Hubungan pendekatan pembelajaran mendalam dan pembinaan guru terhadap pemahaman konsep siswa pada mata pelajaran pendidikan agama Islam
DOI:
https://doi.org/10.32832/itjmie.v7i3.23439Kata Kunci:
Pembelajaran Mendalam, Pembinaan Guru, Pemahaman Konsep, Pendidikan Agama IslamAbstrak
This study examines the relationship between deep learning approaches and teacher mentoring and students’ conceptual understanding in Islamic Religious Education. A quantitative approach with a correlational design was employed, involving 79 eighth-grade students selected through purposive sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, and were subsequently analyzed using Spearman’s rank correlation. The findings indicate that the deep learning approach demonstrates a stronger relationship with students’ conceptual understanding (ρ = 0.561; p < 0.05) compared to teacher mentoring (ρ = 0.426; p < 0.05). Simultaneously, both variables contribute to conceptual understanding, although the magnitude of their contribution is relatively modest. These results underscore that active student engagement through deep learning approaches constitutes a primary factor in fostering meaningful conceptual understanding, while teacher mentoring functions as a supporting element in the learning process. Therefore, integrating instructional strategies that emphasize students’ cognitive engagement with effective teacher roles is essential to enhance the quality of learning.
Abstrak
Penelitian ini menganalisis hubungan antara pendekatan pembelajaran mendalam dan pembinaan guru dengan pemahaman konsep siswa dalam pembelajaran Pendidikan Agama Islam. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional terhadap 79 siswa kelas VIII yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket skala Likert yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan korelasi Spearman Rank. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran mendalam memiliki hubungan yang lebih kuat dengan pemahaman konsep siswa (ρ = 0,561; p < 0,05) dibandingkan pembinaan guru (ρ = 0,426; p < 0,05). Secara simultan, kedua variabel memberikan kontribusi terhadap pemahaman konsep, meskipun kontribusinya relatif kecil. Temuan ini menegaskan bahwa keterlibatan aktif siswa melalui pendekatan pembelajaran mendalam menjadi faktor utama dalam membangun pemahaman konseptual yang bermakna, sedangkan pembinaan guru berperan sebagai faktor pendukung dalam proses pembelajaran. Oleh karena itu, diperlukan integrasi strategi pembelajaran yang berorientasi pada aktivitas kognitif siswa dengan peran guru yang efektif untuk meningkatkan kualitas pembelajaran.
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