PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PAI PESERTA DIDIK DI SMP NEGERI 1 PARDASUKA

DEWI, LESTARI (2025) PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PAI PESERTA DIDIK DI SMP NEGERI 1 PARDASUKA. Masters thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (15MB)
	PDF Restricted to Repository staff only Download (30MB)

Abstract

ABSTRAK PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PAI PESERTA DIDIK DI SMP NEGERI 1 PARDASUKA Oleh: DEWI LESTARI NPM: 2186108003 Hakikat manusia hidup di dunia ini adalah untuk belajar. Salah satu indikator keberhasilan proses belajar mengajar dapat dilihat dari pencapaian hasil belajar peserta didik. Kebutuhan akan metode pembelajaran yang inovatif dan partisipatif menjadi krusial untuk meningkatkan hasil belajar dan minat siswa. Penelitian ini berupaya membandingkan dampak kedua model tersebut dan menentukan apakah ada pengaruh signifikan dari model GI dan minat belajar terhadap hasil belajar PAI. Penelitian ini menggunakan jenis penelitian kuantitatif dengan pendekatan komparatif dan eksperimental. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Pardasuka, dengan sampel sebanyak 84 siswa yang terbagi menjadi dua kelompok: kelas VIII A (42 siswa) sebagai kelas eksperimen yang diajarkan dengan model Group Investigation, dan kelas VIII B (42 siswa) sebagai kelas kontrol yang diajarkan dengan model Jigsaw. Teknik pengambilan sampel yang digunakan adalah simple random sampling. Teknik analisis data yang digunakan meliputi uji prasyarat analisis (uji normalitas dan homogenitas) dan uji hipotesis (uji-t). Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan dari penerapan model pembelajaran Group Investigation terhadap hasil belajar PAI. Hal ini dibuktikan dengan hasil uji hipotesis, di mana nilai thitung = 5.8521 lebih besar dari ttabel = 2.000 pada taraf signifikansi α = 0.05. Rata-rata nilai pasca-tes kelas eksperimen yang menggunakan model GI adalah 86.3, sedangkan rata-rata kelas kontrol yang menggunakan model Jigsaw adalah 75. Hasil ini menunjukkan bahwa model Group Investigation lebih efektif dalam meningkatkan hasil belajar dibandingkan model Jigsaw. Secara keseluruhan, penelitian ini menyimpulkan bahwa model pembelajaran kooperatif tipe Group Investigation memiliki pengaruh positif dan signifikan