PENGARUH GAYA MENGAJAR GURU TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA

Muhammad, Hafiz Putra (2026) PENGARUH GAYA MENGAJAR GURU TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian didasarkan pada pendekatan humanistik yang menempatkan peserta didik sebagai pusat pembelajaran melalui interaksi yang suportif, personal, dan dialogis. Tujuan penelitian adalah menganalisis pengaruh gaya mengajar guru terhadap hasil belajar peserta didik kelas XI. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi berjumlah 235 siswa dengan sampel 70 responden yang dipilih melalui simple random sampling. Data gaya mengajar dikumpulkan menggunakan angket skala Likert 15 butir, sedangkan hasil belajar diukur melalui tes pilihan ganda 20 soal ranah kognitif. Instrumen dinyatakan valid dan reliabel, serta data memenuhi uji asumsi regresi. Analisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa gaya mengajar berpengaruh signifikan terhadap hasil belajar (t = 2,998; p = 0,004 < 0,05) dengan kontribusi positif. Disimpulkan bahwa gaya mengajar yang adaptif, personal, dan interaksional mendukung peningkatan hasil belajar, sehingga pengembangan kompetensi pedagogis guru perlu dilakukan secara berkelanjutan. ABSTRACT The research is based on a humanistic approach that places learners at the center of learning through supportive, personal, and dialogical interactions. The purpose of the study is to analyze the influence of teachers' teaching style on the learning outcomes of grade XI students. The research uses a quantitative approach with a correlational design. The population is 235 students with a sample of 70 respondents selected through simple random sampling. Teaching style data was collected using a 15-item Likert scale questionnaire, while learning outcomes were measured through a multiple-choice test of 20 cognitive domain questions. The instrument was declared valid and reliable, and the data met the regression assumption test. The analysis uses simple linear regression. The results showed that teaching style had a significant effect on learning outcomes (t = 2.998; p = 0.004 < 0.05) with a positive contribution. It is concluded that an adaptive, personal, and interactive teaching style supports the improvement of learning outcomes, so the development of teachers' pedagogical competencies needs to be carried out on an ongoing basis.

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