E-KAMUS TEMATIK AJURUMIYAH : MODERNISASI KITAB TRADISIONAL UNTUK SANTRI MILENIAL

The background of this research is the lack of student activity in social studies learning, such as students being less active in asking questions related to the material, students less active in giving responses or answers given by the teacher, students never writing or taking notes on lesson material, no discussion activities, lack of interest in working on or solving the problems given. Apart from that, student motivation in learning social studies is still low, namely students are less enthusiastic about learning social studies and less diligent in facing the tasks given by the teacher. Some of these problems resulted in the average daily test score for students in the observation class being less than the maximum, namely 76, this shows that there were 23 students whose scores were still below the KKM score for social studies subjects, namely 80, while students who finished with scores above the KKM were only a total of 13 students from the total number of 36 students. The formulation of the problem in writing this thesis includes: (1) Is there an influence on the application of the Project Based Learning learning model on the learning activities of Class VII social studies students at MTs Negeri 1 Blitar?, (2) Is there an influence on the application of the Project Based learning model Learning on the learning motivation of students in Class VII social studies at MTs Negeri 1 Blitar?. Meanwhile, the aim of this research is to find out: (1) whether there is an effect of implementing the Project Based Learning learning model on student learning activities in class VII social studies at MTs Negeri 1 Blitar. (2) Is there an effect of implementing the Project Based Learning learning model on student learning motivation in class VII social studies at MTs Negeri 1 Blitar. The benefit of this research for students is that it is hoped that it can increase student learning activity and motivation. For teachers, the Project Based Learning learning model can be used as an approach to learning that can be applied in thematic learning. For schools, as consideration for school principals to improve the quality of education at MTs Negeri 1 Blitar and can be used as input in order to improve the quality of education in class VII thematic learning. And for researchers, it is useful as an effort to develop the application of the Project Based Learning Model directly because researchers can find out and understand problems in schools, as well as to fulfill one of the requirements for completing undergraduate studies in writing scientific papers at UIN Sayyid Ali Rahmatullah Tulungagung, Faculty of Tarbiyah and Teacher Training, Tadris Social Sciences Study Program. The research method used in this research is quantitative research with a Quasi Experimental Research approach. The research was carried out by dividing students into two groups, namely the control group which took part in conventional learning and the experimental group which applied the Project Based Learning learning model. The population in this study was all students in class VII MTsN 1 Blitar, while the sample used was class VII-7 and VII-11, totaling 72 students. This is used to explore or obtain research data that will be used by researchers. The research results show that the application of the Project Based Learning learning model has a positive effect on students' learning activities and learning motivation. Students who take part in learning with this model show a significant increase in learning activity and learning motivation compared to students who take part in conventional learning. This is proven through the results of questionnaire data analysis and observation sheets as well as hypothesis testing carried out using the Independent Sample Test. The significance value obtained from the results of the learning activity questionnaire hypothesis test is (2-tailed) 0.000 < 0.05 and the significance value from the learning activity observation sheet is (2-tailed) 0.000 < 0.05. Meanwhile, the significance value of the hypothesis test results of the learning motivation questionnaire is (2-tailed) 0.003 < 0.05 and the significance value of the learning motivation observation sheet is (2-tailed) 0.001 < 0.05. This indicates that H0 is rejected and Ha is accepted, indicating that there is a significant influence from the application of the Project Based Learning learning model on students' learning activities and learning motivation..

This quantitative experimental design research was aimed at finding out whether a project-based English teaching and learning activity affects the student's learning outcomes and motivation. A pretest and a post-test were given to know the students' skills before and after they joined the project-based teaching and learning process. The project was in the form of asking the students to cook any food on their preference in which they had to use English before, during, and after the process. The respondents were 11 female students which were chosen by using a simple random sampling technique. The result of the research was that the six respondents stated that they strongly agreed that project-based English teaching and learning increased their learning motivation. In addition, 5 respondents stated that they agreed. Hence, no respondents said that it was not motivational. The research also showed that there was a significant increase of 13 points in the average score between the pretest and post-test results. It means the use of project-based teaching and learning activity was scientifically proven to be effective in increasing the student's learning motivation and outcome.