terhadap hasil belajar PAI siswa. Direkomendasikan agar guru dapat menerapkan model ini untuk meningkatkan tidak hanya hasil belajar, tetapi juga minat dan partisipasi aktif siswa dalam proses pembelajaran. Kata kunci: Metode Group Investigation, Hasil Belajar, PAI v ABSTRAT Effect of Cooperative Learning Strategies Group Investigation to the Student Results on Subjects of PAI at Junior High School 1 Pardasuka.. By : DEWI LESTARI NPM: 2186108003 The essence of human life in this world is to learn. One indicator of the success of the teaching and learning process can be seen from the achievement of student learning outcomes. The need for innovative and participatory learning methods is crucial to improving student learning outcomes and interest. This study seeks to compare the impact of the two models and determine whether there is a significant influence of the GI model and learning interest on Islamic Religious Education (PAI) learning outcomes. This study used a quantitative research method with a comparative and experimental approach. The study population was all eighth-grade students at SMP Negeri 1 Pardasuka, with a sample of 84 students divided into two groups: class VIII A (42 students) as the experimental class taught using the Group Investigation model, and class VIII B (42 students) as the control class taught using the Jigsaw model. The sampling technique used was simple random sampling. Data analysis techniques included prerequisite analysis tests (normality and homogeneity tests) and hypothesis testing (t-test). The results showed a significant influence of the implementation of the Group Investigation learning model on Islamic Religious Education (PAI) learning outcomes. This is proven by the results of the hypothesis test, where the t-value = 5.8521 is greater than the t-table = 2.000 at a significance level of α = 0.05. The average post-test score of the experimental class using the GI model was 86.3, while the average score of the control class using the Jigsaw model was 75. These results indicate that the Group Investigation model is more effective in improving learning outcomes than the Jigsaw model. Overall, this study concludes that the Group Investigation type of cooperative learning model has a positive and significant influence on students' Islamic