EFEKTIFITAS MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLEKSING, EXTENDING (CORE) TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMPN 1 BANDAR LAMPUNG

SIMPING, SETYO MURWANI (2026) EFEKTIFITAS MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLEKSING, EXTENDING (CORE) TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMPN 1 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Rendahnya kemampuan berpikir tingkat tinggi peserta didik, khususnya pada ranah evaluasi (C5), dalam pembelajaran Pendidikan Agama Islam (PAI) masih menjadi persoalan utama. Pembelajaran PAI cenderung berorientasi pada hafalan dan pemahaman literal, sehingga peserta didik kurang terlatih dalam menilai, mempertimbangkan, dan mengevaluasi fenomena keagamaan secara kritis dalam konteks Qur’ani dan keberagaman sosial. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) terhadap hasil belajar PAI pada ranah evaluasi (C5) peserta didik SMP. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain post-test only control group. Sampel dipilih menggunakan teknik simple random sampling. Instrumen berupa tes kognitif C5 yang telah dinyatakan valid dan reliabel. Data dianalisis melalui uji normalitas, homogenitas, dan uji independent sample t-test. Hasil analisis menunjukkan bahwa data berdistribusi homogen dan memenuhi asumsi pengujian. Uji hipotesis menunjukkan nilai signifikansi (Sig. 2-tailed) sebesar 0,237 >0,05, yang berarti dapat disimpulkan bahwa model pembelajaran yang di tetarapkan berpengaruh signifikan terhadap hasil belajar peserta didik. Penelitian ini memberikan kontribusi teoretis dan praktis bahwa model CORE efektif dalam meningkatkan kemampuan evaluasi (C5) peserta didik pada pembelajaran PAI yang terintegrasi dengan nilai Islam moderat dan konteks Qur’ani, serta menjadi alternatif strategis pembelajaran PAI berbasis HOTS. Kata Kunci: Model CORE; Hasil Belajar; Kemampuan Evaluasi (C5). ABSTRACT The low level of higher-order thinking skills among students, particularly in the evaluation domain (C5), remains a major issue in Islamic Religious Education (PAI) learning. PAI learning tends to be oriented toward memorization and literal understanding, thus under training students in critically assessing, considering, and evaluating religious phenomena within the context of the Quran and social diversity. This study aims to determine the effect of the CORE (Connecting, Organizing, Reflecting, Extending) learning model on PAI learning outcomes in the evaluation domain (C5) of junior high school students. The study used a quantitative approach with a quasi-experimental method and a post-test-only control group design. The sample was selected using simple random sampling. The instrument was the C5 cognitive test, which has been declared valid and reliable. Data were analyzed using normality tests, homogeneity tests, and independent sample t-tests. The analysis showed that the data were homogeneously distributed and met the test assumptions. The hypothesis test showed a significance value (Sig. 2-tailed) of 0.237 > 0.05, indicating that the applied learning model significantly influenced student learning outcomes. This study provides theoretical and practical contributions, demonstrating the effectiveness of the CORE model in improving students' evaluation skills (C5) in Islamic Religious Education (PAI) learning integrated with moderate Islamic values and the Qur'anic context, and serves as a strategic alternative for HOTS-based Islamic Religious Education (PAI) learning. Keywords: CORE Model; Learning Outcomes; Evaluation Skills (C5).

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