The Effect of the Survey-Question-Read-Recite-Review Learning Strategy on Students’ Learning Creativity in Islamic Religious Education

Abstract

This study was motivated by the implementation of Islamic Religious Education (IRE) lessons that still relied on lecture-based methods and provided limited opportunities for active student participation. It aimed to determine the effect of the Survey-Question-Read-Recite-Review (SQ3R) learning strategy on students’ learning creativity and to identify the factors hindering its implementation among seventh-grade students at SMPN 1 Siak Kecil. This study employed a quantitative approach with a true experimental design. The subjects were seventh-grade students at SMPN 1 Siak Kecil, with Class VII-1 as the control group and Class VII-2 as the experimental group. The population consisted of 88 students, while the sample consisted of 58 students selected through cluster random sampling. Data were collected through observation, tests, and documentation, and analyzed using descriptive analysis. The results showed that the SQ3R learning strategy had a significant effect on students’ learning creativity in Islamic Religious Education, as indicated by the hypothesis test result with a significance value of 0.000 < 0.05. Thus, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. The inhibiting factors included students’ lack of confidence, fear of presenting in front of the class, and dependence on group members during learning activities. These findings indicate that SQ3R can improve students’ learning creativity, although its implementation requires active classroom management and continuous student encouragement.