Efektivitas Media Peta, Gambar, dan Scrambled Stories terhadap Pemahaman Kisah Hijrah Nabi Muhammad SAW di SMP BP Darussolah

Abstract

This study aims to evaluate the effectiveness of using visual and kinesthetic learning media in the form of travel maps, illustrations, and story fragments (scrambled stories) in improving students' understanding of the material of Islamic Cultural History (SKI), with the main focus on the event of the Prophet Muhammad's Hijrah to Medina. The subjects of the study were eighth grade students of SMP BP Daarussolah Sangatta Selatan. The method used was descriptive qualitative with an evaluative approach through field observations, comprehension quizzes, documentation of impressions and messages, and reflective interviews with the supervising teacher, Mr. Arman, S.Pd. The evaluation results showed that despite time allocation constraints that caused the animated video media to be unable to be shown, the use of a combination of map media, images, and scrambled stories strategies was still able to achieve learning objectives optimally. This was evidenced by the success of all groups in compiling the chronology of the hijrah accurately and all students were able to answer the comprehension quiz correctly. Map media proved effective in clarifying the concept of space and geography of the hijrah journey, image media effectively visualized the atmosphere of historical events so that they were more vivid and memorable, while story fragments effectively facilitated the understanding of the chronological flow and the deep meaning of each event. The learning environment became more interactive, conducive, and increased student enthusiasm compared to the pure lecture method. Students' understanding developed holistically, encompassing factual aspects (mentioning time, reasons, figures, and sequence of events), conceptual (understanding the Hijrah as the starting point for the establishment of the Islamic state), and values (internalizing the values of faith, fortitude, courage, strategy, and brotherhood). These findings confirm that teacher flexibility in time management and the selection of appropriate media are crucial for the success of the teaching and learning process. Suggestions for further development include incorporating role-playing methods, extending the duration of explanations of moral values, emphasizing the strategic reasons for choosing the Hijrah route, providing more opportunities for students to ask questions, enlarging the map size, and implementing more precise time management to ensure the full implementation of the entire learning plan.