<![CDATA[Motivation is a crucial factor in Islamic Religious Education (PAI) learning activities; however, current phenomena indicate that the percentage of students' learning motivation is still below 50%. Given this fact, the low level of students' learning motivation can certainly hinder the learning process. Therefore, non-cognitive diagnostic assessment becomes one of the efforts to determine students' motivation levels at the beginning of the learning activities. This can help diagnose students' initial conditions, serving as a basis for developing lesson plans to be implemented in the classroom. This study aims to describe the impact of applying non-cognitive diagnostic assessment on students' learning motivation in PAI subject for Phase D at SMPN 1 Karangtengah Garut with the "Mandiri Berbagi" independent curriculum type. This research uses a quantitative approach with a descriptive method. The data collection methods used are observation, documentation study, and questionnaires. The research subjects consist of 32 students in Phase D. The results show that non-cognitive diagnostic assessment significantly affects students' learning motivation in Phase D by 21.3% and falls within the interval of 0.20 – 0.39, which is categorized as "Low." Keywords: Non-cognitive diagnostic assessment, learning motivation, PAI learning Phase D]]>
Copyrights © 2024