Creating an effective system of training qualified specialists is relevant at the present stage of higher education. The motivation of students’ learning activities plays a significant role in solving this problem.The main purpose of the article is to conduct a theoretical analysis of scientific publications on this issue and study the learning motivation of fourth-year students of the educational and professional program “Practical Psychology” using the following methods, namely: “Study on the motives of students’ learning activities” (A.O. Rean, V. O. Yakunin), “Methodology for diagnostics of students’ learning motivation” (A.O. Rean, V.O. Yakunin in the modification of N.Ts. Badmaieva), “Motivation for studying in a higher educational institution” (T.I. Ilyina). As a result of the presented research on the methodology for studying the motives of students’ learning activities by A.O. Rean and V.O. Yakunin techniques, it was clarified that the following motives turned out to be dominant for students: getting a degree (diploma), educational and cognitive (acquiring deep and sustainable knowledge, obtaining intellectual pleasure) and professional (the desire to become a highly qualified specialist, ensuring the success of future professional activities). Thus, the majority of students emphasized the importance of obtaining their degree (diploma), that is, the dominance of the formal external sign of educational activities. In the authors’ opinion, the choice of such a motive cannot provide the students with motivation and activity in the learning process.According to the method “Diagnostics of students’ learning motivation” (in the modification of N.Ts. Badmaieva) proposed by A.O. Rean and V.O. Yakunin, the significant motives for students appeared to be: communicative, professional, social, learning, cognitive and the possibility of creative self-realization. It is not surprising that students-future practical psychologists define communicative motives as the most essential owing to their connection with the peculiarities of the professional activities of the practical psychologist.The choice of professional motives indicates that students strive to become qualified specialists, knowing the significance of the chosen profession and considering it as a way of realizing themselves as individuals. The study conducted with the use of T. I. Ilyina and A.O. Rean method determined the following results: the dominant motives for students are considered acquiring knowledge and getting a degree.Based on the foregoing, it can be concluded: the learning motivation is a set of motives encouraging students to study and affecting their activity in the training process. The effectiveness of students’ learning activities, as well as their ability to master professional competencies, depend on the motivation structure and leading motives. Motivation is not constant, and this should be taken into account for understanding the hierarchy of motives of students’ learning activities and the possibility of influencing on them.The authors consider that learning and professional motives are decisive for the vocational training of future practical psychologists since they provide conscious and active involvement of students in the learning process, as well as the need for knowledge acquisition and professional development.

The purpose of this study was to analyze the impact of online learning on students' understanding and learning motivation with lecturer competence as a moderating variable. This research method used a survey method. The population in this study were all STIESIA Surabaya students and the sample in this study were STIESIA Surabaya students who were taking online lessons during the Covid-19 pandemic. The sample is 100 students and the sample was taken using non-probability sampling. Data collection techniques were carried out through online questionnaires given to STIESIA Surabaya students. The data analysis technique used SEM with a moderating relationship using AMOS 21 software. The results of this study indicated that (1) online learning has a positive and significant effect on student understanding; (2) online learning does not affect students' learning motivation; (3) Online learning has a positive and significant effect on students' understanding with lecturer competence as a moderating variable; 4) Online learning has no positive and significant effect on student learning motivation with lecturer competence as a moderating variable (lecturer competency is not a moderating variable or is not a moderating variable between online learning and student learning motivation). Based on the results of the research stated, it is hoped that it can help the learning process give implications for increasing student understanding during online lectures by maximizing the competence of lecturers.

