POE (PREDICT,OBSERVE,EXPLAIN): EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR PESERTA DIDIK

Chindy, Aisahara (2026) POE (PREDICT,OBSERVE,EXPLAIN): EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

POE (PREDICT,OBSERVE,EXPLAIN): EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR PESERTA DIDIK Oleh CHINDY AISAHARA ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar dan keterampilan berpikir kritis peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) di SMP Negeri 2 Krui yang masih didominasi oleh pembelajaran Direct Instruction bersifat satu arah. Kondisi tersebut berdampak pada rendahnya partisipasi aktif siswa serta kesulitan dalam mencapai ranah kognitif tingkat tinggi (C6). Penelitian ini bertujuan untuk menguji efektivitas model pembelajaran Predict, Observe, Explain (POE) terhadap hasil belajar PAI. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain post-test only control group design. Sampel penelitian berjumlah 64 siswa kelas VIII yang dipilih melalui teknik cluster random sampling, terdiri atas kelas eksperimen yang menerapkan model POE dan kelas kontrol yang menggunakan Direct Instruction. Instrumen penelitian berupa tes pilihan ganda yang telah divalidasi. Data dianalisis melalui uji normalitas, homogenitas, dan uji hipotesis Mann–Whitney U. Hasil penelitian menunjukkan bahwa data tidak berdistribusi normal tetapi homogen, sehingga pengujian hipotesis menggunakan uji nonparametrik Mann– Whitney U. Nilai Asymp. Sig. (2-tailed) sebesar 0,000 (< 0,05) menunjukkan adanya perbedaan signifikan antara kedua kelompok. Dengan demikian, model pembelajaran POE terbukti lebih efektif dalam meningkatkan hasil belajar PAI dibandingkan model pembelajaran Direct Instruction, karena mampu mendorong keterlibatan aktif, pemahaman konseptual, serta penguatan kemampuan berpikir kritis peserta didik. ABSTRACT This study was motivated by the low learning outcomes and critical thinking skills of students in Islamic Religious Education (PAI) at SMP Negeri 2 Krui, where instruction remains predominantly teacher-centered through the Direct Instruction model. This condition has resulted in limited student participation and difficulties in achieving higher-order cognitive skills (C6). The purpose of this study was to examine the effectiveness of the Predict, Observe, Explain (POE) instructional model in improving students’ learning outcomes in PAI. The study employed a quantitative approach using a quasi- experimental method with a post-test only control group design. The sample consisted of 64 eighth-grade students selected through cluster random sampling, comprising an experimental group that received instruction using the POE model and a control group taught through Direct Instruction. The research instrument was a validated multiple- choice test. Data were analyzed using normality and homogeneity tests, followed by the Mann–Whitney U hypothesis test. The findings indicated that the data were not normally distributed but were homogeneous; therefore, the nonparametric Mann–Whitney U test was applied. The Asymp. Sig. (2-tailed) value of 0.000 (< 0.05) revealed a statistically significant difference between the two groups. In conclusion, the POE model proved to be more effective than Direct Instruction in enhancing students’ learning outcomes in PAI, as it promotes active engagement, deeper conceptual understanding, and the development of critical thinking skills.

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