PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 1 BIREM KABUPATEN ACEH TIMUR

Abstract

The objectives of this research were to find out: (1) the different effect between
inductive and deductive instructional strategy toward Islamic Education achievement,
(2) the difference of the Islamic Education achievement between student with high
learning motivation and low learning motivation, and (3) the interaction between
instructional strategy and learning motivation toward Islamic Education achievement.
The population of this research was all students of Grade V V SDN 1 Birem consisting
of two classes. The sampling technique applied was cluster random sampling taught
with inductive instructional strategy and the students taught with deductive
instructional strategy. The instrument used to measure the Islamic Education
achievement was a multiple choice test. The instrument used to measure the students’
learning motivation was questionnaire. The normality test used Liliefors and the
homogeneity test was Fisher test and Bartlett test. The data analysis technique was
Analysis of Variance with two-way at the level of significance  = 0,05 followed by
Scheffe test. The research findings were: (1) on average the students’ Islamic
Education achievement taught with inductive instructional strategy was X = 28.14
which was higher than the average the students’ Islamic Education achievement
taught with deductive instructional strategy, which was X = 27.07 with F count = 35.08
> Ftable = 3.96, (2) on average the student’ Islamic Education achievement with high
learning motivatione was X = 29.91, which was higher than the student’ Islamic
Education achievement with low learning motivation was X = 26.05 with F count = 4.28
> F table = 3.96, and (3) there was an interaction between instructional strategy and
learning motivation toward Islamic Education achievement with F count = 9,94 > F
table= 3.96.