Student motivation is one of the factors that affect student learning outcomes, and will not be separated from the environment that supports learning activities in students. The background where students live can also affect their learning motivation and learning outcomes. The purpose of this study was to analyze and test hypotheses regarding the differences in learning motivation and learning outcomes of students at Al-Ulum Private High School Medan and Private Nurul Islam Indonesia High School Medan. The hypotheses of this study include: 1) There are differences in the learning motivation of students at the Al-Ulum Private High School Medan and the Private Nurul Islam Indonesia Senior High School Medan in the subject of Islamic Religious Education. 2) There are differences in student learning outcomes of Al-Ulum Private Senior High School Medan with Private Nurul Islam Indonesia High School Medan in Islamic Religious Education subjects. The method used in this study is a descriptive method with a comparative technique with a quantitative approach. The population of this study were all students of Al-Ulum Private High School Medan and Private High School Nurul Islam Indonesia Medan class XI for the academic year 2021-2022. The sample size is 86 students, with the sampling technique used is quota sampling. The research instrument used is a student learning motivation questionnaire with 45 questions that have been tested for validity and reliability; and documentation of student learning outcomes obtained from students' daily test scores; Data analysis used Independent Sample T-Test. The conclusions obtained from the results of this study are: 1) The learning motivation of Al-Ulum Medan Private High School students is better than the learning motivation of Indonesian Nurul Islam Private High School students, it is shown by the Al-Ulum Private High School Medan students are more active in learning Religious Education Islam compared to the students of the Indonesian Nurul Islam Private High School. This is evidenced by the average value of the learning motivation of the private high school students of Al-Ulum Medan of 93.12 while the learning motivation of the students of the private high school of Nurul Islam Indonesia is 83.72. 2) The learning outcomes of the private high school students of Al-Ulum Medan have similarities with the learning outcomes of the private high school students of Nurul Islam Indonesia. This is evidenced by the average value of student learning outcomes of Al-Ulum Private High School Medan of 87.34 while the learning outcomes of Indonesian Nurul Islam Private High School students of 85.89. 3) There is a significant difference in student learning motivation in Islamic Religious Education subjects between Al-Ulum Private High School students and Nurul Islam Indonesian Private High School students with a significance level of 0.006. 4) There is no significant difference in student learning outcomes in Islamic Religious Education subjects between Al-Ulum Private High School students and Nurul Islam Indonesian Private High School students with a significance level of 0.428.

Plant classification material is one of the materials listed in the basic competence of the curriculum applied in Indonesia and is less attractive to students because the characteristics of plants are quite difficult to identify so that the classification is complicated. It is known that most middle-level students really like games which are integrated in learning activities. Therefore, this study aims to develop a media called Plant-Puzzle Games (PPG) which is expected to have a positive effect in the form of increasing the learning motivation of junior high school students in studying plant classification material. The research method used in this study is a research and development method with the ASSURE model as the research design. Based on the results of the media validation test by experts, an average value of 3.25 was obtained, which indicates that the media was included in the valid category. Based on the results of the effectiveness test with the calculation of N-Gain, the average value is 0.49. This shows that, after using PPG media, the learning motivation of students has increased which is in the sufficient category.

The background of this research is that the motivation and learning outcomes of science learning outcomes are not yet optimal for the sixth-grade students of SD Muhammadiyah Karangwaru Yogyakarta. This happens due to the lack of teacher ability to use interactive learning media with the development of an increasingly advanced era in learning activities. This causes learning activities to become less active, forcing students to feel bored and bored when participating in learning activities in the classroom. Therefore, one of the efforts that can be used to increase students' motivation and learning outcomes is to use the Quizizz learning media. This study aims to 1) Determine the effect of using Quizizz learning media in science learning activities on student learning motivation and 2) Determine the influence of Quizizz learning media in science learning activities on student learning outcomes. This research is a quantitative type of research using an experimental research model. The technique of collecting data on students' learning motivation using a questionnaire/questionnaire and collecting data on student learning outcomes with the results of pretest and posttest tests. The population in this study were all students of class VI, consisting of classes VI A, VI B and VI C of SD Muhammadiyah Karangwaru, a total of 62 students, all of whom were used as samples. The data analysis technique used in this study was SPSS 26 For Windows with a t-test (Independent Sample T-test). The results of this study indicate that: 1) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on students' learning motivation. The percentage of the experimental class students' learning motivation showed higher results than the control class results. It can be seen that the average rate of students' learning motivation in the experimental class has increased from 72.66 to 78.53. 2) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on student learning outcomes (posttest). The percentage of experimental class students' learning outcomes increased from the pretest score, averaging 68.6 to 74.7 at the post-test.

