TANGGAPAN SISWA TERHADAP MODEL PENGAJARAN ADVOKASI HUBUNGANNYA DENGAN MOTIVASI BELAJAR MEREKA PADA MATA PELAJARAN FIQIH
Abstract
Penelitian ini berawal dari fenomena yang muncul di MA YKDC Sumedang, yakni timbulnya kesenjangan antara tanggapan siswa terhadap model pengajaran advokasi dengan motivasi belajar pada mata pelajaran Fiqih. Masih terdapat 70% atau berjumlah 30 siswa yang tidak semangat untuk belajar yang dilihat dari sikap mereka yang tidak antusias, acuh tak acuh dan terdapat juga beberapa siswa yang tidak berani mengemukakan pendapat. Dari fenomena tersebut timbulah permasalahan yang harus diteliti, yakni bagaimana tanggapan siswa terhadap pelaksanaan model pengajaran advokasi pada siswa? Bagaimana motivasi belajar siswa pada mata pelajaran fiqih? Bagaimana hubungan model pengajaran advokasi terhadap motivasi belajar siswa pada mata pelajaran fiqih?. Penelitian ini bertujuan untuk mengetahui: tanggapan siswa terhadap model pengajaran advokasi hubungannya dnegan motivasi belajar siswa pada mata pelajaran fiqih. Metode yang digunakan pada penelitian ini adalah metode deskriptif, karena metode ini dipandang cocok untuk penelitian ini. Metode deskriptif diarahkan untuk memecahkan masalah dengan cara memaparkan atau menggambarkan hasil penelitian. Teknik yang digunakan untuk mengumpulkan data adalah: angket, tes, observasi, wawancara, studi dokumentasi. Hasil penelitian diketahui tanggapan siswa terhadap penerapan model pengajaran advokasi menunjukan kategori tinggi, yaitu sebesar 3,74 yang berada pada interval 3,40-4,19 dan motivasi belajar siswa pada mata pelajaran Fiqih sebesar 3,94 menunjukan kategori tinggi, yang berada pada interval 3,40-4,19. Adapun analisis korelasi mengenai kedua variable sebesar 0,05 dan termasuk rendah, karena berada pada interval 0,00-0,19, Sedangkan signifikansi korelasinya diperoleh thitung (0,2651) < ttabel (1,70). Hal ini berarti menunjukan tidak ada hubungan yang signifikan antara keduanya. Adapun determinasi variabel X terhadap Y sebesar 5%. Hal ini menunjukan bahwa masih terdapat 95% faktor lain yang turut berkontribusi terhadap motivasi belajar siswa.
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