Hubungan antara kompetensi sosial guru Pendidikan Agama Islam dan Budi Pekerti (PAIBP) dan ekstrakurikuler Baca Tulis AlQuran (BTQ) dengan motivasi belajar PAIBP peserta didik: Penelitian pada SMP YP Mustika Padalarang Kabupaten Bandung Barat

Kholiq, Muhammad Abdul (2024) Hubungan antara kompetensi sosial guru Pendidikan Agama Islam dan Budi Pekerti (PAIBP) dan ekstrakurikuler Baca Tulis AlQuran (BTQ) dengan motivasi belajar PAIBP peserta didik: Penelitian pada SMP YP Mustika Padalarang Kabupaten Bandung Barat. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Penulis menemukan beberapa masalah ketika melakukan wawancara kepada peserta didik yaitu 1) Kurangnya motivasi pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti (PAIBP) walaupun disuguhkan oleh guru yang baik, santun dan lembut. Karena seharusnya berdasarkan Teori Self-Determination bahwa motivasi siswa muncul ketika merasakan kebutuhan dasar yang terpenuhi, dalam kontek ini kompetensi sosial guru berperan penting dalam membentuk sosial yang positif. 2) Rata-rata kemampuan peserta didik dalam membaca dan menulis Al-Qur’an masih rendah, berdasarkan tes awal kemampuan membaca dan menulis Al-Qur’an yaitu tiga puluh persen peserta didik mahir dan tujuh puluh lima persen tidak mahir. Tujuan penelitian ini adalah untuk mengetahui: 1) Hubungan yang positif dan signifikan antara kompetensi sosial guru Pendidikan Agama Islam dan Budi Pekerti (PAIBP) dengan motivasi belajar PAIBP peserta didik, 2) Hubungan yang positif dan signifikan antara ekstrakurikuler Baca Tulis Al-Qur’an (BTQ) dengan motivasi belajar PAIBP peserta didik, 3) Hubungan antara kompetensi sosial guru Pendidikan Agama Islam dan Budi Pekerti (PAIBP) dan ekstrakurikuler Baca Tulis Al-Qur’an (BTQ) secara bersama-sama dengan motivasi belajar PAIBP peserta didik. Penelitian ini berdasarkan suatu pemahaman bahwa motivasi belajar PAIBP peserta didik memiliki hubungan atau pengaruh dari kompetensi sosial guru PAIBP dan ekstrakurikuler BTQ, maka diajukan hipotesis yaitu terdapat hubungan yang positif dan signifikan antara kompetensi sosial guru PAIBP dan ekstrakurikuler BTQ dengan motivasi belajar PAIBP peserta didik. Metode Penelitian yang digunakan adalah metode kuantitatif survei dengan jenis pendekatan asosiatif simetris. Pengumpulan data dilakukan dengan observasi, wawancara, tes tulis, tes lisan, angket dan studi kepustakaan. Sampel dalam penelitian ini sebanyak tiga puluh lima peserta didik. Teknik pengolahan data dilakukan dengan cara melakukan uji normalitas, uji linearitas, uji korelasi sederhana, uji korelasi linier ganda. Berdasarkan hasil penelitian dapat disimpulkan, 1) tidak terdapat hubungan yang signifikan dan terdapat hubungan yang positif antara kompetensi sosial guru Pendidikan Agama Islam Dan Budi Pekerti (PAIBP) dengan motivasi belajar PAIBP peserta didik. Hal ini dibuktikan dengan nilai koefisien korelasi (Pearson Correlation) sebesar 0,36 dan nilai Sig.(dua-tailed) sebesar 0,074 pada taraf signifikansi lima persen, 2) terdapat hubungan yang positif dan signifikan antara ekstrakurikuler BTQ dengan motivasi belajar PAIBP peserta didik. Hal ini dibuktikan dengan nilai koefisien korelasi (Pearson Correlation) sebesar 0,797 dan nilai Sig.(dua-tailed) sebesar 0,0 pada taraf signifikansi lima persen, 3) terdapat hubungan yang positif dan signifikan secara antara kompetensi sosial guru PAIBP dan ekstrakulikuler BTQ secara bersama-sama dengan motivasi belajar PAIBP peserta didik. Dibuktikan dengan hasil analisis uji korelasi ganda yang memperoleh nilai F_hitung sama dengan 33,808 lebih dari F_tabel sama dengan 3,295 dan nilai Sig sama dengan 0,0 pada taraf signifikansi 5%. ENGLISH: The author found several problems when conducting interviews with students, including a lack of motivation in the subjects of Islamic Religious Education and Character, even though they were taught by good, polite and gentle teachers.Because it should be based on the self determination theory that student motivation arises when they feel their basic need are met. In this context the techer’s soccial compentence plyas an important role in forming a positive social. The second problem found was that the average student's ability to read and write the Al-Qur'an was still low, according to the Islamic Religious Education and Character Education teacher who conducted an initial test of the ability to read and write the Al-Qur'an, namely thirty percent of students. proficient and seventy-five percent not proficient. The aim of this research is to determine: firstly the positive and significant relationship between the social competence of teachers of Islamic Religious Education and Character and the learning motivation of Islamic Religious Education and Character of students, secondly the positive and significant relationship between extracurricular reading and writing of the Qur'an with the PAIBP learning motivation of students, thirdly, the relationship between the social competence of teachers of Islamic Religious Education and Characteristics and extracurricular reading and writing of the Qur'an together with the learning motivation of Islamic Religious Education and Characteristics of students. This research is based on an understanding that the motivation to learn Islamic Religious Education and Character of students has a relationship or influence from the social competence of teachers of Islamic Religious Education and Character and the extracurricular reading and writing of the Koran, so a hypothesis is proposed, namely that there is a positive and significant relationship between the social competence of teachers of Islamic Religious Education and Character and extracurricular reading and writing of the Koran with the learning motivation of Islamic Religious Education and Character of students. The research method used is a quantitative survey method with a symmetric associative approach. Data collection was carried out by observation, interviews, written tests, oral tests, questionnaires and literature study. The sample in this study was thirty-five students. Data processing techniques are carried out by carrying out normality tests, linearity tests, simple correlation tests, double linear correlation tests. Based on the research results, it can be concluded, firstly, there is no significant relationship and there is a positive relationship between the social competence of Islamic religious education teachers and their character and the motivation to learn Islamic religious education and the students' character. This is proven by the correlation coefficient (Pearson Correlation) value of 0,36 and the Sig (two-tailed) value of 0,074 at a significance level of five percent, secondly there is a positive and significant relationship between extracurricular Reading and Writing Al -Qur'an with motivation to learn Islamic religious education and students' character. This is proven by the correlation coefficient (Pearson Correlation) value of 0.797 and the Sig (two-tailed) value of 0,0 at the five percent significance level. Third, there is a positive and significant relationship between the social competence of education teachers. Islamic religion and character and extracurricular reading and writing of the Koran together with motivation to learn Islamic religious education and student character. Proven by the results of the multiple correlation test analysis which obtained a value of F_count equal to 33,808 more than F_table equal to 3,295 and a Sig value equal 0,0 at a significance level of five percent.

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