Improving Student Learning Outcomes and Classroom Activity through Probing Prompting in Elementary School Islamic Religious Education

This study describes instructional improvement through Probing Prompting and changes in learning outcomes and student activity in Islamic Religious Education. Classroom action research followed the Kemmis and McTaggart model over two cycles of planning, action, observation, and reflection. Participants were 21 students in class V.C at SD Negeri 5 Salamae in Palopo City. Data comprised pre-cycle and end-of-cycle test scores, observations of instructional implementation and student activity, and instructional documents. Descriptive analysis examined class achievement, individual progress, mastery transitions, and activity indicators. Cycle I reflection informed varied probing and prompting questions, expanded response opportunities, requests for reasons and examples, and student support. Mean scores increased from 72.52 to 75.81 and 79.81, while class mastery rates rose from 42.86% to 66.67% and 80.95%. All students improved from Cycle I to Cycle II; compared with the pre-cycle stage, 20 improved and one declined. Four students scored 74, below the minimum mastery criterion of 75. Active participation and attention reached a score of 4 in the final observation, while answering and summarizing remained at 3 throughout Cycle II. The findings show that reflection-based refinement was followed by varied changes in achievement and activity, providing a practical basis for improving questions and tailoring support to students’ needs