The Effect of Ice Breaking on Student Learning Concentration on the Subject of Islamic Religious Education
DOI:
https://doi.org/10.37680/absorbent_mind.v5i1.6443Keywords:
Concentration Learning, Icebreaker, Islamic Religious Education, Quasi-Experiment, StudentsAbstract
This study aims to test the effect of ice breaking on children's learning concentration in Islamic Religious Education subjects at State Senior High School 10, Pekanbaru. This research method uses a quantitative approach and the Quasi-Experiment method with a Non-equivalent Control Group Design research design. The sample used in this study was 35 students of class X.1 as the experimental class and 35 students of class X.3 as the control class—sampling using a purposive sampling technique. Data collection was carried out using observation, questionnaires, and documentation. Data analysis techniques used parametric statistics, with the T-test. The results of this study indicate that there is a significant difference in student learning concentration between the control class and the experimental class in Islamic Religious Education subjects at State Senior High School 10 Pekanbaru, t_count is greater than t_table, which is 3.987> 1.667 and Sig. (2-tailed) = 0.000 < 0.05, then H_0 is rejected and H_a is accepted. It has been proven that ice-breaking affects students' concentration in learning.
References
Abdul Latip, M. S., Abdul Latip, S. N. N., Tamrin, M., & Rahim, F. A. (2024). Modelling Physical Ergonomics and Student Performance in Higher Education: The Mediating Effect of Student Motivation. Journal of Applied Research in Higher Education.
Abidin, Z. (2024). Effective Classroom Management as a Quick Solution to Improve Student Participation and Motivation in the Learning Process. Zabags International Journal of Education, 2(2), 75–88.
Akram, H., & Li, S. (2024). Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation. Perceptual and Motor Skills, 131(4), 1415–1438.
Al-Farabih, F., & Burga, M. A. Q. (2023). Pengaruh Kegiatan Ice Breaking Terhadap Hasil Belajar Pendidikan Agama Islam di UPTD SDN 57 Bulu-Bulu. NineStars Education, 4(2), 63–77.
Anwer, F. (2019). Activity-Based Teaching, Student Motivation and Academic Achievement. Journal of Education and Educational Development, 6(1), 154–170.
Bella, M. M., & Ratna, L. W. (2018). Perilaku Malas Belajar Mahasiswa di Lingkungan Kampus Universitas Trunojoyo Madura. Competence: Journal of Management Studies, 12(2).
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive Sampling: Complex or Simple? Research Case Examples. Journal of Research in Nursing, 25(8), 652–661.
de la Hera Conde-Pumpido, T., Loos, E., van Wilgenburg, W., Versteeg, M., Aléncar, A., Simons, M., Lamoth, C., & Finkenauer, C. (2018). Using an Ice-Skating Exergame to Foster Intercultural Interaction Between Refugees and Dutch Children. Cogent Education, 5(1), 1538587.
Deliyannis, I., & Kaimara, P. (2018). Developing Innovative Learning Environments Using Gamification Techniques and Video Game Technologies. In Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning (pp. 285–307). Springer.
Deswanti, I. A. P., Santosa, A. B., & William, N. (2020). Pengaruh Ice Breaking terhadap Hasil Belajar Siswa Sekolah Dasar pada Pembelajaran Tematik. TANGGAP: Jurnal Riset dan Inovasi Pendidikan Dasar, 1(1), 20–28.
Elhawwa, T. (2022). The Effect of the Learners’ Perception on Motivation, Teaching Method, Discipline, Learning Style, and Learning Atmosphere toward Writing Achievement Among Islamic University Students. Language Circle: Journal of Language and Literature, 16(2), 426–439.
Faizah, N. (2019). Pembentukan Karakter Siswa Melalui Disiplin Tata Tertib Sekolah Di SMA Negeri 2 Klaten. Prosiding Seminar Nasional PEP, 1(1), 108–115.
Fajarudin, A. A., Samsudi, A., & Mas’ adah, N. L. (2021). Teknik Ice Breaking sebagai Penunjang Semangat dan Konsentrasi Siswa Kelas 1 MI Nurul Islam Jatirejo. Idarotuna: Journal of Administrative Science, 2(2), 147–176.
Fatsah, H., Ibrahim, M. S., & Pua, S. N. (2025). An Analysis of Students’ Perception of Teachers’ Strategies in Teaching Academic Writing. Proceedings of the 8th International Conference on Education Innovation (ICEI 2024), 888, 87.
Franceschini, P. B., & Neves, L. O. (2022). A Critical Review on Occupant Behaviour Modelling for Building Performance Simulation of Naturally Ventilated School Buildings and Potential Changes Due to the COVID-19 Pandemic. Energy and Buildings, 258, 111831.
Furlong, V. J. (2020). Interaction Sets in the Classroom: Towards A Study of Pupil Knowledge. In Life in School (pp. 145–159). Routledge.
Ghasyiyah, A. I., Nisa, S., & Suriani, A. (2024). The Effect of Ice Breaking on Increasing Students’ Learning Motivation in Elementary Schools. MANDALIKA: Journal of Social Science, 2(2), 55–57.
Hanaris, F. (2023). Peran Guru dalam Meningkatkan Motivasi Belajar Siswa: Strategi dan Pendekatan yang Efektif. Jurnal Kajian Pendidikan dan Psikologi, 1(1), 1–11.
Haryati, F. D., & Puspitaningrum, D. (2023). Implementasi Ice Breaking Sebagai Pematik Motivasi Belajar Siswa dalam Pembelajaran. Jurnal Al-Ilmi Jurnal Riset Pendidikan Islam, 4(1), 99–106.
