Jelajahi seluruh publikasi yang tersedia.
<p> Untuk Mengetahui Metode Dakwah Suluak dan Tawajuah Tarekat Naqsabandiyah di Kecamatan Kamang Magek Kabupaten Agam </p>
<p> <span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 298.433px; top: 445.626px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.848171);">Character</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 367.083px; top: 445.626px; font-size: 18.4px; font-family: sans-serif;">-</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 372.883px; top: 445.626px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.833079);">based teaching methods have become the focus of early childhood </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 466.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.856629);">education, where early childhood is a very vulnerable level of Education and </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 755.367px; top: 466.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.829673);">a unique special </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 486.826px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.861222);">approach to the learning process. This study aims to describe and analyze Character</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 817.567px; top: 486.826px; font-size: 18.4px; font-family: sans-serif;">-</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 823.167px; top: 486.826px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.816502);">Based </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 507.626px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.904806);">Teaching Methods for Early Childhood: An Examination of Ratna Megawangi Thoughts. </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 528.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.83106);">This study used a qualitative approach by conducting a literature r</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 709.917px; top: 528.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.849863);">eview. This approach </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 548.826px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.858082);">shapes children's character through direct learning and practical experience. Meanwhile, the </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 569.426px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.88747);">application of character</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 399.683px; top: 569.426px; font-size: 18.4px; font-family: sans-serif;">-</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 405.283px; top: 569.426px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.861452);">based teaching methods requires teachers who have a deep </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 590.026px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.825658);">understanding of character values to be developed skills in </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 656.117px; top: 590.026px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.842543);">integrating character learning </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 610.626px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.871249);">into the curriculum and daily activities, on the other hand also involving parents and the </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 631.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.885232);">child's social environm</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 393.283px; top: 631.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.864607);">ent in the educational process; </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 636.117px; top: 631.226px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.8822);">to create an environment that </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 651.859px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.849622);">supports the development of children's character.</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 590.317px; top: 651.859px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.835695);">The results of this study indicate that </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 672.659px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.881952);">there are several teaching methods in kindergarten that can be a concern for educators in </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 693.259px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.866242);">developing children's character, including reading, writing and arithmetic schemes, linked to </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 713.859px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.852191);">giving grades and report cards,</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 442.083px; top: 713.859px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.887848);">criticism and information on learning outcomes that tend to </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 734.459px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.868183);">be negative, class quiet and one</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 450.883px; top: 734.459px; font-size: 18.4px; font-family: sans-serif;">-</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 456.683px; top: 734.459px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.873954);">way learning process, as well as intense in the classroom </span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 221.633px; top: 755.059px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.909282);">without ice</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 300.633px; top: 755.059px; font-size: 18.4px; font-family: sans-serif;">-</span><span style="padding: 0px; margin: 0px; color: transparent; position: absolute; white-space: pre; cursor: text; transform-origin: 0% 0%; left: 306.433px; top: 755.059px; font-size: 18.4px; font-family: sans-serif; transform: scaleX(0.883294);">breaking for a long time</span></p>
<p> Memenuhi tuntutan tridarma perguruan tinggi, sekaligus memenuhi beban kerja dosen peridode semester ganjil 2023/2024</p>
