Implementasi ice breaking untuk mengatasi kejenuhan belajar  dan meningkatkan keaktifan siswa

Fajar Suparno

doi:10.36312/teacher.v7i2.5793

Fajar Suparno Universitas Islam Negeri Walisongo, Semarang, Indonesia

DOI: https://doi.org/10.36312/teacher.v7i2.5793

Keywords: ice breaking, prayer clapping, learning boredom, student activeness, islamic jurisprudence education

Abstract

This study aims to understand the effectiveness of the implementation of Ice Breaking in the form of Tepuk Salat (Praying Clapping) in overcoming learning boredom and increasing student activeness in the Fardhu Prayer material in Class II of Madrasah Ibtidaiyah (MI). Using a qualitative approach with a Selected Single Case Study design at MIN Semarang City, data were collected through in-depth interviews, non-active participant observation, and document analysis. The results showed that Ice Breaking was implemented in two phases, namely a refresher phase at the beginning of the lesson and a transition phase between materials. The findings of subjective meaning revealed that for teachers, Tepuk Salat functions as an active pause that prevents class boredom, while students interpret this activity as a fun game as well as a diversion from boredom. Significantly, student activeness increased, as seen from a decrease in disruptive behavior and an increase in participation in learning. These findings support the theory of active learning and student engagement, particularly through the mechanism of cognitive relaxation that recharges students' mental energy. Simple interventions such as Ice Breaking have proven effective in creating a dynamic classroom climate and supporting optimal mastery of the Fardhu Prayer procedural material. The implications of this research encourage the integration of contextual Ice Breaking in the Fiqh learning strategy in MI to improve the quality of the learning process.

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