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All Journal ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Jurnal Pemikiran dan Pendidikan Islam
Desti Sartini
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Religion Humanities Education Social Sciences

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Penerapan Metode Active Learning dalam Mata Pembelajaran Akidah Akhlak Kelas VII Di MTs S Adat Dan Syara’ Kec. Matur Kab. Agam Niken Oktafioni; Desti Sartini; Khairuddin; Yulia Rahman
Al-Afkar: Jurnal Pemikiran dan Pendidikan Islam Vol 1 No 1 (2025): Al-Afkar: Jurnal Pemikiran dan Pendidikan Islam
Publisher : PT. AKSARA AKADEMIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.0111/afkar.v1i01.53

Abstract

Penelitian ini dilatarbelakangi oleh kurang maksimalnya penerapan metode active learning dalam pembelajaran akidah akhlak kelas VII di MTs S Adat dan Syara’, Kec. Matur, Kab. Agam. Keaktifan siswa masih rendah dan kondisi kelas kurang kondusif, sehingga tujuan pembelajaran belum tercapai secara optimal. Penelitian ini bertujuan untuk mengetahui penerapan metode active learning serta faktor pendukung dan penghambatnya. Metode yang digunakan adalah kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan terdiri dari guru dan siswa kelas VII, yang dipilih menggunakan teknik purposive sampling. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan, dengan validitas data diuji melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa penerapan metode active learning sudah berlangsung cukup baik melalui kegiatan seperti tanya jawab, diskusi, team quiz, dan poster comment. Faktor pendukung meliputi kompetensi guru, sarana prasarana, dan minat belajar. Sementara itu, hambatannya meliputi kurangnya kesesuaian bidang guru, keterbatasan waktu, serta rendahnya partisipasi aktif beberapa siswa.
Pengaruh Model Pembelajaran Kooperatif Kancing Gemerincing terhadap Motivasi Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SD N 03 Pakan Labuah Alma Fira; Desti Sartini
ARZUSIN Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i3.9850

Abstract

Student learning motivation has been a concern in various previous studies; however, studies that specifically examine the effect of the talking chips cooperative learning model on students’ learning motivation in Islamic Religious Education subjects at the elementary school level remain limited. This study aimed to analyze the effect of the talking chips cooperative learning model on the learning motivation of fifth-grade students at SD N 03 Pakan Labuah. This study used a quantitative approach with a quasi-experimental design through a nonequivalent pretest-posttest control group design, involving 45 students selected using total sampling. Data were collected through a learning motivation questionnaire that had been tested for validity and reliability, and were then analyzed using the N-Gain test and hypothesis testing with the assistance of SPSS 27. The results showed that the implementation of the talking chips cooperative learning model had a significant effect on students’ learning motivation, with a significance value (Sig. 2-tailed) of 0.001 < 0.05 and an N-Gain score of 0.95 in the high category. These findings contribute to the development of studies on cooperative learning and learning motivation, while also expanding understanding of the importance of active participation-based learning in increasing students’ motivation. The conclusion of this study confirms that the talking chips cooperative learning model can serve as an effective interactive learning strategy in the context of Islamic Religious Education, with practical implications for teachers and schools in improving the quality of the learning process and opening opportunities for further research on other variables that influence students’ learning motivation.
Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe Teams Games Tournament terhadap Motivasi Belajar PAI Siswa di SD Negeri 03 Balai Panjang Septia Enjelita; Desti Sartini
ARZUSIN Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i3.9851

Abstract

Elementary school students’ learning motivation is one of the important factors in determining the success of the learning process; however, studies that specifically examine the effectiveness of the Teams Games Tournament cooperative learning model on students’ learning motivation remain limited. This study aimed to analyze the effect of the Teams Games Tournament learning model on the learning motivation of fourth-grade students at SD Negeri 03 Balai Panjang. This study used a quantitative approach with a quasi-experimental design through a nonequivalent control group design, involving 38 students selected using saturated sampling. Data were collected through a learning motivation questionnaire that had been tested for validity and reliability, and were then analyzed using normality tests, homogeneity tests, N-Gain calculations, and independent sample t-test hypothesis testing with the assistance of SPSS 27. The results showed a difference in the increase in learning motivation between the experimental class and the control class, with the experimental class obtaining a higher posttest mean than the control class. The N-Gain score of the experimental class was in the high category at 0.91, whereas that of the control class was in the moderate category at 0.57. The hypothesis test results showed a significance value of 0.024 < 0.05, indicating a significant effect of the Teams Games Tournament learning model on students’ learning motivation. These findings contribute to the development of studies on cooperative learning and expand understanding of the effectiveness of game-based learning in increasing elementary school students’ learning motivation. The conclusion of this study confirms that the Teams Games Tournament learning model can serve as an interactive and enjoyable learning strategy, with practical implications for teachers in improving the quality of learning and opening opportunities for further research in broader contexts and variables.
Co-Authors Alma Fira Khairuddin Niken Oktafioni Septia Enjelita Yulia Rahman