<p> Penelitian ini bertujuan untuk mengetahui efektifitas m<span style="font-size:11px;"><span style="background-color: rgb(248, 249, 250); color: rgb(32, 33, 36); font-family: inherit; white-space: pre-wrap;">etode tanya jawab melalui pendekatan humanistik untuk meningkatkan keterampilan berbicara siswa kelas 9 MTS Muhammadiyah Swasta Lawang</span></span></p>
<p> Penelitian ini bertujuan untuk mengetahui efektifitas m<span style="font-size:11px;"><span style="background-color: rgb(248, 249, 250); color: rgb(32, 33, 36); font-family: inherit; white-space: pre-wrap;">etode tanya jawab melalui pendekatan humanistik untuk meningkatkan keterampilan berbicara siswa kelas 9 MTS Muhammadiyah Swasta Lawang</span></span></p>
<p> Penelitian ini bertujuan untuk mengetahui efektifitas m<span style="font-size:11px;"><span style="background-color: rgb(248, 249, 250); color: rgb(32, 33, 36); font-family: inherit; white-space: pre-wrap;">etode tanya jawab melalui pendekatan humanistik untuk meningkatkan keterampilan berbicara siswa kelas 9 MTS Muhammadiyah Swasta Lawang</span></span></p>
<p> Penelitian ini bertujuan untuk mengetahui efektifitas m<span style="font-size:11px;"><span style="background-color: rgb(248, 249, 250); color: rgb(32, 33, 36); font-family: inherit; white-space: pre-wrap;">etode tanya jawab melalui pendekatan humanistik untuk meningkatkan keterampilan berbicara siswa kelas 9 MTS Muhammadiyah Swasta Lawang</span></span></p>
<p> The purpose of this research is to describe the effect of using the drill method for Arabic calligraphy on the writing quality of students at Ma’had Hidayatunnas Bukit Batabuah</p>
<p> untuk mengetahui faktor-faktor yang mempengaruhi masa penyelesaian skripsi dan klasifikasi faktor-faktor tersebut baik mahasiswa laki-laki dan mahasiswa perempuan</p>
<p> Menghasilkan artikel dr penelitian</p>
ABSTRACT Riza Syahfitri, 2322114. An Analysis of Students’ Motivation, Students’ Engagement, and Students’ Critical Thinking in Reading Activity through Deep Learning Approach at SMPN 2 Bukittinggi. English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study investigated the implementation of the Deep Learning approach in English reading activities to foster students’ motivation and engagement and to identify the aspect of critical thinking that was most developed. The study was conducted because students had limited opportunities to participate actively in meaningful reading activities, resulting in low motivation, limited engagement, and insufficient development of higher-order thinking skills. Therefore, this study aimed to examine how Deep Learning was implemented in reading activities and how it contributed to the development of students’ critical thinking. This study employed a mixed-methods approach using a convergent parallel design. The participants were two English teachers and ninth-grade students at SMP Negeri 2 Bukittinggi. Qualitative data were collected through classroom observations, semi-structured interviews, and documentation, while quantitative data were obtained through a reading test based on Krathwohl’s Revised Bloom’s Taxonomy (C4–C6). Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, whereas quantitative data were analyzed using descriptive statistics with SPSS version 25. The findings revealed that the implementation of Deep Learning successfully promoted students’ motivation and engagement through meaningful reading activities, collaborative discussions, questioning, and active participation during classroom learning. Students showed greater interest, confidence, and involvement in constructing understanding from reading texts. Furthermore, the quantitative findings indicated that evaluating (C5) was the most developed aspect of critical thinking (M = 4.65), followed by creating (C6) (M = 3.53) and analyzing (C4) (M = 3.05). Overall, the Deep Learning approach created meaningful reading experiences that enhanced students’ motivation and engagement while supporting the development of critical thinking skills. ABSTRAK Riza Syahfitri, 2322114. Analisis Motivasi, Keterlibatan, dan Berpikir Kritis Siswa dalam Aktivitas Membaca melalui Pendekatan Deep Learning di SMPN 2 Bukittinggi. Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Penelitian ini bertujuan untuk menganalisis implementasi pendekatan Deep Learning dalam aktivitas membaca bahasa Inggris untuk menumbuhkan motivasi dan keterlibatan siswa serta mengidentifikasi aspek berpikir kritis yang paling berkembang. Penelitian ini dilatarbelakangi oleh masih terbatasnya kesempatan siswa untuk berpartisipasi secara aktif dalam kegiatan membaca yang bermakna sehingga motivasi, keterlibatan, dan kemampuan berpikir kritis siswa belum berkembang secara optimal. Oleh karena itu, penelitian ini bertujuan untuk mengkaji bagaimana Deep Learning diimplementasikan dalam aktivitas membaca dan bagaimana implementasinya berkontribusi terhadap perkembangan berpikir kritis siswa. Penelitian ini menggunakan pendekatan mixed methods dengan desain convergent parallel. Partisipan penelitian terdiri atas dua guru bahasa Inggris dan siswa kelas IX SMP Negeri 2 Bukittinggi. Data kualitatif dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi, sedangkan data kuantitatif diperoleh melalui tes membaca berdasarkan Taksonomi Bloom Revisi Krathwohl (C4–C6). Data kualitatif dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña, sedangkan data kuantitatif dianalisis menggunakan statistik deskriptif dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa implementasi Deep Learning mampu meningkatkan motivasi dan keterlibatan siswa melalui aktivitas membaca yang bermakna, diskusi kolaboratif, kegiatan bertanya, serta partisipasi aktif selama proses pembelajaran. Siswa menunjukkan minat, kepercayaan diri, dan keterlibatan yang lebih baik dalam membangun pemahaman terhadap teks bacaan. Selain itu, hasil kuantitatif menunjukkan bahwa aspek evaluating (C5) merupakan aspek berpikir kritis yang paling berkembang (M = 4,65), diikuti oleh creating (C6) (M = 3,53) dan analyzing (C4) (M = 3,05). Secara keseluruhan, pendekatan Deep Learning mampu menciptakan pengalaman belajar membaca yang bermakna sehingga mendukung peningkatan motivasi, keterlibatan, dan kemampuan berpikir kritis siswa.
