EFEKTIVITAS MODEL PEMBELAJARAN SCRAMBLE PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI KELAS VIII DI SMP NEGERI 12 TULANG BAWANG BARAT

Fatma, Arsalya (2026) EFEKTIVITAS MODEL PEMBELAJARAN SCRAMBLE PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI KELAS VIII DI SMP NEGERI 12 TULANG BAWANG BARAT. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di tingkat SMP masih didominasi metode ceramah sehingga berdampak pada rendahnya konsentrasi, keaktifan, dan hasil belajar peserta didik. Oleh karena itu, diperlukan model pembelajaran inovatif yang melibatkan peserta didik secara aktif, salah satunya model Scramble yang menekankan kecepatan berpikir, kerja sama, dan partisipasi siswa melalui penyusunan jawaban secara acak. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Scramble terhadap mata pelajaran Pendidikan Agama Islam dan Budi Pekerti kelas VIII di SMP Negeri 12 Tulang Bawang Barat. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment jenis Nonequivalent Control Group Design. Sampel penelitian terdiri dari kelas kontrol yang menggunakan model Inquiry Learning dan kelas eksperimen yang menggunakan model Scramble. Instrumen penelitian berupa tes hasil belajar yang diberikan pada tahap pretest dan posttest. Hasil analisis menunjukkan bahwa kemampuan awal siswa pada kedua kelas tidak berbeda secara signifikan, berdasarkan nilai signifikansi pretest sebesar 0,127 > 0,05. Setelah perlakuan, nilai ratarata posttest kelas eksperimen meningkat menjadi 79,46, lebih tinggi dibandingkan kelas kontrol yang memperoleh rata-rata 68,57. Uji independent sample t-test menghasilkan nilai signifikansi 0,002 < 0,05, yang berarti terdapat perbedaan hasil belajar yang signifikan antara kedua kelompok. Selain itu, tingkat ketuntasan belajar pada kelas eksperimen mencapai 96%, lebih tinggi dibandingkan kelas kontrol sebesar 82%. Temuan ini menunjukkan bahwa model pembelajaran Scramble efektif, serta mampu menciptakan suasana pembelajaran yang aktif, menyenangkan, dan bermakna. Dengan demikian, model Scramble layak dijadikan alternatif strategi pembelajaran pada mata pelajaran PAI dan Budi Pekerti. ABSTRACT Learning of Islamic Religious Education and Character Education at the junior high school level is still predominantly conducted using lecture-based methods, which result in low levels of concentration, student participation, and learning outcomes. Therefore, an innovative learning model that actively engages students is needed, one of which is the Scramble learning model that emphasizes speed of thinking, collaboration, and active student participation through arranging answers in a random order. This study aimed to determine the effectiveness of the Scramble learning model on students’ learning outcomes in Islamic Religious Education and Character Education for eighth-grade students at SMP Negeri 12 Tulang Bawang Barat. The study employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The research sample consisted of a control class that applied the Inquiry Learning model and an experimental class that implemented the Scramble learning model. The research instrument was a learning outcomes test administered in the form of a pretest and a posttest. The results of the analysis indicated that there was no significant difference in students’ initial abilities between the two classes, as shown by the pretest significance value of 0.127 > 0.05. After the treatment, the average posttest score of the experimental class increased to 79.46, which was higher than that of the control class with an average score of 68.57. The independent sample t-test produced a significance value of 0.002 < 0.05, indicating a statistically significant difference in learning outcomes between the two groups. In addition, the mastery learning level in the experimental class reached 96%, which was higher than that of the control class at 82%. These findings indicate that the Scramble learning model is effective in improving students’ learning outcomes and in creating an active, enjoyable, and meaningful learning atmosphere. Therefore, the Scramble learning model is appropriate to be used as an alternative instructional strategy in Islamic Religious Education and Character Education.

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