PENGARUH MODEL PEMBELAJARAN SELF ORGANIZED LEARNING ENVIRONMENT (SOLE) TERHADAP KEAKTIFAN BELAJAR PESERTA DIDIK PADA PEMBELAJARAN FIKIH DI MTS AL-MA’RUF MARGODADI

Alvia, Damayanti (2026) PENGARUH MODEL PEMBELAJARAN SELF ORGANIZED LEARNING ENVIRONMENT (SOLE) TERHADAP KEAKTIFAN BELAJAR PESERTA DIDIK PADA PEMBELAJARAN FIKIH DI MTS AL-MA’RUF MARGODADI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh model Self-Organized Learning Environment (SOLE) terhadap keaktifan belajar siswa pada mata pelajaran Fiqih di MTs Al - Ma’ruf Margodadi. Latar belakang penelitian ini berangkat dari kondisi pembelajaran yang masih cenderung monoton, minim pemanfaatan teknologi, serta terbatasnya keterlibatan aktif siswa dalam diskusi dan pemecahan masalah. Metode yang digunakan adalah pendekatan eksperimen dengan desain quasiexperimental, melibatkan kelas VIII.A sebagai kelas kontrol dengan pembelajaran konvensional dan kelas VIII.B sebagai kelas eksperimen yang menerapkan model SOLE. Instrumen penelitian berupa angket keaktifan belajar yang disusun berdasarkan lima indikator utama, dengan hasil uji validitas menunjukkan 20 butir pernyataan layak digunakan dan reliabilitas sebesar α = 0,607. Hasil penelitian menunjukkan bahwa penerapan SOLE mampu meningkatkan keaktifan belajar siswa secara signifikan, yang ditunjukkan melalui keberanian bertanya, keaktifan dalam diskusi, serta keterlibatan dalam pemecahan masalah, meskipun aspek kemandirian dalam mencari informasi masih perlu ditingkatkan. Temuan ini memberikan implikasi bahwa model SOLE dapat menjadi alternatif strategi pembelajaran inovatif dalam Pendidikan Agama Islam, dengan menempatkan guru sebagai fasilitator serta mendorong siswa menjadi lebih mandiri, interaktif, dan kreatif sesuai dengan tuntutan pembelajaran abad ke-21. ABSTRAK This study aims to analyze the effect of the Self-Organized Learning Environment (SOLE) model on students’ learning activeness in the subject of Fiqh at MTs Al-Ma’ruf Margodadi. The background of this research is rooted in the learning conditions that remain monotonous, with minimal use of technology, and limited opportunities for students to actively engage in discussions or problem-solving. The research method employed was an experimental approach with a quasiexperimental design, involving grade VIII.A students as the control class using conventional learning, and grade VIII. B students as the experimental class implementing SOLE. The research instrument consisted of a learning activeness questionnaire developed from five main indicators, with the validity test results showing 20 items deemed appropriate for use and reliability reaching α = 0.607. The findings reveal that the implementation of SOLE significantly enhances students’ learning activeness. This model encourages students to be more courageous in asking questions, actively participating in discussions, and engaging in problem-solving, although the aspect of independent information-seeking still requires reinforcement. These findings are consistent with previous studies regarding the effectiveness of SOLE in increasing activeness in science subjects, yet present a novelty by focusing on Fiqh learning, which demands not only comprehension but also the application of Islamic law in daily life. The implications of this study emphasize that SOLE can serve as an innovative strategy in Islamic Education (PAI), expanding the teacher’s role as a facilitator and fostering students to become more independent, interactive, and creative in accordance with the demands of 21stcentury education.

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