ABSTRACT Putri Geovanny, 2322109. Evaluation of The English Club (EC) Program Using Kirkpatrick Model at SMA N 2 Bukittinggi. Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M. Djamil Djambek Bukittinggi, 2026. This study evaluated the effectiveness of the English Club (EC) program at SMA N 2 Bukittinggi using the Kirkpatrick Four-Level Model, covering students' Reaction, Learning, and Behavior, as well as the program's Results for students and the school. A mixed methods design with an explanatory sequential approach was used. Questionnaires with a five-point Likert scale were distributed to 60 EC members from Grades X and XI, selected through total sampling, to measure Reaction, Learning, and Behavior. An in-depth interview with the English teacher who also served as the EC advisor was conducted to evaluate Results, supported by document analysis of students' report cards. Quantitative data were analyzed descriptively using SPSS, qualitative data were analyzed thematically, and both were triangulated. Findings showed a very positive Reaction (mean 36.37), though scheduling and material integration need improvement. Learning (mean 34.70) showed stronger gains in vocabulary, listening, and writing confidence than in grammar and speaking fluency. Behavior (mean 35.07) showed fairly strong transfer into real-life use, especially independent practice, though not yet fully consistent. At the Results level, the program improved academic achievement, overseas scholarship numbers, and competition participation, though documentation remained limited. The four levels were interconnected, with a better balance between games and structured material identified as the key improvement needed.
Abstrak Ulfa Hidayati, NIM: 2122062, Judul Skripsi “Pengaruh Pembelajaran Sejarah Kebudayaan Islam Terhadap Sikap Toleransi Siswa Di MAN 3 Solok” Penelitian ini dilatarbelakangi oleh pentingnya pembelajaran Sejarah Kebudayaan Islam (SKI) sebagai sarana internalisasi nilai-nilai Islam yang menekankan sikap toleransi dalam kehidupan sosial peserta didik. Di tengah keberagaman latar belakang sosial dan budaya di lingkungan madrasah, peserta didik dituntut untuk memiliki sikap saling menghargai, menghormati perbedaan, serta mampu hidup berdampingan secara harmonis. Namun, nilai-nilai toleransi tersebut belum sepenuhnya terinternalisasi secara optimal melalui proses pembelajaran, sehingga diperlukan kajian ilmiah untuk mengkaji pengaruh pembelajaran SKI terhadap sikap toleransi siswa. Penelitian ini menggunakan pendekatan mixed method dengan mengombinasikan pendekatan kuantitatif dan kualitatif guna memperoleh pemahaman yang komprehensif terhadap permasalahan penelitian. Pendekatan kuantitatif digunakan untuk mengetahui pengaruh pembelajaran SKI terhadap sikap toleransi siswa kelas X di Madrasah Aliyah Negeri (MAN) 3 Solok, sedangkan pendekatan kualitatif digunakan untuk memperdalam hasil temuan kuantitatif melalui wawancara. Sampel penelitian ditentukan dengan teknik purposive sampling yang melibatkan siswa kelas X MAN 3 Solok sesuai kriteria penelitian. Teknik pengumpulan data meliputi angket dan wawancara. Data kuantitatif dianalisis menggunakan uji regresi sederhana setelah memenuhi uji prasyarat, sedangkan data kualitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pembelajaran Sejarah Kebudayaan Islam berpengaruh secara signifikan terhadap sikap toleransi siswa kelas X di MAN 3 Solok, dengan nilai signifikansi sebesar 0,046 0,05. Temuan ini menunjukkan bahwa pembelajaran SKI berperan strategis dalam membentuk sikap toleransi siswa di lingkungan madrasah dan dapat menjadi rujukan bagi pendidik dalam mengembangkan pembelajaran SKI yang berorientasi pada penguatan karakter toleran peserta didik.
