<![CDATA[Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh spirit guru Pendidikan Agama Islam (PAI) terhadap keberhasilan pembelajaran berdiferensiasi di SMA Negeri 1 Raja Ampat. Penelitian menggunakan pendekatan kuantitatif dengan jenis deskriptif korelasional. Subjek penelitian adalah siswa SMA Negeri 1 Raja Ampat dengan instrumen berupa angket. Data dianalisis melalui uji validitas, reliabilitas, uji Rank Spearman, dan uji t. Hasil uji validitas menunjukkan bahwa seluruh butir instrumen dinyatakan valid (rhitung > rtabel = 0,195; sig < 0,05). Uji reliabilitas menghasilkan nilai Cronbach Alpha sebesar 0,933 untuk variabel X (spirit guru PAI) dan 0,892 untuk variabel Y (keberhasilan pembelajaran berdiferensiasi), sehingga keduanya reliabel. Uji Rank Spearman menunjukkan nilai koefisien korelasi sebesar 0,812 dengan signifikansi 0,000 < 0,05, yang berarti terdapat hubungan sangat kuat antara spirit guru PAI dan keberhasilan pembelajaran berdiferensiasi. Selanjutnya, hasil uji t menunjukkan nilai thitung sebesar 13,063 lebih besar daripada ttabel 1,660 dengan nilai signifikansi 0,000 < 0,1, sehingga terdapat pengaruh signifikan spirit guru PAI terhadap keberhasilan pembelajaran berdiferensiasi. Dengan demikian, semakin tinggi spirit guru, semakin tinggi pula keberhasilan pembelajaran berdiferensiasi. Penelitian ini menyimpulkan bahwa spirit guru merupakan faktor penting yang perlu terus ditingkatkan. Saran dari penelitian ini adalah agar sekolah memberikan dukungan berupa pelatihan, penguatan motivasi, serta menciptakan lingkungan yang kondusif, sehingga spirit guru dapat terjaga dan berdampak positif pada keberhasilan pembelajaran berdiferensiasi. Kata Kunci: Spirit Guru PAI, Pembelajaran Berdiferensiasi, Keberhasilan Pembelajaran Abstract: This study investigates the influence of teachers’ spirit on the success of differentiated learning at State Senior High School 1 Raja Ampat. Employing a quantitative approach with a descriptive correlational design, the research involved students as respondents and utilized a questionnaire as the primary instrument. Data analysis was conducted through validity tests, reliability tests, Spearman’s Rank correlation, and t-test. The validity test confirmed that all instrument items were valid (rcount > rtable = 0.195; sig < 0.05). The reliability test yielded Cronbach’s Alpha values of 0.933 for the X variable (teachers’ spirit) and 0.892 for the Y variable (success of differentiated learning), indicating a high level of reliability. Spearman’s Rank correlation produced a coefficient of 0.812 with a significance value of 0.000 < 0.05, demonstrating a very strong relationship between teachers’ spirit and the success of differentiated learning. Moreover, the t-test result showed that the t-count value of 13.063 exceeded the t-table value of 1.660 with a significance level of 0.000 < 0.1, confirming a significant effect of teachers’ spirit on differentiated learning success. These findings suggest that the greater the teachers’ spirit, the higher the level of success achieved in differentiated learning. The study concludes that teachers’ spirit is a crucial factor that must be continuously fostered. It is recommended that schools provide sustained support through professional training, motivation enhancement, and the creation of a conducive environment to maintain teachers’ spirit and strengthen the effectiveness of differentiated learning. Keywords: Islamic Education Teachers’ Spirit, Differentiated Learning, Learning Success]]>
