<![CDATA[This study is motivated by the low self-regulated learning and learning outcomes of students in Aqidah Akhlak in class VIII of MTsN 01 Kota Pariaman, resulting from the dominance of the teacher-centered Direct Instruction model. This study aims to determine the difference in self-regulated learning and Aqidah Akhlak learning outcomes between students taught using the Tadzkirah model and those taught using Direct Instruction. A quantitative approach was employed using an experimental method with a Posttest Only Control Group Design. The research sample consisted of class VIII.5 and class VIII.3. Self-regulated learning data were collected through a questionnaire, while learning outcome data were obtained through an objective test. The Independent Samples T-Test showed a significance value (Sig. 1-tailed) of 0.000 < 0.05 for both variables, so H0 was rejected and Ha was accepted; students taught with the Tadzkirah model exhibited higher self-regulated learning and learning outcomes than those taught with Direct Instruction. These findings confirm that the Tadzkirah model effectively enhances students' active engagement and learning achievement, offering teachers an alternative Islamic-values-based teaching strategy and informing schools' curriculum development. Abstrak Penelitian ini dilatarbelakangi oleh rendahnya self regulated learning dan hasil belajar peserta didik mata pelajaran Aqidah Akhlak di kelas VIII MTsN 01 Kota Pariaman akibat dominasi model Direct Instruction yang berpusat pada guru. Penelitian ini bertujuan mengetahui perbedaan self regulated learning dan hasil belajar Aqidah Akhlak antara peserta didik yang belajar dengan model Tadzkirah dan peserta didik yang belajar dengan model Direct Instruction. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain Posttest Only Control Group Design. Sampel penelitian yaitu kelas VIII.5 dan VIII.3. Data self regulated learning dikumpulkan melalui angket, sedangkan data hasil belajar diperoleh melalui tes objektif. Hasil uji Independent Samples T-Test menunjukkan nilai signifikansi (Sig. 1-tailed) sebesar 0,000 < 0,05 pada kedua variabel, sehingga H0 ditolak dan Ha diterima; self regulated learning dan hasil belajar peserta didik yang belajar dengan model Tadzkirah lebih tinggi dibandingkan peserta didik yang belajar dengan model Direct Instruction. Temuan ini menegaskan bahwa model pembelajaran Tadzkirah efektif meningkatkan keterlibatan aktif dan capaian belajar peserta didik, serta dapat menjadi alternatif strategi pembelajaran berbasis nilai-nilai Islam bagi guru dan bahan pertimbangan pengembangan kurikulum bagi sekolah. Dengan demikian, penerapan model pembelajaran Tadzkirah penting untuk terus dikembangkan guna mewujudkan pembelajaran Aqidah Akhlak yang lebih bermakna dan efektif.]]>
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