Hubungan Model Inquiry Terbimbing (Guided Inquiry Approach) terhadap Keaktifan Belajar PAI Siswa Kelas XI The Relationship between the Guided Inquiry Approach and Student Engagement in Grade XI Islamic Religious Education
Article Sidebar
Page Numbers:
912-936
Digital Object Identifier:
10.58578/yasin.v6i1.9027
Viewed: 147 times
Downloaded: 41 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Rizka Amelia Putri1, Indah Muliati2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This study was motivated by the still limited number of investigations examining the relationship between the guided inquiry learning model and students’ learning activeness in Islamic Religious Education and Character Education (Pendidikan Agama Islam dan Budi Pekerti) at the senior high school level, even though low learning activeness has a significant impact on the quality of teaching and learning processes and outcomes. The study aimed to analyze the relationship between the implementation of the guided inquiry learning model and the learning activeness of Grade XI students at SMA Negeri 1 Pariaman. A quantitative approach with a descriptive correlational method was employed, involving 76 Grade XI students selected using a total sampling technique. Data were collected using a guided inquiry learning model questionnaire as variable X and a student learning activeness questionnaire as variable Y, both of which had been tested for validity and reliability. Data were analyzed using descriptive statistics, normality and linearity tests, Product Moment correlation, t-test, and the coefficient of determination. The results showed that the implementation of the guided inquiry learning model was in the “good” category, with an average score of 85.513, and students’ learning activeness was also in the “good” category, with an average score of 87.921. There was a positive and significant relationship between the guided inquiry learning model and students’ learning activeness, with r = 0.500 and p = 0.001 < 0.05, indicating a 25% contribution to learning activeness. These findings are consistent with constructivist learning theory, which emphasizes active student involvement in the learning process, and indicate that the application of guided inquiry plays an important role in enhancing learning activeness. The implications of this study include strengthening the theoretical discourse on the guided inquiry learning model and providing practical recommendations for Islamic Religious Education and Character Education teachers to adopt learning models that foster active student engagement, as well as opening avenues for further research on other factors influencing learning activeness.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Apriani, E., & Mukminah. (2024). Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) terhadap Motivasi Belajar dan Keaktifan Siswa Kelas VIII di Dusun Jerneng Lombok Tengah. Jurnal Bintang Pendidikan Indonesia, 2(3), 119–126. https://doi.org/10.55606/jubpi.v2i3.3066
Effendi, M., & Mar’ah, N. (2023). Keaktifan Belajar Peserta Didik dalam Pembelajaran Interaktif. Jurnal Pendidikan dan Pembelajaran, 12(2), 145–156.
Fahreza, A. A., Raihan, I., Yasmin, P., Fadzilah, N. N., & Ahmad, R. S. (2025). Peran Guru sebagai Fasilitator dalam Meningkatkan Kemandirian Belajar Siswa. 2(7), 1230–1236.
Hidayah, N., & Hidayati, S. N. (2019). Pengaruh Model Pembelajaran Inquiry Terbimbing terhadap Keaktifan Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SMA Negeri 1 Surakarta.
Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Ghalia Indonesia.
Indayani, N., Putra, R., & Sari, D. (2022). Keaktifan Belajar sebagai Indikator Keberhasilan Pembelajaran. Jurnal Pendidikan Nasional, 8(3), 201–210.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Pearson Education.
Mardianto. (n.d.). Psikologi Pendidikan. Perdana Publishing.
Multidisiplin, P. (2024). Jurnal Indragiri, 4(3), 34–42.
Mulyasa, E. (2016). Pengembangan dan Implementasi Kurikulum 2013. Remaja Rosdakarya.
Nata, A. (2009). Studi Islam Komprehensif. Kencana.
Ramadhani, A., & Suryadi. (2022). Pengaruh Model Pembelajaran Inquiry Terbimbing terhadap Keaktifan Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SMA Negeri 5 Bandung. Jurnal Pendidikan Agama Islam.
Sanjaya, W. (2010). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Kencana.
Sanjaya, W. (2011). Perencanaan dan Desain Sistem Pembelajaran. Kencana.
Setiani, T., Supangat, S., & Pravitasari, D. (2022). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keaktifan Belajar Siswa di Sekolah Dasar. FingeR: Journal of Elementary School, 1(1), 1–10. https://doi.org/10.30599/finger.v1i1.92
Shihab, M. Q. (2002). Tafsir Al-Mishbah. Lentera Hati.
Sinar. (2018). Metode Pembelajaran. Deepublish.
Sudjana, N. (2004). Dasar-Dasar Proses Belajar Mengajar. Sinar Baru Algensindo.
Sugiyono. (2019). Metode Penelitian Pendidikan. Alfabeta.
Sukardi. (2020). Model Inquiry Terbimbing dalam Meningkatkan Keaktifan Belajar. Jurnal Pendidikan Modern, 5(1), 41–52.