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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Ta`Limuna : Jurnal Pendidikan Islam
Deden Makbuloh
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Education

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Learning Outcomes of Islamic Education and Character Building: How Effective Is the Aptitude-Treatment Interaction (ATI) Model? Suci Amellia; Deden Makbuloh; Saputra, M. Indra; Baharudin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (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/tadris.v11i1.28892

Abstract

This study examines the pedagogical value of the Aptitude–Treatment Interaction (ATI) learning model in supporting higher-order evaluative thinking skills (C5) within Islamic Religious Education (IRE). A quantitative quasi-experimental design with a posttest-only control group was employed to compare learning outcomes between students taught using the ATI model and those taught through a conventional expository approach at SMP Negeri 21 Bandar Lampung. Data were analyzed using an independent sample t-test. The results indicated no statistically significant difference in evaluative learning outcomes between the experimental and control groups (p = 0.279). Nevertheless, classroom implementation revealed that the ATI model enhanced student engagement, participation, and motivation by aligning instructional treatments with students’ aptitude levels. These findings suggest that the instructional benefits of ATI may not be fully reflected through outcome-based statistical comparisons alone, particularly when assessing complex cognitive processes such as evaluative thinking. The theoretical contribution of this study lies in extending the ATI framework to higher-order cognitive assessment (C5) within IRE, an area that has received limited empirical attention. Rather than functioning solely as an outcome-enhancing model, ATI is positioned as an adaptive instructional mechanism that supports differentiated learning processes and meaningful engagement in value-oriented subjects.
KORELASI MOTIVASI BELAJAR DENGAN KEMANDIRIAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: The Correlation Between Learning Motivation and Students’ Learning Independence in Islamic Religious Education Learning Bintang Desi Triana; Deden Makbuloh; Muhammad Mustofa; Didik Wahyudi
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/z47exe55

Abstract

Learning motivation and learning independence are crucial factors determining student success in the learning process. This study aims to examine learning motivation levels, learning independence levels, and their relationship among Islamic Religious Education (PAI) students at SMK Geomatika Lampung. Using a quantitative approach with an ex post facto correlational design, the sample consisted of 41 students selected through simple random sampling. Data were collected via questionnaires and analyzed using SPSS. Results show average scores of 38.20 for learning motivation and 39.00 for learning independence, both in the moderate category. Hypothesis testing yielded a significance value of 0.000 (< 0.05) with a correlation coefficient of 0.570, indicating a moderate relationship. The coefficient of determination (0.325) reveals that learning motivation contributes 32.5% to learning independence. These findings confirm a significant relationship between learning motivation and learning independence in PAI learning. Motivasi belajar dan kemandirian belajar merupakan dua aspek penting yang menentukan keberhasilan peserta didik dalam proses pembelajaran. Penelitian ini bertujuan mengidentifikasi tingkat motivasi belajar, tingkat kemandirian belajar, serta hubungan keduanya pada peserta didik mata dalam pembelajaran PAI di SMK Geomatika Lampung. Menggunakan pendekatan kuantitatif dengan desain korelasional ex post facto, sampel penelitian terdiri dari 41 peserta didik yang dipilih melalui simple random sampling. Data dikumpulkan menggunakan angket dan dianalisis dengan SPSS. Hasil menunjukkan motivasi belajar rata-rata 38,20 dan kemandirian belajar 39,00, keduanya pada kategori sedang. Pengujian hipotesis menghasilkan signifikansi 0,000 (<0,05) dengan koefisien korelasi 0,570. Koefisien determinasi 0,325 menunjukkan motivasi belajar berkontribusi 32,5% terhadap kemandirian belajar. Temuan ini mengonfirmasi adanya hubungan signifikan antara motivasi belajar dan kemandirian belajar dalam pembelajaran PAI. Kata Kunci : Motivasi Belajar; Kemandirian Belajar; Pendidikan Agama Islam.
Co-Authors Baharudin Bintang Desi Triana Didik Wahyudi Muhammad Mustofa Saputra, M. Indra Suci Amellia