ABSTRACT Annisa Nofita , 2321022. Perceptions of English Department Students At UIN Bukittinggi On The Use Of Artificial Intelligence In Doing The English Task Thesis, English Education Study Program. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. This research aims to investigate the perceptions of English Department students at UIN Bukittinggi toward the use of Artificial Intelligence (AI) in completing English tasks and to identify the challenges they encounter while utilizing it. The study applied a mixed-method approach, combining both quantitative and qualitative data collection techniques. The participants consisted of 59 fifth-semester students, and the data were obtained through a questionnaire developed based on the Technology Acceptance Model (TAM) and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that most students hold positive perceptions of AI use, considering it a beneficial tool that enhances efficiency, accuracy, and confidence in completing both real-world and pedagogical English tasks. However, several challenges were identified, such as overreliance on AI, a decline in critical thinking skills, and ethical concerns regarding academic integrity. Some students admitted to depending heavily on AI-generated responses without critically evaluating them. Despite these concerns, students acknowledged that AI tools such as ChatGPT, Grammarly, and QuillBot are highly useful for writing assistance, paraphrasing, and language improvement. In conclusion, AI contributes positively to students’ learning outcomes, yet it also requires responsible and ethical use to prevent misuse and dependency. Therefore, it is recommended that educators and institutions provide clear ethical guidelines and AI literacy training to promote the responsible integration of AI in English language learning. Keywords: Perception, Artificial Intelligence, English Task, Technology Acceptance Model (TAM), Mixed MethodABSTAK Annisa Nofita, (2321022). Persepsi Mahasiswa Jurusan Bahasa Inggris UIN Bukittinggi terhadap Penggunaan Kecerdasan Buatan (Artificial Intelligence) dalam Mengerjakan Tugas Bahasa Inggris. Skripsi, Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Sjech M. Djamil Djambek Bukittinggi, 2025. Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa Jurusan Bahasa Inggris UIN Bukittinggi terhadap penggunaan Kecerdasan Buatan (Artificial Intelligence/AI) dalam menyelesaikan tugas Bahasa Inggris serta mengidentifikasi tantangan yang mereka hadapi dalam proses penggunaannya. Penelitian ini menggunakan pendekatan metode campuran (mixed method) dengan menggabungkan data kuantitatif dan kualitatif. Partisipan penelitian berjumlah 59 mahasiswa semester lima, dan data dikumpulkan melalui angket berbasis Technology Acceptance Model (TAM) serta wawancara semi-terstruktur. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi positif terhadap penggunaan AI. Mereka menilai bahwa AI memberikan manfaat dalam meningkatkan efisiensi, ketepatan, dan kepercayaan diri ketika menyelesaikan tugas Bahasa Inggris, baik tugas dunia nyata (real-world tasks) maupun tugas pedagogis (pedagogical tasks). Meskipun demikian, penelitian ini juga menemukan beberapa hambatan, seperti ketergantungan berlebihan terhadap AI, penurunan kemampuan berpikir kritis, serta isu etika terkait integritas akademik. Beberapa mahasiswa mengaku sering menggunakan hasil dari AI tanpa melakukan evaluasi kritis terhadap isi atau konteksnya. Walau demikian, mereka tetap mengakui bahwa aplikasi seperti ChatGPT, Grammarly, dan QuillBot sangat membantu dalam penulisan, parafrasa, serta peningkatan kemampuan berbahasa. Sebagai kesimpulan, penggunaan AI memberikan kontribusi positif terhadap proses pembelajaran mahasiswa, namun tetap membutuhkan kesadaran etis dan tanggung jawab akademik agar penggunaannya tidak menimbulkan penyalahgunaan atau ketergantungan. Oleh karena itu, dosen dan lembaga pendidikan diharapkan dapat menyediakan pedoman etika dan pelatihan literasi AI guna mendukung integrasi teknologi ini secara bijak dalam pembelajaran Bahasa Inggris. Kata Kunci: Persepsi, Kecerdasan Buatan, Tugas Bahasa Inggris, Technology Acceptance Model (TAM), Metode Campuran
