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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah al-Iltizam: Jurnal Pendidikan Agama Islam
Deden Makbuloh
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Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other

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The influence of the time token type cooperative learning model on learning interest Akidah Akhlak Sari, Siti Aprilia; Deden Makbuloh; M. Indra Saputra
al-Iltizam: Jurnal Pendidikan Agama Islam Vol. 10 No. 2 (2025): Pendidikan dan Pembelajaran (Dalam Proses Terbit)
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v10i2.12625

Abstract

This study aims to determine the effect of the Time Token type cooperative learning model on students' learning interest in the subject of Akidah Akhlak at MTs Darul Huda Bandar Lampung. This study uses a quantitative approach with a Posttest Only Control Group design, so as to be able to compare learning interest between the treated class (experiment) and the conventional class. The research instrument is a validated learning interest questionnaire. Data analysis was carried out using SPSS 25 through normality tests, homogeneity tests, and T tests to see statistical differences in results. The results showed that the Time Token learning model had a significant effect on increasing students' learning interest. The normality test showed that the data were normally distributed, while Levene's homogeneity test produced a significance value of 0.868, which indicated that the variance of the two groups was homogeneous. Based on the results of the Independent Samples T-Test, a t value of 2.156 was obtained with a degree of freedom (df) of 48 and a Sig. (2-tailed) value of 0.036, smaller than 0.05. These findings demonstrate a significant difference in average scores between the experimental and conventional classes. Thus, the Time Token model has proven more effective in increasing student learning interest than conventional learning.
Learning Outcomes of Islamic Education and Character Building: How Effective Is the Aptitude-Treatment Interaction (ATI) Model? Suci Amellia; Baharudin; Deden Makbuloh; Saputra, M. Indra
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.
Co-Authors Baharudin M. Indra Saputra Saputra, M. Indra Sari, Siti Aprilia Suci Amellia