Optimising Lecture Methods and Learning Motivation to Improve Islamic Cultural History Outcomes: A Case Study at MTs Nurul Qur’an Pakunden Ponorogo

Ahmad Roihan Albanna

doi:10.14421/hjie.2024.41-10

Authors

Ahmad Roihan Albanna Institut Agama Islam Negeri Ponorogo, Indonesia

DOI:

https://doi.org/10.14421/hjie.2024.41-10

Keywords:

Lecture Method, Learning Motivation, Learning Outcomes, Islamic Cultural History

Abstract

Abstract: This study aims to describe the preparation and implementation. It analyses the influence of the conventional lecture method and learning motivation on Islamic Cultural History (SKI) learning outcomes among Grade IX students at MTs. Nurul Qur’an Pakunden. Utilising a quantitative approach with a random sample of 25 students, this research examines the relationship between the conventional lecture method, learning motivation, and learning outcomes through questionnaires and tests. The results show that the traditional lecture method has a 52.8% influence on learning outcomes, while learning motivation contributes 52.2%. Multiple regression analysis indicates that both variables significantly influence SKI learning outcomes by 63.7%. The study suggests that combining the lecture method with more interactive approaches can enhance learning outcomes while emphasising the importance of supporting student motivation. Limitations include the study’s focus on a single school and excluding other potential influencing factors. Future research should include a broader sample and additional variables to provide a more comprehensive understanding of the factors affecting learning outcomes.

Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh metode ceramah konvensional dan motivasi belajar terhadap hasil belajar Sejarah Kebudayaan Islam (SKI) siswa kelas IX di MTs. Nurul Qur’an Pakunden. Menggunakan pendekatan kuantitatif dengan sampel acak sebanyak 25 siswa, penelitian ini mengukur keterkaitan antara metode ceramah konvensional, motivasi belajar, dan hasil belajar melalui kuesioner dan tes. Hasil penelitian menunjukkan bahwa metode ceramah konvensional memberikan pengaruh sebesar 52,8%, sementara motivasi belajar berpengaruh sebesar 52,2%. Analisis regresi berganda menunjukkan bahwa kedua variabel ini secara bersama-sama berpengaruh signifikan terhadap hasil belajar SKI sebesar 63,7%. Implikasi dari penelitian ini menekankan pentingnya penggabungan metode ceramah dengan pendekatan interaktif untuk meningkatkan hasil belajar, serta pentingnya dukungan terhadap motivasi belajar siswa. Keterbatasan penelitian ini meliputi cakupan sampel yang terbatas pada satu sekolah dan variabel lain yang belum diteliti. Penelitian lanjutan disarankan untuk melibatkan sampel yang lebih luas dan mempertimbangkan variabel tambahan untuk memperkaya pemahaman tentang faktor-faktor yang memengaruhi hasil belajar.

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