Garuda - Garba Rujukan Digital

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

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

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.

Hubungan Literasi Digital dengan Berpikir Kritis Siswa dalam Pembelajaran PAI di SMKN 3 Payakumbuh Rista Febrianti; Desti Sartini
YASIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.11230

Digital literacy and critical thinking skills are essential competencies that students need to possess in addressing twenty-first-century learning. Although the relationship between these two competencies has been widely examined, research specifically analyzing the relationship between digital literacy and students’ critical thinking skills in Islamic Religious Education (PAI) learning at vocational high schools remains limited. This study aimed to analyze the relationship between digital literacy and students’ critical thinking skills in PAI learning at SMKN 3 Payakumbuh. The study employed a quantitative approach with a correlational survey design involving 57 respondents selected through simple random sampling. Data were collected using a digital literacy questionnaire and a critical thinking skills test that met the validity and reliability criteria. The data were analyzed using descriptive statistics, prerequisite tests, Pearson Product-Moment correlation, and the coefficient of determination with the assistance of IBM SPSS Statistics. The results showed a positive, very strong, and significant relationship between students’ digital literacy and critical thinking skills (r = 0.988; p < 0.05), with a coefficient of determination of 97.7%. These findings indicate that the higher students’ digital literacy, the higher their critical thinking skills in PAI learning. This study confirms that strengthening digital literacy is an important aspect of supporting the improvement of students’ critical thinking skills. Theoretically, these findings extend the literature on the relationship between digital literacy and critical thinking in the context of PAI learning, while practically, the results can serve as a basis for schools and PAI teachers to integrate digital literacy activities into technology-based learning processes.

Pengaruh Penerapan Strategi Question Students Have (QSH) untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran PAI dan Budi Pekerti di SMPN 3 Bukittinggi Rodiatud Diniyah; Desti Sartini
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11372

The cognitive learning outcomes of seventh-grade students in Islamic Religious Education and Character Education at SMPN 3 Bukittinggi had not yet met the Learning Objective Achievement Criteria (KKTP) in many cases, indicating the need for a learning strategy capable of encouraging students’ active engagement. This study aimed to analyze the effect of implementing the Question Students Have strategy on the learning outcomes of seventh-grade students in Islamic Religious Education and Character Education. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The research sample was selected through purposive sampling, while data were collected using objective tests in the form of a pretest and posttest. The results showed that the mean learning outcome score of the experimental class was 68.00, which was higher than that of the control class at 56.03. The hypothesis test yielded a significance value of 0.006 < 0.05; therefore, H₀ was rejected and Hₐ was accepted. These findings indicate that the implementation of the Question Students Have strategy had a significant effect on students’ learning outcomes. Thus, this strategy can be used as an alternative active learning approach to increase student engagement and support the achievement of learning outcomes in Islamic Religious Education and Character Education.

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