Hidayatun, L., Sumiadi, R., & Marzoan, L. (2025). The Role of Teachers in Instilling Religious Character In Children Aged 5-6 Years in Kindergarten. Panicgogy International Journal, 3(1), 31–38.
Huda, C., Hanief, M., & Hakim, D. M. (2022). Islamic Religious Education Learning Strategy with Edutainment Insight in Improving Student Learning Motivation. Nazhruna: Jurnal Pendidikan Islam, 5(2), 787–805.
In’Ratnasari, K., & Sholihah, M. (2023). Pengaruh Penggunaan Ice Breaking Terhadap Motivasi Belajar Siswa Sekolah Dasar. Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah, 5(1), 65–75.
Ioannou, A. (2019). A Model of Gameful Design for Learning Using Interactive Tabletops: Enactment and Evaluation in The Socio-Emotional Education Classroom. Educational Technology Research and Development, 67(2), 277–302.
Krist, C., & Shim, S. (2024). Which Ideas, when, and why? An Experienced Teacher’s in‐the‐Moment Pedagogical Reasoning About Facilitating Student Sense‐Making Discussions. Journal of Research in Science Teaching, 61(2), 255–288.
Maciejewski, M. L. (2020). Quasi-experimental Design. Biostatistics & Epidemiology, 4(1), 38–47.
Mustakim, Z., & Kamal, R. (2024). Manajemen Kelas Berbasis Edutainment. Penerbit NEM.
Nurhamidah, S., & Nurachadijat, K. (2023). Project Based Learning dalam Meningkatkan Kemandirian Belajar Siswa. Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP), 3(2), 42–50.
Nurizka, R., & Rahim, A. (2019). Pembentukan Karakter Siswa Melalui Pengelolaan Kelas. Bhineka Tunggal Ika: Kajian Teori dan Praktik PKn, 6(2), 189–198.
Nwosu, S. N., Etiubon, R. U., & Ofem, I. B. (2022). Effect of tThe Activity-Based Learning on Basic Science and Technology Students’ Non-Cognitive Skills In South-South Nigeria. European Journal of Education and Pedagogy, 3(5), 67–74.
Rosni, R. (2021). Kompetensi Guru dalam Meningkatkan Mutu Pembelajaran di Sekolah Dasar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 7(2), 113–124.
Sager, M. T., Sherard, M. K., Milton, S., Walkington, C., & Petrosino, A. J. (2023). Rising in the Ranks! Learning Math or Playing Games? Frontiers In Education, 8, 1302693.
Sharma, S., & Kumar, R. (2018). Activity-based learning system in higher education: A student-centred approach. International Journal of Social Sciences, 7(4), 469–474.
Simatupang, J. K. N., & Bui, T. C. (2025). Motivasi dan Emosional Berperan Penting dalam Pembelajaran Pendidikan bagi Peserta Didik. Jurnal Teologi Wesley, 2(1).
Sugito, S. (2021). Pengenalan Ice Breaking Dalam Meningkatkan Semangat Belajar Siswa. Jurnal Bahasa Indonesia Prima (BIP), 3(2), 145–150.
Tsai, M.-C., Shen, P.-D., Chen, W.-Y., Hsu, L. C., & Tsai, C.-W. (2020). Exploring The Effects of Web-Mediated Activity-Based Learning and Meaningful Learning on Improving Students’ Learning Effects, Learning Engagement, and Academic Motivation. Universal Access in the Information Society, 19, 783–798.
Tumangger, E. L., Simbolon, R., Sitorus, M. H., Harefa, S., & Butarbutar, G. (2024). Pengaruh Teknik Ice Breaking (Mencairkan Suasana) Terhadap Motivasi Belajar Siswa Kelas VIII di SMP Satu Atap Negeri 5 Pangururan Mata Pelajaran Pendidikan Agama Kristen dan Budi Pekerti Tahun Pelajaran 2023/2024. Lumen: Jurnal Pendidikan Agama Katekese Dan Pastoral, 3(1), 356–378.
Van Der Stigchel, S. (2020). Concentration: Staying Focused in Times of Distraction. MIT Press.
Wahyuni, S. (2021). Peran Guru Pendidikan Agama Kristen dalam Membentuk Karakter Peserta Didik. Penerbit NEM.
Wulandari, F. (2021). The Students' Perception of Game in Vocabulary Learning. ELSA, 1(2), 1–9.
Zuhaida, K., & Kinesti, R. D. A. (2023). Teacher Creativity in Implementing Indonesian Language Learning Using Cursive Letter Writing. MUDARRISA: Jurnal Kajian Pendidikan Islam, 15(2), 196–214.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Absorbent Mind
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Absorbent_mind; Journal of Psychology and Child Development allow the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions, also the owner of the commercial rights to the article is the author.
License:
- Attribution: You must provide an appropriate name, include a link to the license, and certify that changes have been made. You can do this in an appropriate manner, but do not imply that the licensor supports you or your use.
- Share Alike: If you compose or make derivatives of these materials, you must distribute your contributions under the same license as the original materials.
- No additional restrictions: You may not use legal provisions or technological means of control that legally restrict others from doing the things this license allows.
You are free to:
- Share, copy, and redistribute this material in any form or format.
- Adapt, modify, and create derivatives of this material for any purpose, including commercial purposes.
- The licensor cannot revoke the above terms as long as you comply with the terms of this license.
Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
