Khusnah, Fahiyatin (2011) Penerapan model Advocacy Learning untuk meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa pada mata pelajaran Pendidikan Agama Islam kelas VII F SMP Negeri 13 Kota Malang. Undergraduate thesis, Universitas Islam Negeri Maulana Malik Ibrahim.
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Abstract
ABSTRAK
Pembelajaran pendidikan agama Islam di sekolah selama ini pelaksanaannya masih menunjukkan adanya permasalahan. Metode yang digunakan masih bersifat konvensional, seperti ceramah dan hafalan. Sehingga kurang melibatkan peran siswa dalam proses pembelajaran. Kondisi pembelajaran yang efektif adalah dengan adanya rasa percaya diri, minat dan keaktifan siswa dalam proses belajar mengajar khususnya pada mata pelajaran pendidikan agama Islam. Oleh karena itu, perlu adanya perubahan dengan menggunakan metode yang bersifat student-centered. Berdasarkan latar belakang diatas, maka penulis mengangkat sebuah judul “ Penerapan Model Advocacy Learning untuk Meningkatkan Rasa Percaya Diri, Keaktifan dan Minat Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Kelas VII F SMP Negeri 13 Kota Malang”.
Fokus penelitian ini secara umum dapat dirumuskan sebagai berikut: (1) Bagaimana Penerapan Model Advocacy Learning yang dapat meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa pada mata pelajaran Pendidikan Agama Islam kelas VII F SMP Negeri 13 Kota Malang ?, (2) Bagaimana peningkatan rasa percaya diri, keaktifan, dan minat belajar siswa kelas VII F SMP Negeri 13 Kota Malang setelah diterapkan Model Advocacy Learning pada mata pelajaran Pendidikan Agama Islam ?.
Penelitian ini menerapkan jenis penelitian tindakan kelas (classroom action research), dengan model yang dikembangkan oleh Kemmis dan Taggart. Data penelitian ini berupa hasil dokumentasi, wawancara, dan observasi. Data yang bersifat kualitatif dianalisis secara deskriptif kualitatif, sedangkan data kuantitatif dianalisis secara deskriptif kuantitatif.
Penerapan Model Advocacy Learning pada mata pelajaran Pendidikan Agama Islam yang dapat meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa kelas VII F Pertama, menerapkan prinsip-prinsip penerapan model Advocacy Learning, penggunaan modul, memberikan pengertian dan pembiasaan tentang kerjasama dalam kelompok. Dan kedua, guru berperan sebagai fasilitator, memberikan motivasi kepada peserta didik yang pasif, memberi semangat siswa agar lebih berani mengungkapkan gagasannya, dan berperan aktif dalam pembelajaran.
Penerapan Model Advocacy Learning pada mata pelajaran Pendidikan Agama Islam terbukti dapat meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa kelas VII F SMP Negeri 13 Kota Malang. Hasil observasi di lapangan menunjukkan adanya perbedaan peningkatan rasa percaya diri nilai rata-rata pre-test 1,55 meningkat menjadi 3 pada post test, atau meningkat sekitar 93,5%, sedangkan peningkatan keaktifan nilai rata-rata pre test 1,5, meningkat menjadi 3 pada post test, atau meningkat sebesar 100%. Begitu juga minat dari nilai rata-rata pre test 1,83, meningkat 3,33 pada post test, atau meningkat sekitar 81,9%.
Berdasarkan hasil penelitian ini, peneliti memberikan saran sebagai bahan pertimbangan kepada lembaga agar model Advocacy Learning diharapkan senantiasa meningkatkan kualitas pembelajaran secara lebih baik agar mampu merealisasikan model Advocacy Learning. Begitu pula kepada guru agar menerapkan model Advocacy Learning dalam proses pembelajaran, agar dapat menciptakan lingkungan yang kondusif sehinga dapat meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa. Selain itu, perlu dilakukan penelitian lebih lanjut dengan menggunakan desain penelitian kualitatif sehingga dapat diperoleh pemahaman yang lebih mendalam dan data penelitian yang lebih akurat mengenai penerapan model Advocacy Learning pada mata pelajaran Pendidikan Agama Islam dalam meningkatkan rasa percaya diri, keaktifan dan minat belajar siswa.
ABSTRACT
Islamic religious education lesson at school during this implementation is still indicating a problem. The methods used are conventional, such as lectures and memorization. So that students are less involved role in the learning process. Condition for effective learning is the presence of self-confidence, interest and students' activeness in teaching and learning, especially on the subjects of Islamic religious education. Therefore, the need for change by using methods those are student-centered. Based on the above background, the writer picked up a title "Application of Model Advocacy Learning to Improve Confidence, liveliness and Student Interest Lesson in Islamic Religious Education Class VII F SMPN 13 Malang".
The focus of this study can generally be formulated as follows: (1) How Advocacy Learning Implementation Model which can increase confidence, activity and interest in student learning on the subject of Islamic Religious Education Junior High School class VII F 13 Malang?, (2) How increased self- confidence, liveliness, and interest in learning grade students of SMPN VII F 13 Malang after applied Advocacy Model Learning on the subjects of Islamic Religious Education?
This study applying action research type of classes (classroom action research), the model developed by Kemmis and Taggart. Research data‟s in the form of documentation, interviews, and observation. Qualitative data were analyzed descriptively qualitative, while quantitative data were analyzed descriptively quantitative.
Application of Model Advocacy Learning on the subjects of Islamic Religious Education can improve self-confidence, activity and interest in student learning class VII F First, apply the principles of the application of Advocacy Learning model, the use of modules, and provide understanding and habituation on cooperation in groups. And second, teachers act as facilitators, providing motivation to the learners are passive, encouraging students to be more daring express his ideas, and actively participate in learning.
Application of Model Advocacy Learning on the subjects of Islamic Religious Education proven to improve self confidence, activity and interest in learning grade students of SMPN VII F 13 Malang. The results of field observations indicate a difference in increasing the confidence value of the average pre-test 1.55, rising to 3 on the post test, or an increase of 93.5%, while increased activity of the average pre test 1.5, increased to 3 on the post test, or an increase of 100%. So is interest from the average value of pre test 1.83, up 3.33 at post test, or an increase of 81.9%.
Based on the results of this study, researchers gave suggestions for consideration by the Learning Advocacy institutions are expected to model continuously improve the quality of learning is better to be able to realize Advocacy Learning model. Similarly to the teacher in order to implement the Learning Advocacy model in the learning process, in order to create a conducive environment so that can boost your confidence, liveliness and interest in student learning. In addition, further research needs to be done by using qualitative research design to obtain a deeper understanding and more accurate research data regarding the application of models Advocacy Learning on the subjects of Islamic Religious Education in improving self-confidence, activity and interest in student learning.
Item Type: | Thesis (Undergraduate) | ||||||
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Supervisor: | Rossidy, Imron | ||||||
Contributors: |
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Keywords: | Model Advocacy Learning; PAI; Rasa Percaya Diri; Keaktifan dan Minat Belajar; Learning Advocacy Model; PAI; Confidence; liveliness and interest in learning | ||||||
Departement: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Pendidikan Agama Islam | ||||||
Depositing User: | Fadlli Syahmi | ||||||
Date Deposited: | 16 Nov 2022 09:05 | ||||||
Last Modified: | 16 Nov 2022 09:05 | ||||||
URI: | http://etheses.uin-malang.ac.id/id/eprint/41577 |
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