MILASARI MILA

Pengaruh Model Pembelajaran Probing Prompting Terhadap Hasil Belajar Siswa di SMPN 2 Tanjungpinang

Introduction

Pengaruh model pembelajaran probing prompting terhadap hasil belajar siswa di smpn 2 tanjungpinang. Penelitian ini mengkaji pengaruh model pembelajaran probing prompting terhadap hasil belajar siswa kelas VIII Pendidikan Agama Islam di SMPN 2 Tanjungpinang. Ditemukan ada hubungan signifikan.

Abstract

This study aims to determine whether there is an effect of applying the probing prompting learning model on the learning outcomes of eighth-grade students in Islamic Religious Education at SMPN 2 Tanjungpinang. Based on observations, teachers' questions can also stimulate children to improve their learning outcomes, so creativity and diversity in question models are needed to strengthen students' comprehension skills. Meanwhile, based on the questionnaire, it was found that there is an effect on students' learning outcomes with the application of the probing-prompting learning model in the subject of Islamic Religious Education. The calculated value of rxy = 0.434 falls between the values (0.40-0.60). Thus, rxy = 0.434 is greater than the r table at the 5% significance level and the 1% significance level (0.2586 < 0.3357 < 0.434), meaning that Ha is accepted and Ho is rejected. Therefore, it can be concluded that there is a significant relationship between the application of the probing-promoting learning model for eighth-grade students and their learning outcomes at SMPN 2 Tanjungpinang.

Review

This study investigates the effect of the probing-prompting learning model on the learning outcomes of eighth-grade students in Islamic Religious Education at SMPN 2 Tanjungpinang. The topic is highly relevant to educational practitioners seeking effective pedagogical strategies, particularly in subject areas that benefit from enhanced comprehension and active student engagement. The abstract clearly states the research objective and identifies a perceived need for diverse questioning models to stimulate student learning, providing a practical context for the study's relevance. The abstract presents a key finding: a significant relationship between the application of the probing-prompting model and students' learning outcomes. This conclusion is supported by statistical evidence, with an rxy value of 0.434 which is reported to be greater than the critical r-table values at both 5% and 1% significance levels. This quantitative finding suggests a positive association that could be valuable for educators considering the adoption of such interactive teaching methodologies. The emphasis on teacher questions stimulating children and the need for creativity in question models is a particularly insightful observation derived from the study. While the abstract points to a significant relationship, its claim of determining an "effect" warrants further scrutiny. The statistical analysis presented (rxy value) indicates a correlation, not necessarily a direct causal effect. To firmly establish an "effect," the full paper should clearly articulate the specific research design employed – whether it was an experimental, quasi-experimental, or purely correlational study. Furthermore, details regarding the sample size, the nature of the "questionnaire" used to measure learning outcomes (e.g., direct assessment, self-report, teacher observation), and the specific type of learning outcomes (e.g., cognitive, affective) would strengthen the methodological rigor and allow for a more robust interpretation of the findings.

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