This research is motivated by student activity and student learning motivation which tends to be low. The purpose of this research is to 1) Describe the role of teachers in increasing students' learning motivation in social studies lessons in class VIII of BNKP Teluk Dalam Christian Private Middle School. 2) Describe students' learning motivation in social studies lessons in class VIII of BNKP Teluk Dalam Christian Private Middle School. Type of qualitative research. The data sources used are primary and secondary data. Data collection techniques through interviews, observation, documentation. Research results and conclusions: 1) The role of teachers in increasing students' learning motivation is giving praise, providing understanding for good learning, forming good study habits, helping children with learning difficulties, using varied methods, and using learning media. 2) Students who have motivation to learn, study regularly, make a study schedule, have the desire to succeed in studying, are enthusiastic about learning, and complete their study assignments well. Students who have low learning motivation: study irregularly, are less active in learning, have low curiosity, and do not have the courage to ask and answer questions given by the teacher. Suggestions 1) For students, they should understand study time and play time and be active in learning activities and always pay attention and listen to the teacher during lessons so they understand what the teacher is teaching. 2) Teachers should pay more attention to each student's difficulties because each student definitely has different understanding and learning problems. 3) Parents of students should give full attention to their children in learning by encouraging, guiding and helping overcome learning difficulties experienced by students.

Student learning motivation is the main aspect in achieving student success. Based on the results of observations and interviews, student learning motivation at MTsN 8 Pidie and MTsN 11 Pidie is still relatively low, which has an impact on low student learning outcomes. The aim of this research is to determine the difference in increasing student learning outcomes and motivation on respiratory system material after implementing a STEM-based learning module containing Islamic values. The population of this study were all students in class VIII MTsN 8 Pidie and MTsN 11 Pidie. The samples were taken by purposive sampling, at MTsN 8 Pidie the research samples were class VIII.1 and class VIII.2. Meanwhile at MTsN 11 Pidie the research samples were class VIII.2 and class VIII.3. Data collection uses questionnaire instruments to measure learning motivation and uses test question instruments to measure student learning outcomes. The results of data analysis using a test (Mann-Whitney test) show that there are differences in motivation and learning outcomes, namely a significant value of 0.000 < 0.05, meaning that there is a significant difference between the motivation and learning outcomes of control class and experimental class students. Therefore, it can be concluded that there is an increase in learning outcomes and student motivation by implementing STEM-based modules with Islamic values

Learning media is an intermediary in the learning process, and is expected to arouse student motivation in learning activities, especially in physics lessons. However, some teachers have difficulty adapting the media to the material that will be provided, especially global warming material. So that causes a lack of interest in learning students to read textbooks, which results in a low understanding of students' concepts of physics subjects, especially on global warming material. The purpose of this study was to determine the increase in learning motivation and understanding of students' concepts through the use of problem solving-based physics comics on global warming material. The method used in this study is qualitative, a type of quasi-experimental research (quasi-experiment). The research design used was a two-group pretest-posttest design. Totaling 30 students selected by cluster random sampling. The instruments used in this study were test instruments (pretest-posttest) and non-test instruments (questionnaires). Data analysis shows the value of Sig. < 0.05, namely 0.00, thus Ho is rejected and Ha is accepted. It can be concluded that the use of problem solving-based physics comic media on global warming material can improve students' understanding of concepts.

