Discipline is one of the factors that can affect the improvement of learning outcomes. However, there are still many students who are not aware of the importance of discipline in the learning process such as students not doing assignments or copying friends' assignments, this results in many students whose grades do not reach the Minimum Completeness Criteria (KKM). One of the strategies implemented to improve discipline and learning outcomes is by giving reward and punishment. The aims of this study were: (1) to find out the activities of teachers and students after applying reward and punishment in class II/b, (2) to find out the level of discipline and student learning outcomes after implementing reward and punishment in class II/b. This type of research is Classroom Action Research (PTK) which is carried out in 4 stages, namely planning, action, observation, and reflection. The research instrument was in the form of teacher activity observation sheets, student activity observation sheets, disciplinary observation sheets, and student learning outcomes test sheets. The results showed that (1) the percentage of teacher activity research results in cycle I was 77.77% in the good category and increased in cycle II to 89% in the excellent category, (2) the percentage of student activity research results in cycle I was 78 .85% in the good category and in cycle II it becomes 89% in the very good category, (3) the percentage of student discipline in cycle I is 76% in the good category and in cycle II it becomes 80% in the good category, (4) the percentage of learning outcomes students in cycle I, namely 62% in the good category and experienced an increase in cycle II to 92% in the very good category. Based on the results of these data it can be concluded that the application of reward and punishment can improve discipline and student learning outcomes in thematic learning activities for class II students MIN 1 Sabang.

The problems that exist in students' understanding of Fiqh learning in class V MIN Rukoh Banda Aceh. Learning that is only carried out by the lecture method makes students less enthusiastic about participating in learning and makes students less interact with teachers and other students. This causes student understanding is still lacking. The data collection techniques used were written test results and observations. The research used is Classroom Action Research, which consists of four stages including planning, implementing, observing and reflecting. The purpose of this study was to determine the ability of students to understand Islamic Islamic Civilization History learning before using the Poster Session strategy, to know the learning process using the Poster Session strategy, and to find out the students' understanding ability after using the Poster Session strategy. Based on the results of the study, in the pre-cycle the students' understanding ability was still below the KKM, with an average of 53%. After using the Poster Session strategy in the first cycle, the results of student activity observations increased by 65%. Whereas in cycle II the results of student observations reached 82%. The results of students' understanding ability after the implementation of the Poster Session strategy have increased in each cycle. In the first cycle, the students 'learning completeness was 50.15%, while in the second cycle, the students' learning completeness increased to 85%.