Tarikh Islam is one of the compulsory lessons studied in the KMI curriculum as well as in other curricula. However, most students consider Tarikh Islam to be a boring lesson, because it only contains events from the past and lack effective learning methods, with teachers still relying on conventional learning methods. As a result of this problem, many students obtain learning outcomes below the minimum completeness criteria (KKM). Therefore, there is a suitable method for learning Tarikh Islam, namely the timeline method. To improve learning outcomes, researchers conducted an experiment to examine the effect of the timeline method on student learning outcomes in the Tarikh Islam lesson. The purpose of this research is to determine the effect of learning through the timeline method on the learning outcomes of 2nd-grade KMI students in learning Tarikh Islam at Al-Iman Islamic Boarding School for Boys. This study employed a quantitative experimental research method based on a quasi-experimental design, which included non-random group selection and utilized a nonequivalent control group design. The participants were 2nd grade students at the Al-Iman Islamic Boarding School for Boys (KMI). A saturated sampling method was used by the researcher. The research sample comprised 16 students, with 9 in the experimental class and 7 in the control class. Data was collected through tests and document sources. The product moment correlation was used for calculating empirical validity, while hypothesis testing was conducted with the Mann-Whitney. The study’s final outcome indicates that the timeline method positively influences the learning results of 2nd grade KMI students in Tarikh Islam lessons. This finding is supported by the experimental class's average score of 6.67, compared to the control class's average score of 4.29, clearly showing that the experimental class outperformed the control class. Furthermore, this difference is confirmed by the non-parametric Mann Whitney test, which yielded an Assymp. Sig. (2-tailed) value of 0.007, falling below the 0.05 threshold. Researchers indicate that enhancing students' understanding of Tarikh Islam increases their enthusiasm. Teachers, particularly those instructing Tarikh Islam, can implement diverse teaching methods. Furthermore, researchers may employ the timeline method, especially in history lessons..