EFEKTIVITAS MODEL PEMBELAJARAN ARCS (ATTENTION, RELEVANCE, CONFIDENCE, AND SATISFACTION) TERHADAP MOTIVASI BELAJAR PAI PESERTA DIDIK SMKN 8 BANDAR LAMPUNG

Meri, Aryani (2026) EFEKTIVITAS MODEL PEMBELAJARAN ARCS (ATTENTION, RELEVANCE, CONFIDENCE, AND SATISFACTION) TERHADAP MOTIVASI BELAJAR PAI PESERTA DIDIK SMKN 8 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan menganalisis efektivitas model pembelajaran ARCS terhadap motivasi belajar mandiri peserta didik dalam pembelajaran Pendidikan Agama Islam (PAI). Research gap penelitian ini terletak pada masih terbatasnya kajian empiris tentang penerapan ARCS pada konteks PAI di SMK yang secara spesifik berfokus pada motivasi belajar mandiri. Penelitian menggunakan pendekatan kuasi-eksperimen dengan desain posttest-only control group. Sampel terdiri atas 65 Peserta didik kelas X SMKN 8 Bandar Lampung, yaitu 33 Peserta didik kelas eksperimen dan 32 Peserta didik kelas kontrol yang dipilih melalui simple random sampling. Data dikumpulkan menggunakan angket reliabel (α = 0,777) dan dianalisis menggunakan uji t. Hasil penelitian menunjukkan bahwa model ARCS berpengaruh signifikan terhadap motivasi belajar mandiri Peserta didik (p = 0,006). Kebaruan penelitian ini terletak pada integrasi ARCS dalam pembelajaran PAI berbasis kemandirian belajar di lingkungan pendidikan kejuruan. Temuan ini berimplikasi pada penguatan desain pedagogi PAI yang motivasional, kontekstual, dan berorientasi pada pengembangan karakter belajar mandiri, serta berkontribusi pada pengayaan kajian pedagogik berbasis motivasi dalam pendidikan agama. Kata Kunci : Attention, Relevance, Confidence, and Satisfaction (ARCS), Motivasi Belajar Peserta didik, Pendidikan Agama Islam ii ABSTRACT This study examined the effectiveness of the ARCS learning model in enhancing students’ independent learning motivation in Islamic Religious Education (IRE). The explicit research gap addressed is the limited empirical evidence on ARCS implementation in vocational IRE contexts that specifically focuses on independent learning motivation. A quasi-experimental posttest-only control group design was employed. The sample consisted of 65 tenth-grade students of SMKN 8 Bandar Lampung, with 33 students in the experimental class and 32 in the control class, selected through simple random sampling. Data were collected using a reliable motivation questionnaire (α = 0.777) and analyzed using an independent samples t-test. The results indicated a significant positive effect of the ARCS model on students’ independent learning motivation (p = 0.006), reflecting a moderate-to-strong effect size. The novelty of this study lies in integrating the ARCS framework into IRE instruction to foster independent learning motivation in vocational education. These findings imply that ARCS offers an innovative pedagogical framework for designing motivational, contextual, and character-oriented IRE learning and contributes to the advancement of motivation-based pedagogy in religious education. Keywords: Attention, Relevance, Confidence, and Satisfaction (ARCS) Model, Student Learning Motivation, Islamic Religious Education

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