Perbandingan Model PBL dengan Model Blended Learning terhadap Hasil Belajar Siswa Kelas IX Mata Pelajaran Agama Islam di SMP
* Corresponding author: ilyasrezki3@gmail.com
Pembelajaran Pendidikan Agama Islam (PAI) di tingkat SMP masih menghadapi berbagai tantangan, terutama terkait rendahnya hasil belajar dan kurangnya keterlibatan aktif siswa dalam proses pembelajaran. Hal ini sebagian besar disebabkan oleh pendekatan konvensional yang masih banyak digunakan guru. Untuk mengatasi permasalahan tersebut, diperlukan model pembelajaran yang inovatif dan mampu meningkatkan partisipasi serta pemahaman siswa.Penelitian ini membandingkan efektivitas model Problem Based Learning dan Blended Learning dalam pembelajaran Pendidikan Agama Islam. Metode eksperimen digunakan dengan desain posttest-only control group pada siswa kelas IX SMP Negeri 3 Panyabungan. Data diperoleh melalui tes esai dan dianalisis menggunakan uji-t. Hasil menunjukkan bahwa model PBL menghasilkan nilai belajar yang lebih tinggi dibandingkan Blended Learning. Temuan ini menunjukkan bahwa PBL lebih efektif dalam meningkatkan hasil belajar siswa dalam konteks mata pelajaran PAI.
Islamic Religious Education (PAI) learning at the junior high school level still faces various challenges, especially related to low learning outcomes and the lack of active student involvement in the learning process. This is largely due to the conventional approach that is still widely used by teachers. To overcome these problems, an innovative learning model is needed that is able to increase student participation and understanding. This study compares the effectiveness of the Problem Based Learning model and Blended Learning in Islamic Religious Education learning. The experimental method was used with a posttest-only control group design on grade IX students of SMP Negeri 3 Panyabungan. Data were obtained through essay tests and analyzed using t-tests. The results showed that the PBL model produced higher learning scores than Blended Learning. These findings indicate that PBL is more effective in improving student learning outcomes in the context of PAI subjects.
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