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ruswanto ruswanto
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Efektivitas Model Search, Solve, Create, and Share (SSCS) terhadap Keterampilan Berpikir Analitis pada Pembelajaran PAI dan Budi Pekerti di SMP Nurul Dwi Novita; Ruswanto Ruswanto; Beti Susilawati
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73855

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Search, Solve, Create, and Share (SSCS) terhadap hasil belajar Pendidikan Agama Islam dan Budi Pekerti pada tingkat sekolah menengah pertama. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen melalui desain Posttest-Only Control Group Design. Sampel penelitian terdiri atas dua kelas di SMP Negeri 1 Purbolinggo, yaitu kelas VIII C sebagai kelas eksperimen dan kelas VIII D sebagai kelas kontrol. Pengumpulan data dilakukan melalui tes pilihan ganda yang berfokus pada kemampuan kognitif analitis (C4). Hasil uji reliabilitas instrumen memperoleh nilai Alpha Cronbach sebesar 0,82 yang menunjukkan reliabilitas sangat tinggi. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji independent sample t-test. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol dengan nilai signifikansi sebesar 0,036 (<0,05), sehingga model SSCS berpengaruh positif terhadap hasil belajar siswa. Kebaruan penelitian ini terletak pada penerapan model SSCS dalam pembelajaran PAI dan Budi Pekerti dengan fokus pada peningkatan kemampuan berpikir analitis yang masih jarang diteliti. Penelitian ini memberikan kontribusi terhadap pengembangan model pembelajaran inovatif yang berpusat pada siswa dan berorientasi pada keterampilan berpikir tingkat tinggi dalam pendidikan Islam.
Efektivitas Model Pembelajaran Problem Based Learning (PBL) dengan Pendekatan Teaching At The Right Level (TARL) Terhadap Kemandirian Belajar Pai dan Budi pekerti peserta didik oktavia intan isyadi; Ruswanto Ruswanto; Ais Istiana
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.898

Abstract

This study aims to test the effectiveness of the Problem Based Learning (PBL) learning model combined with the Teaching at the Right Level (TaRL) approach on students' learning independence in Islamic Religious Education (PAI) and Character Building subjects at SMA Negeri 1 Tanjung Bintang. This study used a quasi-experimental design with two sample groups, namely the experimental class that implemented PBL-TaRL integration and the control class that used conventional learning. Data analysis was carried out through prerequisite tests (normality and homogeneity) and t-tests to identify differences in the average learning independence between the two groups. The results showed that the implementation of PBL integrated with the TaRL approach significantly increased students' learning independence compared to conventional learning. This increase was especially seen in the initiative and creativity indicators in the learning process. Pedagogically, the PBL-TaRL integration created a more participatory, collaborative, and adaptive learning environment to differences in students' ability levels, thus encouraging the development of self-regulation and learning responsibility. The novelty of this study lies in the integrative design between PBL and TaRL in the context of PAI learning at the high school level, which is still relatively limited in empirical studies. Theoretically, these findings expand the development of problem-based learning models combined with a differentiation approach, in line with the constructivist perspective and the concept of the zone of proximal development, which emphasizes the importance of learning support tailored to the student's ability level. Practically, the results of this study provide implications for Islamic Religious Education (PAI) teachers in developing more adaptive, inclusive, and contextual learning strategies, and serve as a basis for schools in designing learning policies oriented towards strengthening independent learning. Thus, this research contributes to the development of Islamic education theory and practice that is responsive to the needs of students in the 21st-century learning era.
Efektivitas model pembelajaran SAVI (Somatic,Auditory,Visualization,Intellectually) Terhadap motivasi belajar PAI dan budi pekerti peserta didik nursilawati; Ruswanto Ruswanto; Ais Istiana
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.899

Abstract

This study aims to examine the effectiveness of the Somatic, Auditory, Visualization, Intellectually (SAVI) learning model on students’ learning motivation in Islamic Religious Education (PAI) at SMA Negeri 1 Tanjung Bintang. The research background was driven by the low level of students’ learning motivation, as indicated by limited active participation, minimal initiative to ask questions, and the low feedback indicators provided by teachers. The study employed a quasi-experimental design of the posttest-only control group, with two tenth-grade classes selected through simple random sampling. The experimental class received instruction using the SAVI model, which emphasizes multisensory engagement and interactive feedback, while the control class was taught through conventional methods. The research instrument consisted of a learning motivation questionnaire that had been tested for validity and reliability, with data analyzed using prerequisite tests (normality and homogeneity) and a t-test.The findings revealed that the implementation of the SAVI model had a significant effect on enhancing students’ motivation in learning PAI compared to conventional methods. Students in the experimental class demonstrated improvement in indicators such as perseverance, willingness to ask questions, and active participation, particularly in the aspect of feedback, which had previously been low. The novelty of this study lies in the application of the SAVI model in the context of PAI learning at the senior high school level, an area that has rarely been explored, thereby extending the existing literature by incorporating affective and religious dimensions.In terms of implications, this research contributes to the development of educational science by demonstrating that the multisensory SAVI approach is not only relevant for exact subjects but also effective in fostering students’ learning motivation and religious character. The findings provide valuable insights for teachers and schools in designing interactive, contextual learning and improving educational quality in the 21st-century learning era.
Co-Authors Ais Istiana Beti Susilawati Deden Makbuloh nursilawati Nurul Dwi Novita Oktavia Intan Isyadi Sucipto Sucipto