Increasing Students' Questioning Activeness through Words in a Question Strategy in Islamic Education at SMP Negeri 12 Senayang
DOI:
https://doi.org/10.15575/ath.v8i3.2834Keywords:
Questioning Activeness, Words in a Question, Islamic Education, Classroom Action Research, Student EngagementAbstract
This study aims to increase students' questioning activeness through the implementation of the Words in a Question strategy in Islamic Education at SMP Negeri 12 Senayang. Using a classroom action research method, the study was conducted in two cycles, each comprising planning, action, observation, and reflection. The results showed a significant improvement in the students' questioning activeness, evidenced by the increased number and quality of questions posed by the students during the lessons. In conclusion, the Words in a Question strategy effectively enhances students' engagement and critical thinking in Islamic Education.References
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Cakir, M. (2008). The use of motivational teaching strategies in primary schools: Do teachers emphasize the motivational aspects of teaching? Journal of Instructional Psychology, 35(2), 151-159.
Eshel, Y., Kohavi, R., & Azaiza, F. (2016). The influence of learning context and self-constructs on the effectiveness of questions-embedded instructional design. Instructional Science, 44(2), 135-159.
Mercer, N. (2013). The social and the individual in the learning of language and other subjects. Learning and Instruction, 27, 4-13.
Kwon, H. N. (2002). Cooperative learning and mathematics achievement: A comparative study of the effects of cooperative learning and traditional instruction on mathematics achievement. Journal of Educational Research, 95(6), 323-332.
Puchner, L. D., Taylor, A. R., & Otero, V. K. (2005). Learning to teach with equity in mind: Case studies of preservice teachers in an alternative certification program. Journal of Teacher Education, 56(4), 339-349.
Liu, M., & Mok, M. M. C. (2018). The effects of teacher questions on EFL classroom interaction: A study of teaching styles. TESOL Quarterly, 52(2), 276-303.
Bao, C., & Li, H. (2020). Questioning skills in teaching: The correlation between teacher questioning and student responses. Teaching English Language, 13(1), 1-15.
Ruel, A., Basturkmen, H., & Nguyen, H. T. (2021). Teacher questions in English language classrooms in Vietnam: A case study. System, 100, 102492.
Karimi, M., & Safadel, P. (2019). The impact of teachers' questioning strategies on students' critical thinking. Theory and Practice in Language Studies, 9(9), 1033-1038.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