Penelitian ini dilatarbelakangi oleh adanya tuntutan kepada guru untuk dapat menggunakan metode pembelajaran yang bervariasi disamping itu hasil belajar siswa belum maksimal menggunakan metode diskusi yang diterapkan oleh guru, sehingga dengan begitu bisa berpengaruh ke dalam hasil belajar peserta didik menjadi turun, berdasarkan permasalahan tersebut maka perlu adanya upaya untuk hasil belajar peserta didik dengan menerapkan metode pembelajaran diskusi. Penelitian ini bertujuan untuk mengetahui hasil belajar Akidah Akhlak siswa kelas VIII di MTS Al-Ihsan Pegambiran Pasaman Barat menggunakan metode diskusi lebih baik dari metode tanya jawab Penelitian ini merupakan penelitian kuantitatif dengan metode quasy eksperimen atau eksperimen. Adapun desain yang digunakan The Static Group Comparison atau Randomized Control Group Only Design. Populasi pada penelitian ini adalah siswa kelas VIII Mts Al-Ihsan Pegambiran Pasaman Barat sebanyak 125 siswa, sedangkan sampel diambil dari teknik random sampling dan terpilih kelas VIII 3 sebagai kelas eksperimen dan VIII 4 sebagai kelas kontrol. Penelitian ini dari 2 variabel yaitu metode diskusi dan tanya jawab (x) sebagai variabel bebas dan hasil belajar siswa (Y) sebagai variabel terikat. Teknik pengumpulan data yang digunakan adalah tes berbentuk pilihan ganda sebanyak 15 butir soal. Analisis data yang digunakan adalah uji paired simple t-test. Hasil penelitian menunjukkan bahwa terdapat hasil belajar Akidah Akhlak siswa kelas VIII di MTS Al-Ihsan Pegambiran Pasaman Barat menggunakan metode diskusi lebih baik dari metode tanya jawab. Hal tersebut dilihat dari nilai signifikan 0,000 lebih kecil dari 0,05. Dan juga melihat nilai rata-rata kelas eksperimen sebesar 81,30769 dan untuk rata-rata kelas kontrol diperoleh 70,42857. Berdasarkan hasil diatas dapat disimpulkan bahwa kelas yang menerapkan metode diskusi memiliki rata-rata yang lebih tinggi jika dibandingkan dengan nilai rata-rata kelas yang menerapkan metode tanya jawab. Kata kunci : Metode diskusi, metode tanya jawab, hasil belajar This research is motivated by the demand for teachers to be able to use a variety of learning methods. In addition, student learning outcomes have not been maximized using the discussion method applied by the teacher, so that this can affect student learning outcomes to decrease. Based on these problems, it is necessary to make efforts to improve student learning outcomes by implementing the discussion learning method. This research aims to determine the learning outcomes of Akidah Akhlak for class VIII students at MTS Al-Ihsan Pegambiran West Pasaman using the discussion method which is better than the question and answer method. This research is quantitative research with a quasi-experimental or experimental method. The design used is The Static Group Comparison or Randomized Control Group Only Design. imen was 81.30769 and for the control class the average was 70.42857. Based on the results above, it can be concluded that the class that applies the discussion method has a higher average score when compared to the average value of the class that applies the question and answer method. This research is quantitative research with a quasi-experimental or experimental method. The design used is The Static Group Comparison or Randomized Control Group Only Design. The population in this study was 125 students of class VIII Mts Al-Ihsan Pegambiran West Pasaman, while the sample was taken from a random sampling technique and class VIII 3 was selected as the experimental class and VIII 4 as the control class. This research consists of 2 variables, namely the discussion and question and answer method (x) as the independent variable and student learning outcomes (Y) as the dependent variable. The data collection technique used was a multiple choice test with 15 questions. The data analysis used was a paired simple t-test. The results of the research show that there are results of learning the Aqidah Akhlak of class VIII students at MTS Al-Ihsan Pegambiran West Pasaman using the discussion method better than the question and answer method. This can be seen from the significant value of 0.000 which is smaller than 0.05. And also see that the average value for the experimental class is 81.30769 and for the control class the average value is 70.42857. Based on the results above, it can be concluded that the class that applies the discussion method has a higher average score when compared to the average value of the class that applies the question and answer method. Keywords: Discussion method, question and answer method, learning outcomes
There are four abilities that students need to possess when studying English. The four abilities are speaking, writing, listening, and reading. Learners who wish to become proficient in English both actively and passively should possess these four abilities. Reading, speaking, listening, and writing are the four language skills are crucial for English language learners to acquire in order to communicate successfully, claims Brown (2001). Giving students the skills they need to communicate effectively and correctly is the primary goal of teaching them English. Senior high school students are required to master speaking in various contexts, such as classroom presentations, group discussions, interviews, and others. Thus, speaking skills become a very useful provision for students in their daily lives as well as in