PENGARUH MANAJEMEN KELAS TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA KELAS IV

Abstract

Abstrak

Tujuan penelitian ini adalah untuk mengungkap tentang sejauhmana pengaruh manajemen kelas terhadap hasil belajar siswa pendidikan Agama Islam kelas IV Ali bin Abi Tholib di Madrasah Hidayatus Shibyan Kabupaten Cirebon. Jenis penelitian ialah kuantitatif korelasional dengan pengumpulan datanya melalui angket, dokumentasi lapangan, dan wawancara. Dari hasil penelitian diketahui bahwa berlandaskan hasil pengujian terhadap 17 peserta didik, diketahui bahwa pengaruh manajemen kelas kurang signifikan terhadap hasil belajar Pendidikan Agama Islam peserta didik. Hal ini ditunjukkan dari hasil perhitungan korelasi menunjukan bahwa variable x dan y terdapat peningkatan yang tidak berlawanan arah.  Meskipun hasil perhitungan korelasi rendah, tetapi antara varibel x dan y memiliki hubungan yang saling mempengaruhi. Hasil belajar siswa dapat dilihat dari perhitungan tes yang hasilnya 23% persen siswa adalah tergolong predikat sangat rendah. Dengan demikian hipotesis kerja ditolak dan hipotesis nol diterima.

Kata kunci: hasil belajar, korelasi, manajemen kelas,

Abstract

The purpose of this study was to reveal the extent to which the influence of classroom management on the learning achievement of Islamic religious education of Ali bin Abi Tholib four graders in Madrasa Hidayatus Shibyan Cirebon Regency. The type of the research was correlational quantitative in which the data collection was conducted through questionnaires, field documentation, and interviews. The results show that according to the test results towards 17 students, it is found that that the influence of classroom management is less significant on the learning outcomes of students’ Islamic Religious Education. It is revealed by the result of correlational calculation showing that variables x and y present improvement in an opposite direction.  Although the result of the correlational calculation is low, between variables x and y there is a mutually influential relationship. Students’ learning outcomes can be seen from the calculation of the test showing that 23% percent of students belongs to very low category. Therefore, the working hypothesis is rejected and the null hypothesis is accepted.

Keywords: learning achievement, correlation, classroom management