Implementation of Digital-Based Tilawatil Al-Qur'an Learning is a process of applying technology in Tilawatil Al-Qur'an teaching and learning activities which aims to improve the effectiveness, understanding, and motivation of students in reading the Qur'an properly and correctly, in accordance with the rules of tajwid and the rhythm of the tilawah. This study aims to describe the implementation of digital-based Tilawatil Al-Qur'an learning using projectors and YouTube videos in improving literacy and student learning motivation at MTs Darussalam Banjar Negeri, Natar District, South Lampung. The background of this study is based on the importance of improving the quality of Tilawatil Al-Qur'an learning so that students are not only able to read the Qur'an properly and correctly, but also have a high enthusiasm for learning. This study uses a Qualitative research method with a case study research type (field research). By using data collection techniques in the form of observation, interviews and documentation. Data validity testing uses triangulation. And the data analysis techniques are data reduction, data presentation, conclusions. The results of the study indicate that the implementation of digital media in learning Tilawatil Al-Qur'an has a positive impact on students' literacy skills, especially in understanding the laws of tajwid, makhraj, and rhythm of tilawah. Learning videos from YouTube displayed through a projector make it easier for students to imitate examples of professional qari readings, thereby accelerating the learning process and increasing students' self-confidence. In addition, students' learning motivation has increased significantly, marked by high enthusiasm, active participation, and perseverance in completing tilawah tasks. Based on these findings, the use of digital media in learning Tilawatil Al-Qur'an is highly recommended to be implemented sustainably in order to improve the quality of Islamic religious education at the madrasah level. This study provides a significant contribution in the development of Tilawatil Al-Qur'an learning methods in the madrasah environment, especially in the use of digital technology as a learning medium. Practically, the results of this study can be used as a reference for educators in designing more interactive and interesting learning strategies, in order to improve Al-Qur'an literacy and student learning motivation. Keywords: Learning Implementation; digital media; student learning motivation.

Online learning that is currently taking place causes problems because of the limited learning models that can be done online, so that it can reduce students' self-efficacy and motivation to learn. Learning with the help of Google Classroom is one solution that can be applied to online learning activities in order to increase self-efficacy and student learning motivation. This study aims to analyses the effect of the application of Google Classroom on increasing self-efficacy and student motivation in the Department of Electrical Power Installation Engineering (TITL). This research is a quasi-experimental study using a pretest-posttest design in the control class and the experimental class. The sample in this study amounted to 80 students from the Department of Electrical Power Installation Engineering. The observation method was used to collect data on self-efficacy and learning motivation during the pretest and posttest by using an instrument that was arranged based on indicators on the dependent variable. The data obtained were then tested for prerequisites and then the data were analyzed using paired sample t-test and independent sample t-test. The results of data analysis showed that the use of Google Classroom proved significant in increasing students' self-efficacy and learning motivation in online learning activities for students of the Electrical Engineering Department. Learning activities with the help of Google Classroom are significantly superior to learning activities without the help of Google Classroom.

The use of audio-visual media is considered an activity that can attract students' attention during teaching and learning activities. Audio-visual media is expected to be a medium that helps students understand the material and enjoy learning. These conditions, of course, aim to increase students' learning motivation to improve the quality of learning in the classroom, especially for PAI subjects. So, in the proof, the researcher wants to test the effect of audio-visual media on students' learning motivation in Islamic History Materials for Class V MI Mambaul Ulum Pakis Malang students. The research approach used in this research is quantitative research. Namely, research methods based on the philosophy of positivism are used to examine specific populations or samples. The research design used in this study was a quasi-experimental research design (Quasi Experiment) which involved one group of research objects. Then test the homogeneity of variance using Levene's equality of error variances test. Audio-visual learning media affects the learning motivation of fifth-grade students at MI Mambaul Ulum Pakis Malang. The paired t-test analysis results showed that the student's learning motivation before and after using audio-visual learning media was different from the t-test result of 4.01 with a significance level of 0.000 <0.05. The effectiveness of increasing the learning motivation of fifth-grade students at MI Mambaul Ulum Pakis Malang before and after using audio-visual learning media can be shown from the increase in the student learning motivation questionnaire results by 35.22% and the observation results of student learning motivation by 44.86%.

