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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Action Research Journal Indonesia (ARJI)
Sauwitri, Nadia Eka
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Education

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The Implementation of the Blended Learning Model: An Effort to Enhace Analytical Skills (C4) on the Topic of Exemplary Indonesian Islamic Scholars Azizah, Nurul; Qinanthi, Nachua; Sauwitri, Nadia Eka; Sari, Lepi Maya; Agustina, Mona; Pratiwi, Anggraini
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.422

Abstract

The low scores of students in the Islamic Religious Education (IRE) subject, which have not yet met the Minimum Completeness Criteria (KKM), indicate challenges in the learning process. This study aims to examine the effectiveness of a blended learning model based on the Quizizz application on student learning outcomes at SMA Negeri 1 Katibung using a quasi-experimental method with a post-test only control group design and simple random sampling technique. The sample consisted of 63 eleventh-grade students divided into an experimental class using the blended learning model and a control class using a traditional learning model. The instrument used was a valid and reliable multiple-choice test administered after the treatment. Data analysis included normality test, homogeneity test, independent sample t-test, and Mann-Whitney U test. The results showed that the Sig. (2-tailed) value in Levene’s Test for Equality of Variances was 0.228 (>0.05), thus the null hypothesis Ho was accepted and the alternative hypothesis Ha was rejected, meaning that the Quizizz-based blended learning model was not effective in improving student learning outcomes. Therefore, teachers are advised to evaluate this learning model and consider alternative methods. The school is also recommended to provide training on learning technology for teachers. Researchers are encouraged to investigate other factors affecting learning outcomes and expand the scope of research. Furthermore, relevant parties are expected to support the use of technology through appropriate policies and adequate facilities.
Learning Interest in Islamic Religious Education: Examining the Effectiveness of the Synectics, Mind Maps, and Cooperative Learning (SM2CL) Model Sauwitri, Nadia Eka; Safari; Baharudin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Learning interest in Islamic Religious Education (PAI) remains suboptimal in many Indonesian junior high school contexts, primarily attributable to the dominance of conventional, lecture-based instructional approaches that fail to foster affective engagement and intrinsic student motivation.This study examined the effectiveness of the Synectics, Mind Maps, and Cooperative Learning (SM2CL) integrated model in enhancing seventh-grade students' learning interest—specifically the 'feeling of enjoyment' indicator—in PAI instruction at SMP Negeri 31 Bandar Lampung. A quasi-experimental posttest-only control group design was employed, involving 62 seventh-grade students allocated to an experimental class receiving SM2CL instruction (n = 30, Class VII C) and a control class receiving conventional instruction (n = 32, Class VII D). Data were collected using a validated 15-item learning interest questionnaire (Cronbach's α = 0.842) and subjected to normality (Shapiro–Wilk), homogeneity (Levene), and independent-samples t-test analyses. Statistical analysis revealed no statistically significant difference between the two groups (t = −0.414; df = 60; p = .681), with posttest means of M = 50.60 (SD = 7.70) and M = 51.40 (SD = 7.90) for the experimental and control classes, respectively. Sub-dimensional analysis of the enjoyment indicator similarly yielded negligible between-group differences across all five thematic clusters. Although SM2CL theoretically integrates three complementary pedagogical frameworks—Synectics, Mind Maps, and Cooperative Learning—its implementation in this context did not produce significant gains in students' learning interest. Structural constraints including limited affective readiness, habituation to didactic instruction, and inadequate learning infrastructure are identified as primary moderating factors. These findings contribute to the contextual literature on innovative PAI instruction and underscore the necessity of adaptive implementation strategies.
Co-Authors Agustina, Mona Baharudin NURUL AZIZAH Pratiwi, Anggraini Qinanthi, Nachua Safari Sari, Lepi Maya