IMPLEMENTASI MODEL PEMBELAJARAN SELF ORGANIZED LEARNING ENVIRONMENT (SOLE) DALAM MENINGKATKAN MINAT BELAJAR SISWA KELAS XI PADA MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMK NEGERI 7 BANDAR LAMPUNG

RESTA, ELVINA PUTRI (2025) IMPLEMENTASI MODEL PEMBELAJARAN SELF ORGANIZED LEARNING ENVIRONMENT (SOLE) DALAM MENINGKATKAN MINAT BELAJAR SISWA KELAS XI PADA MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMK NEGERI 7 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Guru memiliki peran penting sebagai sumber belajar yang bertugas menciptakan suasana pembelajaran yang inovatif agar peserta didik lebih semangat dalam mempelajari materi PAI dan Budi Pekerti. Di SMK Negeri 7 Bandar Lampung, rendahnya minat belajar siswa pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti menjadi tantangan tersendiri, yang disebabkan oleh penggunaan metode konvensional dan dominasi ceramah yang kurang melibatkan siswa secara aktif. Untuk menjawab permasalahan tersebut, diterapkan model pembelajaran Self Organized Learning Environment (SOLE) yang berfokus pada pembelajaran mandiri dan kolaboratif guna meningkatkan minat belajar siswa kelas XI. Adapun tujuan dari penelitian ini dalam rangka untuk menganalisis perencanaan, pelaksanaan, dan evaluasi Implementasi Model Pembelajaran Self Organized Learning Environment (SOLE) Dalam Meningkatkan Minat Belajar Siswa Pada Mata Pelajaran PAI Dan Budi Pekerti Kelas XI Di SMK Negeri 7 Bandar Lampung. Selanjutnya, penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian lapangan (Field Research). Sumber data terdiri dari data primer seperti guru PAI dan siswa kelas XI, serta data sekunder berupa dokumen sekolah. Teknik pengumpulan data meliputi wawancara, observasi, dan dokumentasi. Pemilihan subjek penelitian menggunakan teknik purposive sampling, Teknik analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Untuk uji keabsahan data penelitian menggunakan triangulasi sumber, triangulasi teknik, dan triangulasi waktu. Hasil penelitian menunjukkan bahwa implementasi model Self Organized Learning Environment (SOLE) dilakukan melalui tahapan perencanaan, pelaksanaan, dan evaluasi secara sistematis. Tahap perencanaan meliputi penyusunan perangkat ajar seperti modul ajar, perumusan tujuan pembelajaran, penyiapan materi dan model pembelajaran, alat dan bahan ajar, serta penyusunan program semester, program tahunan, dan kalender pendidikan. Pelaksanaan model SOLE terbukti mampu meningkatkan perhatian, ketertarikan, perasaan senang, dan partisipasi aktif peserta didik dalam pembelajaran PAI dan Budi Pekerti. Evaluasi dilakukan melalui tes lisan, tes tertulis, dan penilaian sikap untuk menilai pemahaman dan keterlibatan peserta didik. Secara keseluruhan, model SOLE memberikan dampak positif dalam menciptakan suasana pembelajaran yang interaktif dan kolaboratif. Kata Kunci: Model Pembelajaran Self Organized Learning Environment (SOLE), Minat Belajar, Pendidikan Agama Islam dan Budi Pekerti ii ABSTRACT Teachers play a crucial role as learning resources, creating an innovative learning environment to engage students in Islamic Religious Education (PAI) and Character Building. At SMK Negeri 7 Bandar Lampung, students' low interest in Islamic Religious Education (PAI) and Character Building is a challenge, driven by the use of conventional methods and the dominance of lectures that do not actively engage students. To address this issue, the Self-Organized Learning Environment (SOLE) model, focused on independent and collaborative learning, was implemented to enhance students' learning interest in grade 11. The purpose of this study is to analyze the planning, implementation, and evaluation of the Implementation of the Self Organized Learning Environment (SOLE) Learning Model in Improving Student Learning Interest in Islamic Religious Education Subjects for Class XI at SMK Negeri 7 Bandar Lampung. Furthermore, this study uses a qualitative descriptive approach with a field research type. Data sources consist of primary data such as Islamic Religious Education teachers and class XI students, as well as secondary data in the form of school documents. Data collection techniques include interviews, observations, and documentation. The selection of research subjects uses purposive sampling techniques, data analysis techniques are carried out through data reduction, data presentation, and drawing conclusions. To test the validity of research data using source triangulation, technique triangulation, and time triangulation. The results of the study indicate that the implementation of the Self Organized Learning Environment (SOLE) model was carried out through systematic planning, implementation, and evaluation stages. The planning stage includes the preparation of teaching tools such as teaching modules, formulation of learning objectives, preparation of learning materials and models, teaching tools and materials, as well as the preparation of semester programs, annual programs, and educational calendars. The implementation of the SOLE model has been proven to be able to increase students' attention, interest, feelings of enjoyment, and active participation in Islamic Religious Education learning. Evaluation was carried out through oral tests, written tests, and attitude assessments to assess student understanding and engagement. Overall, the SOLE model has a positive impact in creating an interactive and collaborative learning atmosphere.. Keywords: Self Organized Learning Environment (SOLE) Learning Model, Interest in Learning, Islamic Religious Education and Character

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