EFEKTIVITAS MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE AND SHARE (SSCS) TERHADAP MOTIVASI BELAJAR PAI DAN BUDI PEKERTI PESERTA DIDIK DI SMA NEGERI 13 BANDAR LAMPUNG

MUHAMMAD HAIKAL, EL-KHOIRI NAZRIKA (2026) EFEKTIVITAS MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE AND SHARE (SSCS) TERHADAP MOTIVASI BELAJAR PAI DAN BUDI PEKERTI PESERTA DIDIK DI SMA NEGERI 13 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Muhammad Haikal El-Khoiri Nazrika, 2026. Efektivitas Model Pembelajaran Search, Solve, Create And Share (SSCS) Terhadap Motivasi Belajar PAI dan Budi Pekerti Peserta Didik Di SMA Negeri 13 Bandar Lampung (Dosen Pembimbing Akademik: Prof. Dr. SAFARI, S.Ag., M.Sos.I. dan Prof. Dr. UMI HIJRIYAH, M.Pd.) Penelitian ini dilatarbelakangi oleh pentingnya penerapan model pembelajaran inovatif dalam meningkatkan motivasi belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) dan Budi Pekerti yang selama ini masih didominasi pembelajaran konvensional. Rumusan masalah penelitian ini adalah apakah model pembelajaran Search, Solve, Create, and Share (SSCS) berpengaruh terhadap motivasi belajar peserta didik. Penelitian bertujuan untuk mengetahui pengaruh penerapan model SSCS terhadap motivasi belajar peserta didik di SMA Negeri 13 Bandar Lampung. Penelitian menggunakan pendekatan kuantitatif dengan metode quasiexperimental melalui desain posttest-only control group design. Subjek penelitian terdiri atas dua kelas, yaitu kelas eksperimen dan kelas kontrol yang masing-masing berjumlah 30 peserta didik. Teknik pengumpulan data menggunakan angket motivasi belajar yang diberikan pada tahap posttest tanpa pelaksanaan pretest, serta didukung data observasi selama proses pembelajaran berlangsung. Analisis data dilakukan melalui statistik deskriptif dan uji hipotesis menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa rata-rata skor motivasi belajar peserta didik pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, namun hasil uji statistik menunjukkan tidak terdapat perbedaan yang signifikan antara kedua kelompok (p > 0,05), sehingga secara kuantitatif model pembelajaran SSCS belum menunjukkan pengaruh yang signifikan terhadap motivasi belajar peserta didik. Meskipun demikian, hasil observasi pembelajaran memperlihatkan adanya perbedaan proses belajar, di mana peserta didik pada kelas eksperimen menunjukkan keterlibatan aktif, interaksi kelompok yang lebih intens, serta partisipasi dalam diskusi dan pemecahan masalah yang lebih baik dibandingkan kelas kontrol. Temuan ini mengindikasikan bahwaiii penerapan model SSCS memberikan dampak pada aspek proses pembelajaran meskipun belum terdeteksi secara statistik. Penelitian ini diharapkan dapat menjadi referensi bagi guru dalam mengembangkan pembelajaran PAI yang lebih aktif serta menjadi dasar bagi penelitian selanjutnya dengan desain penelitian yang lebih komprehensif. ABSTRACT Muhammad Haikal El-Khoiri Nazrika, 2026. The Effectiveness of the Search, Solve, Create, and Share (SSCS) Learning Model on Students’ Learning Motivation in Islamic Religious Education and Character Development at SMA Negeri 13 Bandar Lampung (Academic Supervisor: Prof. Dr. SAFARI, S.Ag., M.Sos.I. and Prof. Dr. UMI HIJRIYAH, M.Pd.) This research was motivated by the need to implement innovative learning models to enhance students’ learning motivation in Islamic Religious Education (PAI) and Character Education, which has generally been dominated by conventional teacher-centered instruction. The research problem addressed whether the Search, Solve, Create, and Share (SSCS) learning model influences students’ learning motivation. This study aimed to determine the effect of the SSCS learning model on students’ learning motivation at SMA Negeri 13 Bandar Lampung. The research employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The research subjects consisted of two classes, namely an experimental class and a control class, each comprising 30 students. Data were collected through a learning motivation questionnaire administered only at the posttest stage without a pretest, supported by classroom observation conducted during the learning process. Data analysis was carried out using descriptive statistics and hypothesis testing through an independent sample t-test. The results indicated that the mean score of students’ learning motivation in the experimental class was higher than that of the control class; however, statistical analysis revealed no significant difference between the two groups (p > 0.05). Therefore, quantitatively, the SSCS learning model did not demonstrate a statistically significant effect on students’ learning motivation. Nevertheless, observational findings showed noticeable differences in the learning process, where students in the experimental class demonstrated higher participation, more intensive collaborative interaction, and greater engagement in discussion and problem-solving activities compared to those in the control class.v These findings suggest that the implementation of the SSCS model contributes to improvements in the learning process despite the absence of statistically significant outcomes. This study is expected to serve as a reference for teachers in developing more active PAI learning practices and as a basis for future research employing more comprehensive research designs.

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