Abstrak
This thesis was compiled by Suci Delviana Sari NIM 2121121. Islamic Religious Education Study Program. Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi with the title The Relationship Between Teachers' Mastery of Skills in Guiding Small Group Discussions with the Activeness of Jurisprudence Learning of Grade IX Students at MTS Adat and Syara'. Based on the background, it shows some students' behavior is less active, where activeness is one of the important things in the learning process. Low student activeness in participating in the teaching and learning process will certainly result in low student learning outcomes. The purpose of this study is to determine the relationship between the skills of guiding small group discussions and the activeness of fiqh learning in grade IX students at MTS Adat dan Syara'. The method used in this study was a quantitative correlation, with data collection techniques involving the distribution of research questionnaires and documentation. The sample size was 64 students from grades IX A, B, and C. Validity, reliability, normality, linearity, descriptive analysis, and Pearson correlation tests were used. The correlation coefficient (R) = 0.521 indicates a positive but moderate relationship between teacher mastery of skills in guiding small group discussions. The coefficient of determination (R Square) = 0.271, meaning that only 2.71% of the change in students' fiqh learning activity can be explained by teacher mastery of skills in guiding small group discussions. The significance value (p-value) = 0.001 is smaller than 0.05, so the relationship found is not statistically significant. Because the significance value (0.001) 0.05, the decision taken is: H₀ is accepted and Hₐ is rejected. Thus, it can be concluded that there is no significant effect between the relationship between mastery of skills in guiding small group discussions and student learning activity. Although the relationship is positive (r=0.521), the effect is moderate and not strong enough to be considered significant. Therefore, mastering small group discussion leadership skills is necessary to increase student learning engagement.