The Dynamics of Interaction and Values in Faith and Morals Education: A Study of the Inside Outside Circle Model at MIN 5 Cilacap
DOI:
https://doi.org/10.30999/shibyan.v3i1.3785Keywords:
Inside Outside Circle, moral education, value internalization, social interaction, learning outcomesAbstract
Background: Character education in elementary schools faces a serious challenge: the dominance of conventional teaching methods with minimal interaction, which hinders the internalization of moral values. This study aims to analyze the effectiveness of the Inside Outside Circle (IOC) learning model in improving learning outcomes, social interaction, and the internalization of moral values in students. Methods: This qualitative case study involved a teacher and fifth-grade students at MIN 5 Cilacap. Data collection was conducted through participatory observation, in-depth interviews, and documentation. Data analysis used the interactive model by Miles and Huberman. Results: The implementation of IOC showed a significant increase in both cognitive and affective learning outcomes. Students' post-test scores increased by an average of 15 points, and they were able to connect moral concepts to real-life experiences. Socially, IOC created an inclusive and egalitarian classroom climate, where quiet students became more active. Active participation in discussions triggered self-reflection and fostered the authentic internalization of values, evidenced by daily behavioral changes such as increased discipline and empathy. Conclusion: The IOC model is proven to be an effective and holistic teaching strategy. It not only improves cognitive understanding but also facilitates meaningful social interaction and sustainable value internalization, transforming students into active agents in their own character development.
References
Abdurrahman, A., & Anggriani, L. (2020). Efektivitas metode pembelajaran terhadap hasil belajar PAI. Jurnal Pendidikan Islam, 12(1), 45-60.
Aflisia, N., Syafi’i, I., & Nurhayati, A. (2022). Kolaborasi dalam pendidikan agama: Membangun kesadaran nilai yang otentik. Jurnal Pendidikan Agama, 15(3), 201-215.
Andriani, A., Mulyana, E., & Putra, R. E. (2018). Pembelajaran berbasis interaksi untuk meningkatkan aktivitas dan penguasaan konsep siswa. Jurnal Pendidikan dan Pengajaran, 11(2), 87-99.
Anwar, S. (2024). Education as a Practice of Liberation: A Synthesis of Freire’s and Habermas’ Philosophical Contributions to Emancipatory Consciousness. AIM: Journal of Islamic Education Management, 2(3), 228–247.
Anwar, S., & Umam, H. (2025). Globalization and The Crisis in Islamic Education: Al-Attas’ Epistemological Response and The Reconstruction of Adab-Based Pedagogy. JURNAL YAQZHAN: Analisis Filsafat, Agama Dan Kemanusiaan, 11(1), 135–149. https://doi.org/10.24235/jy.v11i1.21161
Anwar, S., Maulani, F., Lutfiah, W., Syadiah, S. I. H., & Azizah, A. S. N. (2025). Integrasi Nilai Ketauhidan dan Ekopedagogi dalam Kurikulum Madrasah Ibtidaiyah untuk Penguatan Karakter Peduli Lingkungan. TSAQAFATUNA: Jurnal Ilmu Pendidikan Islam, 7(1).
Chang, L., Chen, S., & Li, M. (2020). The effectiveness of collaborative learning models in STEM education. International Journal of Science Education, 42(7), 1021-1035.
Cleary-Holdforth, J., & Leufer, M. (2020). Structured discussion in classroom: Enhancing student participation and communication skills. Educational Psychology Review, 32(4), 1089-1107.
Hanan, A., Marjani, G. I., Suherman, U., Firdaus, A., Albustomi, A. G., Goffary, I., Anwar, S., & Arken, M. R. (2023). Harnessing Technology for Environmental Method: Cultivating High Order Thinking Skills for Sustainable Maritime Development Knowledge. IOP Conference Series: Earth and Environmental Science, 1265(1), 12004. https://doi.org/10.1088/1755-1315/1265/1/012004
Humaeroh, M. Z., Santoso, B., & Cahyono, A. (2021). Pendidikan humanis dan pedagogik kritis: Relasi dialogis guru-siswa. Jurnal Pendidikan Humaniora, 8(1), 1-15.
Kemendikbud. (2023). Laporan nasional: Evaluasi pendidikan karakter dan nilai-nilai moral di sekolah dasar. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Laila, M. (2022). Pendekatan kontekstual dalam pendidikan akhlak: Studi kasus di sekolah dasar. Jurnal Studi Pendidikan Islam, 14(2), 78-90.
Lestari, W. (2021). Partisipasi aktif siswa dan pemahaman konsep dalam pembelajaran. Jurnal Penelitian Pendidikan, 13(3), 180-195.
Lubis, M., Hasan, M., & Wibowo, A. (2022). Peran komunikasi interpersonal dalam meningkatkan rasa kepemilikan terhadap proses pembelajaran. Jurnal Komunikasi Pendidikan, 10(1), 15-28.
Mahmudah, S., & Putra, R. E. (2021). Pembelajaran dialogis dalam pendidikan nilai: Meningkatkan pemahaman konseptual siswa. Jurnal Pendidikan Dasar, 9(4), 312-325.
Putra, R. E., & Wulandari, S. (2021). Keterlibatan kognitif dan emosional dalam pembelajaran: Membangun makna belajar yang kuat. Jurnal Psikologi Pendidikan, 7(2), 110-125.
Raito, K., & Ramadan, H. (2023). Pembelajaran nilai moral berbasis pengalaman dan refleksi langsung. Jurnal Pendidikan Karakter, 17(1), 30-45.
Rizal, A., & Amril, F. (2024). Keterlibatan emosional dan intelektual siswa: Menghasilkan pengalaman pembelajaran yang bermakna. Jurnal Pembelajaran Inovatif, 6(2), 89-102.
Saputra, D., & Ali, A. (2022). Peran strategi actuating dalam proses pembelajaran: Studi kasus pada implementasi metode aktif. Jurnal Manajemen Pendidikan, 5(1), 55-70.
Suherman, U., Cipta, E. S., Anwar, S., Kadir, W. A., Fakhrurrozi, M. F., Namira, S. H., & Halimatussadiyah, W. (2025). Implementing a Kindness-Based Leadership Strategy in Islamic Elementary Education. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 6(1), 281–292.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 SHIBYAN: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 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 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)
Shibyan Jurnal Pendidikan Guru Madrasah Ibtidaiyah Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial 4.0 Internasional.
