Analysis of the Learning Outcomes of Grade VII Students Who Graduated from International Curriculum-Based Elementary Schools at SMP Labschool Kebayoran, Academic Year 2024-2025

Abstract

Students who graduated from elementary schools with an international curriculum background possess has unique characteristics and differences in terms of classroom adaptation and learning processes, particularly in relation to Islamic Religious Education (PAI), which integrates both theoretical and practical components. Within the learning process at SMP Labschool Kebayoran, PAI subject outcomes among students from international curriculum backgrounds have not shown significant improvement in classroom performance. This study aims to identify the learning outcomes of Islamic Religious Education among Grade VII students from international elementary school backgrounds at SMP Labschool Kebayoran. The study focuses on analyzing both formative and summative assessments for the 2024–2025 academic year, specifically targeting Grade VII students who previously attended international curriculum-based elementary schools. Based on direct observations and journaling during the learning process, it was found that out of 223 Grade VII students, 19 students from international curriculum elementary schools achieved suboptimal results in understanding key topics such as Aqidah (Creed), Akhlak (Morality), Fiqh (Islamic Jurisprudence), Islamic Civilization History, and especially Qur‘an-Hadith studies. Those 19 students experienced difficulties in absorbing Islamic Religious Education learning materials. Furthermore, in the overall learning achievement elements for PAI in the 2024–2025 academic year, the average score for the first semester was 82.61, while the second semester average increased to 88.02. These results indicate an overall positive trend and improvement across the learning achievement components.