Pengaruh strategi pembelajaran simulasi dan kemandirian belajar terhadap hasil belajar pendidikan agama islam siswa sekolah menengah atas negeri 6 Pematang Siantar
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Institusion
Universitas Islam Negeri Sumatera Utara Medan
Author
Rusyadi, Rusyadi
Subject
2X7.31 Metode dan Sistem Pendidikan Islam
Datestamp
2020-09-15 05:13:05
Abstract :
The objectives of this quasi experimental research were to discover applying whether: (1) the learning achievement of students? Islamic eduction taught by applying simulation instructional strategy were higher than students? learning achievement in Islamic education taught by applying expository instructional strategy, (2) the learning achievement of students? Islamic education with high learning student independent than the learning achievement of students? Islamic education with low learning student independent, and (3) there was are an interaction between instructional strategy and learning student independentin affecting the learning achievement of students? Islamic education. The population of this study was all Grade XI students, State School Six, Pematang Siantar regency, Based on cluster random sampling technique, one class was chosen to be taught by applying simulation instructional strategy dan expository strategy.. The research instrument were a test and questionnaire used to collect the data on learning achievement and to understand students? characteristic of learning student independet. The normality tests of learning achievement data ware Liliefors test, homogenity test was Fisher test and Bartlett test. The technique of data analysis was a two way ANOVA at the level of significance ? = 0.05 followed by Scheffe test. The research findings releaved that: (1) on average the students? learning achievement taught by applying simulation instructional strategy X = 28.12 higher than the average students? learning achievement taught by applying expository learning strategy X = 27.00 with Fcount = 113.96 > Ftable = 3.984, (2) on average the students? learning achievement with high learning student independent was X = 29.61 higher than the learning learning student independent with low X = 25.93 with Fcount = 7.66 > Ftable = 3.984, and (3) there was an interaction between instructional strategy and learning learning student independent toward learning achievement in Islamic education with Fcount = 35.48 > F table = 3.984. Based on the research findings, it can be concluded that students with high learning student independent characteristic, the right instructional strategy used was smulation and students with low learning student independent characteristic, the right instructional strategy used was expository. The implication is that Islamic education teachers should be trained to apply some instructional strategies in teaching, so that the minimum criteria mastery can be achieved
The objectives of this quasi experimental research were to discover applying whether: (1) the learning achievement of students? Islamic eduction taught by applying simulation instructional strategy were higher than students? learning achievement in Islamic education taught by applying expository instructional strategy, (2) the learning achievement of students? Islamic education with high learning student independent than the learning achievement of students? Islamic education with low learning student independent, and (3) there was are an interaction between instructional strategy and learning student independentin affecting the learning achievement of students? Islamic education. The population of this study was all Grade XI students, State School Six, Pematang Siantar regency, Based on cluster random sampling technique, one class was chosen to be taught by applying simulation instructional strategy dan expository strategy.. The research instrument were a test and questionnaire used to collect the data on learning achievement and to understand students? characteristic of learning student independet. The normality tests of learning achievement data ware Liliefors test, homogenity test was Fisher test and Bartlett test. The technique of data analysis was a two way ANOVA at the level of significance ? = 0.05 followed by Scheffe test. The research findings releaved that: (1) on average the students? learning achievement taught by applying simulation instructional strategy X = 28.12 higher than the average students? learning achievement taught by applying expository learning strategy X = 27.00 with Fcount = 113.96 > Ftable = 3.984, (2) on average the students? learning achievement with high learning student independent was X = 29.61 higher than the learning learning student independent with low X = 25.93 with Fcount = 7.66 > Ftable = 3.984, and (3) there was an interaction between instructional strategy and learning learning student independent toward learning achievement in Islamic education with Fcount = 35.48 > F table = 3.984. Based on the research findings, it can be concluded that students with high learning student independent characteristic, the right instructional strategy used was smulation and students with low learning student independent characteristic, the right instructional strategy used was expository. The implication is that Islamic education teachers should be trained to apply some instructional strategies in teaching, so that the minimum criteria mastery can be achieved
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