Inovasi pembelajaran PAI: Dampak TPS, Canva, dan Kahoot pada hasil belajar siswa

Abstract

The low learning outcomes of students in Islamic Religious Education (PAI) subjects require learning innovations that are more active, interesting, and in accordance with student characteristics. This study aims to analyze the impact of the cooperative learning model of the Think Pair Share (TPS) type, Canva media, Kahoot media, and a combination of the three on the learning outcomes of eighth-grade students at SMPN 44 Bandar Lampung. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The study population was 159 eighth-grade students divided into five groups, namely the control class, TPS class, Canva class, Kahoot class, and a combination of TPS-Canva-Kahoot class. Data were collected through learning outcome tests, then analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Levene homogeneity test, Welch ANOVA, and the Games-Howell follow-up test. The results showed that there was a significant impact of learning innovation on PAI learning outcomes (Welch = 6.866; p < 0.001). The combined TPS, Canva, and Kahoot class achieved the highest learning improvement of 22.12%, followed by Canva at 17.51% and Kahoot at 12.96%. Thus, the Islamic Religious Education learning innovation that integrates TPS, Canva, and Kahoot is more effective in improving student learning outcomes than conventional learning or single treatments.

Abstrak

Rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) menuntut adanya inovasi pembelajaran yang lebih aktif, menarik, dan sesuai dengan karakteristik siswa. Penelitian ini bertujuan menganalisis dampak model pembelajaran kooperatif tipe Think Pair Share (TPS), media Canva, media Kahoot, dan kombinasi ketiganya terhadap hasil belajar siswa kelas VIII SMPN 44 Bandar Lampung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain pretest-posttest control group design. Populasi penelitian berjumlah 159 peserta didik kelas VIII yang terbagi ke dalam lima kelompok, yaitu kelas kontrol, kelas TPS, kelas Canva, kelas Kahoot, dan kelas kombinasi TPS-Canva-Kahoot. Data dikumpulkan melalui tes hasil belajar, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, uji homogenitas Levene, Welch ANOVA, dan uji lanjut Games-Howell. Hasil penelitian menunjukkan bahwa terdapat dampak yang signifikan dari inovasi pembelajaran terhadap hasil belajar PAI (Welch = 6,866; p < 0,001). Kelas kombinasi TPS, Canva, dan Kahoot memperoleh peningkatan hasil belajar tertinggi sebesar 22,12%, diikuti Canva 17,51% dan Kahoot 12,96%. Dengan demikian, inovasi pembelajaran PAI yang mengintegrasikan TPS, Canva, dan Kahoot lebih efektif dalam meningkatkan hasil belajar siswa dibandingkan pembelajaran konvensional maupun perlakuan tunggal.