514 _______________________________________________________ DOI : https://doi.org/10.33258/birle.v2i4.541 Learning Aqeedah Students who Learned with the Point Conterpoint Learning Model in Integrated Islamic Junior High School in Deli Serdang 2019-2020 Zultoni Lubis 1 , Abdul Hasan Saragih 2 , Ibrahim Gultom 2 1 Master Student in Universitas Negeri Medan (Unimed), Medan, Indonesia 2 Lecturer in Universitas Negeri Medan (Unimed), Medan, Indonesia lubistoni8@gmail.com Abstract: The aim of this study is to find out learning aqeedah students by using point counterpoint learning model. This research was conducted at Deli Serdang IT Middle School, Percut Sei Tuan District. Deli Serdang Regency, North Sumatra Province. This research was conducted in Odd semester of the 2019/2020 school year with treatment given 4 meetings. For one meeting, it took 2 x 40 minutes. The results of research and discussion that has been stated previously, then in this study it can be concluded that the Aqeedah learning outcomes of students taught with the Point Conterpoint model are higher than students taught with expository learning models. Keywords: aqeedah; counterpoint; learning model I. Introduction The issue of education that is of concern at the moment is that most students are not able to connect between what they are learning with how it is used in real life. This is due to the learning they received emphasizes the level of memorizing the material without being followed by deep understanding or understanding and application in the environment, which can be applied when they are faced with new situations in their lives. (Muslich, 2007: 40) But in the improvement of Indonesian education, it is also important to realize that no matter how good the curriculum is, how complete the facilities are, and the teacher controls the teaching and learning process, there is nothing meaningful if the students are not serious in their learning activities. In line with that Hudojo (Trianto, 2009: 19) states "a good learning system that has characteristics: (a) students are actively involved in their learning. Students learn material (knowledge) meaningfully by working and thinking, and (b) new information must be linked to previous information so that it integrates with the schemes that students have. “This means that the students themselves determine the level of learning outcomes. Furthermore according to George J. Mouly (Trianto, 2009: 9) that "learning is basically a process of changing one's behavior thanks to the experience". Learning is a complex event, many factors and conditions are involved. Each factor is closely related to other factors and together as well as individually determines how the learning process takes place and how the level of learning outcomes achieved. The influence of these factors, not only on the process of ongoing learning activities but also affects the learning outcomes themselves. Because of the learning implementation process, learning outcomes will be obtained later. In order to improve the learning outcomes of Aqeedah moral which have not been achieved properly, various efforts can be made to improve student learning outcomes. One effort is made to improve the quality of learning by applying better learning models. Learning activities are the main thing in education that cannot be separated from the role of teaching staff. The ability of teaching staff to master learning technology to plan, design, implement and evaluate and conduct feedback is an important factor in achieving learning objectives. The ability of teachers to master learning material, the use of media, the determination of learning