Religious Education learning outcomes. It is recommended that teachers can apply this model to improve not only learning outcomes, but also students' interest and active participation in the learning process. Keywords: Method Group Investigation, Learning Outcomes, PAI. vi ُ ُصَّخَ ل ُ لما ُ ُ ِتَِّ ماُ ِتا َ ِ ّشَّؤ ُ م ْ ماُ ْنِ م َ وُ. ُ م لَُّ عَّتماُ َ ِهُِ ِ م َ ما َ ع ْ ماُا َذَىُ ِفُِ ِ َشََب ْ ماُ ِ ةا َ ي َحُ َةَ عيِب َظُ َّنَأُ ِرْ ك ِ ّل ِبُِ ٌ ري ِدَج ُ َّ لّمعماُ اَيُل ِ ّلَ ُ يُُ ِ تَِّ ماُ ِ م لَُّ عَّتماُ ُ جِ ئاَتَ هُ َ ِ هُِ ِ م لَُّ عَّتما َ وُ ِ يمِ ل ْعَّتماُ ِ ة َّ ي ِ ل َ عَُ ِ حا َ نَ ُ ُلِواَ ُ يَُ وُ. ِبُ َّ لّمعم ُ َلََعُ ملُدَث ُ َ َ ّ اُ َةَجا ََْ ماُ َّنَأُ ِ ِِا َ َ ْ ماُ ْنِ م َ وُ. ُبُ اُ ِ ما َ م ِ تْىا َ وُ ِ م لَُّ عَّتماُ ِجِ ئاَتَ هُ ِينِ سْحَت ِ مُ ٌّ مِيُمُ ٌ رْمَأُ َ ِهُِ ٍ ة َّ ي ِ ك ُ را َشَ ج َ وُ ٍ ة َ رَكَت ْ ب ُمُ ٍ ة َّ ي ِ يم ِ ل ْعَث ُ َبي ِ ما َ سَأ ُ َ ُ ِقي ِ ل ْحَّتماُ ِ جَذَ ُ مَ ن ِ مُ ٌيرِب َ كُ ٌيرِ جِأَثُ َكا َ نُىُ َنَكَُا َذ ّ اُا َمُ ِدي ِدْ َ تَ ُ ِ ة َّ ي ِ م َ لّْ س ّ ْ لْاُ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َ يِب ْ َّتَّماُ ِ ةَّدا َ م ِ مُ ِ م لَُّ عَّتماُ ِجِ ئاَتَ هُ َلََعُ ِ م لَُّ عَّتماُ ِ ما َ م ِ تْىا َ وُ ِ ّ يِعا َ م َجْ ما وُ ِ ْينَجَذَ ُ مَّنماُ ِيرِ جِأَثُ ِ ةَ ه َ راَلُمُ ِفُِ ُثْحَ ب ْ ماُا َذَى ُ ُثْحَ ب ْ ماُا َذَىُ ُم ِدْخَت ْ سَي ُ . ُ ِفُِ ِنِ ماَّثماُ ِ ّفَّصماُ ِبُ َّ لُّظُ ِ عي ِ َجَُ ْنِ مُ ِثْحَ ب ْ ماُ ُ ةَ نِ ّ يَعُ ْتَف َّ م َأَثُ. ٍ ّ ِبيِرْ َ تََ وُ ٍنِراَلُمُ ٍجْ َنَُ َ عَمُا ًّ ي ِ ّ َ ك ُ َ َ ّ اُا ً ب ِ ما ُ 48 ُ ْنِ مُ ِ ةَ ه َّ ََكُ م ْ ماُ ِ ةَ نِ ّ ي َ ع ْ ماُ ُيم ِ سْلَثَُّ َ تَُ ُثْ ي َحُ، َكََ ُ ساَد ْ ر َ بُِ ِفِ َُظ ُ ِقي ِ ل ْحَّتماُ ِ جَذَ ُ مَ هُ ِ ما َدْخِ ت ْ س ِبُِ ُ و ُ سيِرْدَثُ م ِ تَِ يُ ٍ ّ ِ بيِرْ َ تَُ ٍ ّ فَ صَ كُ )ا ً ب ِ ما َظ ُ َكَ َ وُ.َ ُ سْغي ِجُ ِجَذَ ُ مَ هُ ِ ما َدْخِ ت ْ س ِبُُِو ُ سيِرْدَثُ م ِتَِ يُ ٍ ة َ بَكا َ رُمُ ِ ّفَ صَ كُ)ا ً ب ِ ما َظ ُ َن ُ 1 ُا ًّ ي ِ ثْ َ بَُا ًيم ِم ْ صَث ُ ِ ة َّ ي ِ مَ ُكُحْ ماُ ِ ةَعِ ّ سَ ََت ُ م ْ ماُ ِ ة َ سَ رْد َ م ْ ما ُ ُ 84 84 ( أ 4 (بُ ُ م فَّصماُ : ِ ْينَتَعَ ُ م ْجَم 4 ُ مفَّصما َ وُ،ِ ّ يِعا َ م َجْ ما ُ ِلي ِ لْ َ تَ ُ ُتا َّ ي ِ نْل ِ ثُ ْتَ ل ِ َ شََ وُ.