preparation for the world of work in the future. There are several reasons why speaking is prioritized in English language for learning. According to Ur (1999) speaking skills are a top priority in English language learning as it allows students to interact directly and communicate their ideas. Therefore, developing students' speaking skills should be the main focus of English language learning at the students are ready for face communication challenges in various life contexts. There are several reasons why students should improve their speaking skills. Firstly, extensive speaking skills will increase effective skills in learners, according to Bygate (2015) speaking skills allow learners to communicate effectively in a variety of situations both ceremonial and relax. Good mastery of English speaking skills will provide significant advantages for students, both in academic contexts and preparation for entering the world of work. Secondly, speaking is a part of confidence in learners in public, with good public speaking that they master, according to Harmer (2006) by practicing speaking, learners will feel more confident in using English. From good speaking skills can also build their confidence in using English in various contexts because of good public speaking. Thirdly, speaking can aid students in comprehending the vocabulary, grammar, and other facets of the English language; this will enhance their ability to communicate, claims Brown (2007). Students discover that speaking is beneficial at various grade levels, and that learning and vocabulary growth have an impact on speaking abilities. In English learning in high school, there are several lessons that they learn from the 10th grade, such as self-introduction, simple conversation, picture description, storytelling, giving opinion, etc. In this learning, it means that the participants are able to speak. However, in reality, students are still far from being able to speak. One of the main causes of students' low speaking ability is the lack of sufficient speaking practice during classroom learning (Kayi, 2006). Efforts are needed to identify and implement methods of learning to speak, so as to increase students' enthusiasm and ability in speaking English. Generally, learners who have not been able to speak in English due to several reasons, grade 10 learners still have limited English vocabulary, so they have difficulty in expressing their ideas and thoughts orally (Thornbury, 2005). Therefore, more intensive and innovative efforts are needed in learning English in high school, by providing more opportunities for meaningful speaking practice, increasing student confidence, and balancing mastery of grammar, vocabulary, and speaking skills so that students can communicate effectively in English. The lack of exposure to English in the school environment in Madya's (2013) research shows that the low use of English in the school environment, both by teachers and students, can hinder the development of English speaking skills in learners. Low motivation to learn English in Marzban & Hashemi (2013) research revealed that students' lack of motivation to learn and practice speaking English can hinder speaking skills. The lack of an effective strategy or method of learning to speak tends to decrease students' interest in practicing speaking English, this makes students feel bored and unmoved in mastering speaking (Renandya & Widodo, 2016). By paying attention to the problems mentioned above, ideally, this is contrary to the reality faced by researchers at school, as evidenced by the results of interviews with Mrs. Wenny, one of the English teachers at SMAN 05 Bukittinggi, researchers obtained information that students were unable to answer the teacher's questions, students were unable to respond in English, still used Indonesian in simple sentences, and had poor memory in speaking and repeating the contents of the lesson. Statistical data at school shows ineffective student performance when speaking English; this was found from the results of interviews with researchers and English teachers at SMAN 05 Bukittinggi, illustrated by the results of student grade data and student involvement while studying in class. Choosing a good learning method that can be applied to improve students' speaking ability is Student Team Achievement Division. STAD is a cooperative learning model that involves students in little group to help every other understand for material and achieve learning objective (Slavin, 2014). The STAD (Student Teams Achievement Division) cooperative learning method is proven to be effective in upgrading students speak ability. The learn conducive by Jacobs & Hannah (2004) found that through STAD learning, students have more opportunities to practice speaking and get feedback from their teammates. The application of STAD cooperative learning method is proven effective from previous research in improving students' speaking ability through increased motivation, practice opportunities, peer involvement, and self-confidence developed during learning. Through STAD, students are expected to practice speaking English actively in groups, thus improving their confidence and speaking ability
