Pengaruh gaya mengajar guru generasi Z terhadap minat dan hasil belajar siswa pada mata pelajaran pendidikan agama Islam

Abstrak

This research is motivated by the conditions at public junior high schools throughout Tanah Datar Regency, where the implementation of innovative and collaborative teaching styles by Generation Z Islamic Religious Education teachers is still in the development stage, although they have already mastered technology. The learning process tends to be dominated by lecture methods and conventional assignments, while the utilization of interactive digital media remains inconsistent. Students' enthusiasm also varies: some demonstrate active engagement, while others are more distracted by gadgets. This study aims to analyze the influence of Generation Z teachers’ teaching styles on students’ interest and learning outcomes in Islamic Religious Education at public junior high schools in Tanah Datar Regency. This research employs a quantitative approach. The population in this study consisted of 436 students. In determining the sample, the researcher used the Yamane and Isaac and Michael formulas. Based on the formulas, this study used a 10% standard error, resulting in a sample size of 81 respondents. The research instruments were in the form of questionnaires and daily tests. The data analysis techniques included normality test, multicollinearity test, heteroscedasticity test, autocorrelation test, simple linear regression test, and multivariate test. Based on the results of the analysis and discussion of the research data, there is a significant influence of 62.9% on learning interest. The linear regression test produced a constant of 65.573, meaning that if the teaching style does not increase, learning interest remains at 65.573. The positive regression coefficient of 0.304 indicates a direct relationship, where an increase of one unit in teaching style increases learning interest by 0.304 units. The sig value of 0.000 < 0.05 proves a significant positive influence on learning interest. Meanwhile, the influence on learning outcomes is 10%. The regression constant of 74.348 shows that learning outcomes remain at 74.348 if the teaching style is zero. The positive regression coefficient of 0.078 indicates that each one-unit increase in teaching style raises learning outcomes by 0.078 units. The sig value of 0.004 < 0.05 confirms a significant positive influence on learning outcomes. The MANOVA test with Wilks’ Lambda obtained a sig value of 0.000 < 0.05, thus proving that Generation Z teachers’ teaching styles have a significant simultaneous influence on students’ interest and learning outcomes.

Abstrak

Penelitian ini dilatarbelakangi kondisi SMP Negeri se-Kabupaten Tanah Datar, di mana implementasi gaya mengajar inovatif dan kolaboratif oleh guru PAI Gen Z masih dalam tahap pengembangan, walaupun telah menguasai teknologi. Proses pembelajaran cenderung didominasi metode ceramah serta penugasan konvensional, sedangkan pemanfaatan media digital interaktif belum konsisten. Antusiasme peserta didik pun beragam: sebagian menunjukkan keterlibatan aktif, sebagian lain lebih teralihkan pada gawai. Penelitian ini bertujuan menganalisis pengaruh gaya mengajar guru Generasi Z terhadap minat dan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam di SMP Negeri se-Kabupaten Tanah Datar. Penelitian ini menggunakan penelitian kuantitatif. Populasi pada penelitian ini berjumlah 436 siswa. Dalam menentukan sampel, penulis menggunakan rumus Yamane dan Isaac and Micheal. Berdasarkan rumus penelitian ini menggunakan standard error 10% maka besar sampel sebanyak 81 responden. Instrumen penelitian ini yaitu dalam bentuk angket atau kuesioner dan ulangan harian. Teknis analisis menggunakan uji normalitas, multikolineaaritas, uji heteroskedastisitas, uji autokorelasi, uji regresi linear sederhana dan uji multivariat. Berdasarkan hasil analisis dan pembahasan dari data penelitian terdapat pengaruh signifikan sebesar 62,9% terhadap minat belajar. Uji regresi linear menghasilkan konstanta 65,573, berarti jika gaya mengajar tidak meningkat, minat belajar tetap 65,573. Koefisien regresi 0,304 positif menandakan hubungan searah, kenaikan satu satuan gaya mengajar meningkatkan minat belajar 0,304 satuan. Nilai sig 0,000 < 0,05 membuktikan pengaruh positif signifikan terhadap minat belajar. Sementara itu, pengaruh terhadap hasil belajar sebesar 10%. Konstanta regresi 74,348 menunjukkan hasil belajar tetap 74,348 bila gaya mengajar bernilai nol. Koefisien regresi 0,078 positif mengindikasikan setiap peningkatan satu satuan gaya mengajar menaikkan hasil belajar 0,078 satuan. Nilai sig 0,004 < 0,05 menegaskan pengaruh positif signifikan terhadap hasil belajar. Uji MANOVA dengan Wilks’ Lambda memperoleh sig 0,000 < 0,05, sehingga terbukti gaya mengajar guru Gen Z berpengaruh signifikan secara simultan terhadap minat dan hasil belajar siswa.