Model Pembelajaran RADEC: Bagaimana Pengaruhnya Terhadap Keaktifan Belajar Peserta Didik?

Pina, Rama Deani (2026) Model Pembelajaran RADEC: Bagaimana Pengaruhnya Terhadap Keaktifan Belajar Peserta Didik? Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keaktifan belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) di SMP Negeri 1 Purbolinggo, khususnya pada aspek memecahkan permasalahan. Pembelajaran yang masih didominasi metode konvensional menyebabkan peserta didik kurang aktif dalam bertanya, berdiskusi, dan menyampaikan pendapat selama proses pembelajaran berlangsung. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RADEC (Read, Answer, Discuss, Explain, and Create) terhadap keaktifan belajar peserta didik pada mata pelajaran PAI. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen melalui desain Posttest-Only Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas VIII F sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol yang dipilih menggunakan teknik simple random sampling. Instrumen penelitian berupa angket keaktifan belajar yang telah diuji validitas dan reliabilitasnya dengan nilai Cronbach’s Alpha sebesar 0,82. Teknik analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji Independent Sample T-Test menggunakan bantuan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa model pembelajaran RADEC berpengaruh signifikan terhadap keaktifan belajar peserta didik dengan nilai signifikansi sebesar 0,035 < 0,05. Penerapan model RADEC mampu meningkatkan keterlibatan peserta didik dalam membaca, berdiskusi, memecahkan masalah, serta mengembangkan kemampuan berpikir kritis dan kreatif dalam pembelajaran PAI. Dengan demikian, model pembelajaran RADEC dapat dijadikan sebagai alternatif pembelajaran inovatif yang efektif untuk meningkatkan keaktifan belajar peserta didik pada mata pelajaran Pendidikan Agama Islam di tingkat SMP. ABSTRACT This study was motivated by the low level of students’ learning activeness in Islamic Religious Education (PAI) at SMP Negeri 1 Purbolinggo, particularly in problem-solving activities. The learning process, which was still dominated by conventional teaching methods, caused students to be less active in asking questions, participating in discussions, and expressing their opinions during classroom activities. Therefore, this study aimed to determine the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on students’ learning activeness in Islamic Religious Education. This research employed a quantitative approach with an experimental research design using the Posttest-Only Control Group Design. The sample consisted of two eighth-grade classes, namely class VIII F as the experimental group and class VIII B as the control group, selected through simple random sampling. The research instrument was a learning activeness questionnaire that had been tested for validity and reliability, obtaining a Cronbach’s Alpha coefficient of 0.82. Data analysis techniques included normality testing, homogeneity testing, and the Independent Sample T-Test using IBM SPSS Statistics. The results revealed that the RADEC learning model had a significant effect on students’ learning activeness, as indicated by a significance value of 0.035 < 0.05. The implementation of the RADEC model successfully enhanced students’ participation in reading activities, discussions, problem-solving tasks, and the development of critical and creative thinking skills in Islamic Religious Education learning. Therefore, the RADEC learning model can be considered an effective and innovative alternative learning strategy to improve students’ learning activeness in Islamic Religious Education at the junior high school level.

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