Nur Izzatillah, Student ID Number: 2220044, with the research title “The Effectiveness of the Quantum Learning Method to Improve the Speech Skill of Students of the Islamic Senior High School 1 Bukittinggi". Arabic Language Education Department, Faculty of Teacher Training and Education, Sjech M. Djamil Djambek Bukittinggi State Islamic University (UIN), 2024. Experts have developed various methods to be applied in language teaching, one of which is the Quantum Learning Method. The aim of this study was to determine the effectiveness of the Quantum Learning method in upgrading the speech skill of the 11th grade students of the Islamic Senior High School 1 Bukittinggi. The research method used by the researcher is the quantitative research method of the experimental research type using the Pretest Posttest Non-equivalent Control Group Design. Data were collected from three sources: Observation, testing, and documentation. The data analysis technique consists of two phases, which are the prerequisite test consisting of the normality test and the homogeneity test. Then it continues with hypothesis testing, which consists of Paired Sample T Test and Independent Sample T Test. The results of this study showed that the Quantum Learning method is effective and can have a very good effect in upgrading the speech skill of 11th grade students in Islamic Senior High School 1 Bukittinggi.
The problems of this research are that the students consider the Arabic language subject to be difficult to understand, the teacher’s lack of creativity in enhancing the students’ speaking skill, the results of the speaking skill test for primary school students, the students feel that the process of teaching speaking skill is less attractive, and the teacher did not use the phonetic method. In teaching the Arabic language. This research aims to find out the use of the phonetic method to improve the speaking skill of eighth grade students, and to find out the effectiveness of using the phonetic method to improve the speaking skill of eighth grade students. Based on the completion of the post-test in the experimental class and the control class in understanding vocabulary for seventh-semester students at the Bollan Campa Guidance Institute, the author found that in the experimental class in which the vocabulary card method with pictures was applied the average result of the pre-test was 52.03 and the post-test was 79.40 and in the control class in which Applying the method was repeated posttest with an average result of the pretest 49.58 and the posttest 66.34.
This research was conducted for address a few of issues existing in students' speaking ability while learning English at SMK Gema Nusantara Bukittinggi. The problems were the students' fear of being judged badly when speaking English, difficulties in pronunciation, and limited vocabulary. To overcome the issues, reflective teaching method was used in aimed to determine wether there was significant affects of this method to students' speaking ability. The research was convened by using quantitative method and a quasi-experimental design. The population consisted of eleventh-grade students of SMK Gema Nusantara Bukittinggi and purposive sampling was used to select XI Farmasi 3 to be an experimental class (given treatment) and XI Farmasi 1 as the control class (no treatment). Data were obtained from pre-tests and post-tests administered to both classes. SPSS 23 was used to test the normality, homogeneity, reliability, and t-tests for hypothesis testing. The results compared to the t-table in level significance of α = 0.05. The findings get three key outcomes: first, there is a significant effect of reflective teaching method towards students' speaking ability, it shows by the t-calculated value for the class experiment, the pre-test post-test are greater than the t-table value (-14.267 -2.064) ; second, there is a significant difference of speaking ability between students who instructed with reflective teaching method and without reflective teaching method, it indicates by the t-calculated value for the post-test of experimental and control classes are greater than the t-table value (2.394 > 2.008) ; and third, the average of post-test score improvement in class experiment is greater than the control class (11.28 > 4.59). It proves that reflective teaching method is effective in improving students' speaking ability.
