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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar An-Nahdlah: Jurnal Pendidikan Islam MEGA: Jurnal Pendidikan Matematika Journal Education And Islamic Studies
Rivdya Eliza
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Religion Education Mathematics Other

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Model SAVI terhadap Hasil Belajar dan Motivasi Belajar Siswa Pembelajaran Pendidikan Agama Islam di SMPIT Darel Iman Zulfi Aulia Mufti; Khadijah Khadijah; Zulmuqim Zulmuqim; Rivdya Eliza; Gusril Kenedi
Journal Education And Islamic Studies Vol 2 No 1 (2024): Journal Education And Islamic Studies
Publisher : Institut Agama Islam Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55062//JEDIES.2024.v2i1.428/5

Abstract

This research aims to determine the application of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model to learning outcomes and learning motivation for Islamic Religious Education in class VII SMPIT Dar El Iman. This research is experimental. The research design uses a Quasi-Experimental Design with a Posttest Only Control Design research design. The population in this study was class VII students at SMPIT Dar El Iman for the 2021/2022 academic year, totaling 62 students. Sampling uses saturated samples. Two classes are research subjects, namely class VII Makkah as the experimental class and class VII Medina as the control class. Based on the results of hypothesis testing using the manual t-test method, the data value = 5.8 > the value = 1.679. So it can be concluded that it was rejected and accepted. The number of test participants in the experimental class was 31 people with an average score of 89 and test participants from the control class were 31 with an average of 72. This means "The learning outcomes of students who use the SAVI learning model are better than the learning outcomes of students who apply the learning model. commonly used by teachers.” The magnitude of the influence of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model on the learning motivation of class VII students at Dar El Iman Middle School is 68.43% which is classified as good.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN MINAT BELAJAR Wisma Rahimma; Hadeli, Hadeli; Rivdya Eliza; Remiswal; Zulvia Trinova
An-Nahdlah: Jurnal Pendidikan Islam Vol 4 No 1 (2024): Mei-Agustus
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v4i1.168

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kreatif dan minat belajar peserta didik kelas VIII di SMPN 1 VII Koto Sungai Sariak Padang Pariaman. Pembelajaran PAI dan BP masih cenderung pasif, dengan minat belajar peserta didik yang rendah dan kurangnya kreativitas mereka. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap kemampuan berpikir kreatif dan minat belajar pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen randomized control group only design. Data dikumpulkan melalui tes, angket, dan observasi. Penelitian dilakukan di SMPN 1 Sungai Sariak dengan kelas eksperimen VIII.3 dan kelas kontrol VIII.5. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif peserta didik di kelas eksperimen adalah 80.31, sementara di kelas kontrol 74.53, dengan t hitung 3.06 dan t tabel 1.69. Ini menunjukkan bahwa kemampuan berpikir kreatif dengan model PBL lebih baik daripada model konvensional. Minat belajar PAI dan BP di kelas eksperimen memiliki nilai rata-rata 73.34, sedangkan di kelas kontrol 68.32, dengan t hitung 3.14 dan t tabel 1.69
PENERAPAN MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN (POE) TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN PENALARAN MATEMATIS PESERTA DIDIK Aprilla Gita; Rivdya Eliza; Fitria Mardika
MEGA: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2024): MEGA: Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/mega.v5i1.1503

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah dan penalaran matematis peserta didik yang belajar dengan model pembelajaran Predict-Observe-Explain. Jenis penelitian ini adalah eksperimen semu dengan rancangan randomized control grup only design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII MTsN 2 Kota Pariaman dengan kelas VIII.2 dan VIII.3 sebagai kelas sampel. Instrument yang digunakan berupa tes kemampuan pemecahan masalah dan penalaran matematis. Teknik analisis data yang digunakan adalah uji-t. Berdasarkan hasil uji hipotesis kemampuan pemecahan masalah matematis dengan uji-t, α = 0.05 pada selang kepercayaan 95% diperoleh ttabel = 1,67 dan thitung = 2,47 sehingga thitung > ttabel maka H0 ditolak dan H1 diterima. Hasil uji hipotesis kemampuan penalaran matematis dengan uji-t, α = 0.05 pada selang kepercayaan 95% diperoleh ttabel = 1,67 dan thitung = 2,09 sehingga thitung > ttabel maka H0 ditolak dan H1 diterima. Sehingga dapat disimpulkan bahwa kemampuan pemecahan masalah dan penalaran matematis peserta didik lebih tinggi saat belajar dengan menggunakan model pembelajaran Predict-Observe-Explain .
PERBEDAAN HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUIZ TEAM DAN STUDENT TEAM ACHIEVEMENT DIVISON (STAD) PADA MATA PELAJARAN AL-QUR’AN HADITS Luthfia Atsira; Afnibar Afnibar; Ilpi Zukdi; Rehani Rehani; Rivdya Eliza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22619

Abstract

This study uses a quantitative method with a quasi-experimental type. The sample was selected using the Cluster Random Sampling technique, with class XI F1 as the Quiz Team class and XI F3 as the STAD class. Data collection used a multiple-choice test of 24 items and documentation. The results showed an average increase in both learning models, where Quiz Team increased by 61.14% and STAD by 61.67% between pre-test and post-test. Hypothesis testing on Quiz Team showed a sig value (2-tailed) of 0.000 <0.05, which means Ha is accepted, namely there is a difference in student learning outcomes before and after using the Quiz Team model. In the STAD model, the hypothesis test showed t count (18.867)> t table (2.037) with a sig value of 0.000 <0.05, which means Ha is accepted, namely there is a difference in learning outcomes before and after implementing the STAD model. However, when the two models were compared using an independent sample t-test, a sig value (2-tailed) of 0.36 > 0.05 was obtained, which indicated that there was no significant difference between the learning outcomes of students using the Quiz Team and STAD models.
Co-Authors Afnibar Afnibar Aprilla Gita Fitria Mardika Gusril Gusril Hadeli Hadeli, Hadeli Ilpi Zukdi Khadijah Khadijah Luthfia Atsira Rehani rehani Remiswal Wisma Rahimma Zulfi Aulia Mufti Zulmuqim Zulmuqim Zulvia Trinova