This study aims to find out: 1. To find out the reality of the moral competence of Islamic religious teachers in MAN 1 Sukabumi, 2. To find out the reality of parenting in MAN 1 Sukabumi, 3. To find out the reality of technology-based moral learning media at MAN 1 Sukabumi, 4. To find out the reality of the moral competence of teachers and parenting parents on students' learning motivation in MAN 1 Sukabumi, 5. To find out the reality of moral competence of teachers and technology-based moral learning towards student learning motivation in MAN 1 Sukabumi, 6. To find out the reality of parenting parents and technology-based moral learning media on student motivation in MAN 1 Sukabumi, 7. To find out the influence of teacher's morality competence, parents' parenting and technology-based moral learning media on student learning motivation at MAN 1 Sukabumi The conclusions from the results of this study are: 1. There is a positive and significant effect on the moral competence of teachers on student motivation in MAN 1 Sukabumi District with a correlation coefficient (r) of 0.696 and a coefficient of determination (r2) of 0.484 or 48.4%. 2. There is a positive and significant influence of parenting parents on student learning motivation in MAN 1 Sukabumi Regency with a correlation coefficient (r) of 0.577 and a coefficient of determination (r2) of 0.333 or 33.3%. 3. There is a very positive and significant influence of technology-based media variable morality learning on student motivation in MAN 1 Sukabumi Regency with a correlation coefficient (r) of 0.553 and a determination coefficient (r2) of 0.306 or 30.6%. 4. There is a positive and significant influence between the competence of moral teachers and parenting parents together on student motivation in MAN 1 Sukabumi with a correlation coefficient (r) of 0.705 and a coefficient of determination (r2) of 0.497 or 49.7 %. 5. There is a positive and significant influence between parenting parents and technology-based moral learning media together on the satisfaction of student motivation in MAN 1 Sukabumi with a correlation coefficient (r) of 0.622 and a coefficient of determination (r2) of 0.387 or 38 7%. 6. There is a significant and positive influence between the competence of morality teachers and technology-based moral learning media together on student motivation in MAN 1 Sukabumi with a correlation coefficient (r) of 0.698 and a coefficient of determination (r2) of 0.488 or 48, 8%. 7. And there is a positive and significant influence on the competence of morality teachers, parenting parents and technology-based moral learning media on student motivation in MAN 1 Sukabumi Regency with a correlation coefficient (r) of 0.705 and a coefficient of determination (r2) of 0.497 or 49.7%. Keywords: Student learning motivation, teacher moral competence, parenting parents, and technology-based moral learning media

One of the issues facing the education world today is the impact of the Covid-19 pandemic that is now starting to infiltrate the education world. The government is trying to close all educational institutions. In addition, the government has restricted human movement outside the home to limit the number of people, aiming to break the chain of transmission of Covid-19. With this policy, schools can implement teaching and learning activities through distance or online learning. This study aims to (1) find out feedback in the google classroom to improve learning outcomes in science lessons in class V Elementary School, (2) find out feedback in google classroom to increase student motivation in science lessons in class V elementary schools. The method in this study uses quantitative research methods. While the type of research used is quasi-experimental. The research design used a non-equivalent control group design. The sample in this study is there are 2 elementary schools, namely from class V Public Elementary School Bendar as the experimental class and Public Elementary School Pekuwon as the control class. The experimental class was given learning by using feedback in google classroom, the control class was given treatment by learning using google classroom. The research instrument used learning outcomes tests and questionnaires for student motivation. The data analysis techniques used in this research are data description, normality test, homogeneity test, and hypothesis testing using t-test and N-Gain. Based on the results of the study, shows that there is an effect of feedback in the google classroom on the learning outcomes of class V elementary school in Gugus Dewi Sartika, Juwana District, material for the human digestive system. Based on the results of the t-count of 3.872 while the t-table with df = 38 of 2.0243 then arithmetic > t-table or 3.872 > 2.0243, so H0 rejected and Ha accepted. This means that there are differences in the learning outcomes of fifth-grade elementary school students on human respiratory organs using feedback in Google Classroom. Based on the output of the independent sample t-test, the value of t-count = 8.394 > t-table = 2.02108, and the value of Sig. (2-tailed) of 0.000 <0.05, it can be concluded that there is a difference in the average student motivation of the two groups, where the average of the experimental group is more than the average of the control group. The use of feedback in google classroom can be effective in improving learning outcomes and learning motivation because the feedback applied can increase activity and increase students’ knowledge of the subject matter so that it can encourage learning outcomes and student learning motivation.