, then students discuss the steps

that must be taken and from which source of the solution, can discuss with their friends,

upperclassmen, or other teachers. This discussion process will continue until students

find answers to problems stimulated by educators.

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The religious understanding of students is tested by giving questions as many as

28 items, based on the dimension of religious knowledge, which is a dimension that

explains how far a person knows about the teachings of his religion, especially those in

any other holy book. At the very least, a religious person should know the basics of

beliefs, rites, scriptures and traditions. This dimension in Islam includes knowledge of

the contents of the Qur'an, the main teachings that must be believed and implemented,

Islamic law and understanding of the scientific rules of Islamic economics / Islamic

banking (Ancok & Suroso, 2008).

This study focuses on the dimension of religious knowledge because religious

knowledge can be measured clearly, and a person's religious understanding can be

measured from religious knowledge whose object itself is religious beliefs, practices

and consequences derived from the book he studied at the Islamic Boarding School,

namely in this study is the book of Embroidery Al-Taufīq.

To be able to measure religious knowledge, a person is said to understand if he

can construct the meaning of learning messages, in this case the study of the book of

Embroidery Al-Taufīq is related to the science of creed or tawhid, jurisprudence and

Sufism. At that time he can connect new knowledge and old knowledge. It can combine

new knowledge with existing cognitive schemes and frameworks.

As for this study, indicators of religious understanding take and focus on what

Anderson & Krathwohl (2010) convey that understanding this includes seven processes,

including::

Table 4 Recapitulation of Answers to the Religious Understanding Test for Class 1

Class 1 Aliyah Islamic Boarding School Darul Falah and Islamic Boarding School

Al-Mukhtariyah West Bandung Based on Religious Understanding Indicators

Dimension

Indicator

Other names

Definisi

Information

Religious

Knowledge

interpreting

Clarifying,

Paraphrasing,

Translating,

presenting

Change the shape of a

picture like a number to

another form into words



exemplifying

illustrate, set an

example

Find examples or

illustrations of concepts

or principles



classifying

categorize, group

Define something in a

Category

Persentase

Total

Medium

13,04%

100%

Medium

100%

Quite

high

82,60%

Quite

high

High

4,34%

High

Very high

Based on the results of the increase in the table above, it can be seen that the religious

understanding of grade 1 students of Aliyah Islamic Boarding School Darul Falah and

Islamic Boarding School Al-Mukhtariyah West Bandung has increased higher than the

increase in religious understanding of students using the Non-Discovery Learning Model.

This is because the use of the Discovery Learning Model is a comprehensive learning

model so that it can achieve learning objectives optimally.

The above facts are as explained by Nurdyansyah & Fahyuni (2016) That this

learning model maximizes student understanding and emphasizes the active role of students

in building understanding and obtaining information. So that the difference in significant

improvement between the experimental group and the control group becomes reasonable

because the experimental class gets treatment that can encourage increased understanding,

namely by using a dicovery learning model.

This is confirmed by Rahmat (2018), Cintia et al., (2018), Mu’allimah (2014),

Kumala & Rohman (2020) which states that this dicovery learning model does not

emphasize students to be able to master the material directly but rather emphasizes their

understanding, structural understanding of a discipline through active involvement of

students in the learning process.

Based on this presentation, it can be concluded that the application of the dicovery

learning model in the study of the book of Embroidery Al-Taufīq can increase the religious

understanding of students rather than learning the book of Embroidery Al-Taufīq without

applying the model of dicovery learning. .

CONCLUSION

Hasil perhitungan di atas untuk variabel X penerapan model discovery learning di

kelas 1 Aliyah Islamic Boarding School darul falah bandung barat dari 6 indikator

diperoleh nilai 91,31% + 93,94% + 93,94% + 93,45% + 95,08% + 94,14% = 561,87% : 6

= 93,65%. Angka 93,65% menunjukkan nilai interpretasi sangat baik sebab berada pada

interval nomor 5 dengan rentang 84,00 – 100%. Hal ini memberikan kesimpulan bahwa

penerapan model discovery learning pada pelajaran kitab Sulam Al-Taufīq di kelas 1

Aliyah Islamic Boarding School Darul Falah Bandung Barat merupakan model

pembelajaran yang tepat untuk diterapkan. Hasil perhitungan di atas untuk variabel X

penerapan model discovery learning di kelas 1 Aliyah Islamic Boarding School Al-

Mukhtariyah bandung barat dari 6 indikator diperoleh nilai 91,45% + 93,91% + 88,12% +

86,61% + 91,69% + 90,72% = 542,50% : 6 = 90,42%. Angka 90,42% menunjukkan nilai

interpretasi sangat baik sebab berada pada interval nomor 5 dengan rentang nilai 84,00 –

100%. Hal ini memberikan kesimpulan bahwa penerapan model discovery learning pada

The Application of the Discovery Learning Model in

Improving Religious Understanding of Students in the

Lessons of the Book of Sulam Al-Taufīq

2024

Abdul Mun’im Amaly, Supiana, Tedi Priatna, Karman

234

pelajaran kitab Sulam Al-Taufīq di kelas 1 Aliyah Islamic Boarding School Al-

Mukhtariyah Bandung Barat merupakan model pembelajaran yang tepat untuk

diteraPemahaman keagamaan santri setelah menggunakan model discovery learning

mengalami peningkatan yang signifikan. Perolehan nilai mean pre test kelas 1 aliyah

Islamic Boarding School Darul Falah Bandung Barat sebesar 52,39 berada pada kategori

kurang dan mengalami peningkatan (gain) sebesar 30,46 sehingga diperoleh nilai mean

post test sebesar 82,85 berada pada kategori tinggi. Adapun Kelas 1 aliyah Islamic

Boarding School Al-Mukhtariyah Bandung Barat memperoleh nilai mean pre test sebesar

43,57 yang berada pada kategori cukup dan mengalami peningkatan (gain) sebesar 32,3

sehingga diperoleh nilai mean post lest sebesar 75,87 dengan kategori cukup

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