Pengaruh Joyful Learning berbantuan Smartboard dan motivasi belajar terhadap hasil belajar siswa

Ansor Azhari Simanungkalit (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)
Zulfani Sesmiarni (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)

Idarah Tarbawiyah: Journal of Management in Islamic Education
Vol. 7 No. 8 (2026)

This study is motivated by the suboptimal learning outcomes in Fiqh due to the implementation of learning approaches that remain predominantly teacher-centered and have not fully utilized educational technology. The Joyful Learning strategy assisted by Smartboard media is proposed as an alternative approach to create an active, enjoyable, and engaging learning environment that enhances students’ learning experiences. This study aims to examine the differences in Fiqh learning outcomes between students taught using the Joyful Learning strategy assisted by Smartboard media and those taught through conventional instruction, to analyze differences in learning outcomes based on students’ learning motivation levels, and to investigate the interaction between learning strategies and learning motivation on students’ Fiqh achievement. This research employed a quantitative approach using a quasi-experimental method with a 2×2 factorial design. The sample consisted of 56 fifth-grade students at MIN Kota Bukittinggi, divided into an experimental class and a control class. Data were collected through learning motivation questionnaires and Fiqh achievement tests. The data were analyzed using the Independent Samples t-Test and Two-Way ANOVA at a significance level of 0.05. The findings indicate a significant difference in learning outcomes between students who received the Joyful Learning strategy assisted by Smartboard media and those who received conventional instruction, with students in the experimental class achieving higher learning outcomes than those in the control class. Significant differences were also found among students with high learning motivation, whereas no significant differences were identified among students with low learning motivation. Furthermore, there was no significant interaction between learning strategy and learning motivation on students’ Fiqh learning outcomes. Therefore, the Joyful Learning strategy assisted by Smartboard media is effective in improving students’ Fiqh learning outcomes regardless of their level of learning motivation. This study highlights the importance of pedagogically appropriate technology integration to create interactive, meaningful, and learner-centered educational experiences. Abstrak Penelitian ini dilatarbelakangi oleh belum optimalnya hasil belajar Fikih akibat penerapan pembelajaran yang masih cenderung berpusat pada guru dan belum maksimal memanfaatkan teknologi pembelajaran. Strategi Joyful Learning berbantuan media Smartboard menjadi salah satu alternatif untuk menciptakan pembelajaran yang aktif, menyenangkan, dan meningkatkan keterlibatan siswa. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar Fikih antara siswa yang menggunakan strategi Joyful Learning berbantuan Smartboard dan pembelajaran konvensional, perbedaan hasil belajar berdasarkan tingkat motivasi belajar, serta interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain faktorial 2×2. Sampel penelitian berjumlah 56 siswa kelas V MIN Kota Bukittinggi yang terbagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui angket motivasi belajar dan tes hasil belajar Fikih. Analisis data dilakukan menggunakan uji Independent Sample t-Test dan Two Way ANOVA dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan hasil belajar antara siswa yang mengikuti strategi Joyful Learning berbantuan Smartboard dan pembelajaran konvensional, dengan hasil belajar kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Pada kelompok siswa dengan motivasi belajar tinggi ditemukan perbedaan hasil belajar yang signifikan, sedangkan pada kelompok motivasi belajar rendah tidak terdapat perbedaan yang signifikan. Selain itu, tidak ditemukan interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar Fikih. Dengan demikian, strategi Joyful Learning berbantuan Smartboard efektif meningkatkan hasil belajar Fikih siswa tanpa dipengaruhi tingkat motivasi belajar. Penelitian ini menegaskan pentingnya pemanfaatan teknologi pembelajaran secara tepat untuk menciptakan proses belajar yang interaktif dan bermakna.