َطي ِ سَب ْ ماُ َّ ِئِا َ َ ْشَ ع ْ ماُ ِتا َ نِ ّ ي َ ع ْ ماُ َذْخَأُ َ َُىُ ُمَدْخَت ْ سُ م ْ ماُ ِتا َ نِ ّ ي َ ع ْ ماُ ِذْخَأُ ُبَُُ ل ْ سُأ ُ) ِسُ وا َجَّتما َ و ُ ِ ةَ عيِب َّعماُ ِ تا َ را َ ب ِ تْخا(ُ ِ ة َّ ي ِ سا َ سَ ْ لْاُ ِ تا َ ب َّ ل َعَت ُ م ْ ماُ ِ لي ِ لْ َ تَُ ِ تا َ را َ ب ِ تْخاُ ُ ةَمَدْخَت ْ سُ م ْ ماُ ِ تَنَا َ ي َ ب ْ ما t ) َُتَ هُ َلََعُ ِ ّ يِعا َ م َجْ ماُ ِ م لَُّعَّتماُ ِجَذَ ُ مَ هُ ِقيِب ْعَت ِ مُ ٍيرِب َ كُ ٍيرِ جِأَثُ ِ دَُجُ وُ َ َ ّ اُ ِثْحَ ب ْ ماُ ُجِ ئاَتَ هُ ُير ِ شُ جُ َ كَم ُ َ را َ ب ِ تْخا(ُ ِتا َّ ي ِضْ رَف ْ ماُ َ را َ ب ِ تْخا َ و ُ ِفُِ ِ م لَُّ عَّتماُ ِجِ ئا t-hitung = ُ َةَيم ِ كُ َّنَأُ ُثْ ي َحُ، ِ ة َّ ي ِضْ رَف ْ ماُ ِرا َ ب ِ تْخاُ ِجِ ئاَتَ هُ ْنِ مُ َ ِلَِذُ ُحِضَّت َ ي ُ َ وُ. ِ ة َّ ي ِ م َ لّْ س ّ ْ لْاُ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َ يِب ْ َّتَّما ُُطِ ّ سَ ََت ُمُ َنَكَُ. α = 0.05 ُ ِ َ لَ َ لَْدُىَ ََت ْ سُمُ َدْن ِع ُ، 4..8 ُ ِ ّ يِعا َ م َجْ ماُ ِ قي ِ ل ْحَّتماُ َ جَذَ ُ مَ هُ َ مَدْخَت ْ ساُي ُ t-table = 2.000 ُ ِ ةَيم ِ كُ ْ نِ مُ ُ َ بَْ ك َ أ ُ 5.8521 ُ ِ َّ لاُ ِ ّ ِ بيِرْجَّتماُ ِ ل ْ صَف ْ ل ِ نُ ِ قِح َّ لّماُ ِرا َ ب ِ تْخ ِلْاُ ِ تا َجَ رَد ُ ُير ِ شُ جُ. 57 ُ ِ ةَجَ رَدُ َلََعَُ ُ سْغي ِجُ َجَذَ ُ مَ هُ َمَدْخَت ْ ساُيِ َّ لاُِطِبا َّضماُ ِل ْ صَف ْ ماُ ِتا َجَ رَدُُطِ ّ سَ ََت ُمُ َنَكَُا َ مَنْي َ ب ُ ِجَذَ ُ مَ هُ ْ نِ مُ ِ م لَُّ عَّتماُ ِجِ ئاَتَ هُ ِ ينِ سْ َ تَُ ِفُِ ًة َّ ي ِ ما َ عَفُ ُ َثَْ ك َُّ ُ ِقي ِ ل ْح ُ َ أُ ِ ّ يِعا َ م َجْ ماُ ِ قي ِ ل ْحَّتماُ َ جَذَ ُ مَ هُ َّ نَأُ َ َ ّ اُ ُجِ ئاَتَّنماُ ِ ه ِذَى تماُ َ لََعُ ِ ِ ئِاَل ْ ماُ ِ ّ ِ نُ وا َ عَّتماُ ِ م لَُّ عَّتماُ َ جَذَ ُ مَ هُ َّ نَأُ َ َ ّ اُ ُثْحَ ب ْ ماُا َذَىُ َ صَ لَخُ ْدَلَفُ،ا ًمَ ُ عََ وُ.َ ُ سْغي ِج ُ َصََُ ي َ وُ. ِ ة َّ ي ِ م َ لّْ س ّ ْ لْاُ ِ ة َّ ي ِ ني ِ ّلاُ ِ ة َ يِب ْ َّتَّماُ ِ ةَّدا َمُ ِفُِ ِبُ َّ لّمعماُ ِ م لَُّ عَثُ ِجِ ئاَتَ هُ َلََع ُ ْ م َُُ ك َ را َش ُ ٌّماَى َ وُ ٌّ ِبِاَيج ّ اُ ٌيرِ جِأَثُُ َ لَُ ِ ّ يِعا َ م َجْ ما ُُم َ وُ ِ بُ َّ لّمعماُ ُما َ م ِ تْىاُ َ ِلَِذَ ك َ وُ، ِ م لَُّ عَّتماُ ِجِ ئاَتَ هُ ِينِ سْحَت ِ مُ َجَذَ ُ مَّنماُا َذَىُ َنَ ُ سِ ّ رَدُ م ْ ماُ َقِ ّ ب َعُ يُ ْنَأِب . ِ م لَُّ عَّتماُ ِ ة َّ ي ِ ل َ عَُ ِفُِ ُ ة ُ ُ ُ ة َّ ي ِ م َ لّْ س ّ ْ لْاُ ُ ة َّ ي ِ ني ِ ّلاُ ُ ة َ يِب ْ َّتَّماُ، ِ م لَُّ عَّتماُ ُجِ ئاَتَ هُ،ِ ّ يِعا َ م َجْ ماُ ِقي ِ ل ْحَّتماُ ُجَذَ ُ مَ ه ُ ُ َعِشا َّنما ُ : ُ ة َّ ي ِ سي ِ ئ َّ رماُ ُتا َ م ِ َكَْ ما

Actions (login required)

View Item