PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY TERHADAP MOTIVASI DAN HASIL BELAJAR PADA MATA PELAJARAN PAI DI SD NEGERI BAKULAN I TEMAYANG BOJONEGORO

Penelitian ini dilatarbelakangi oleh rendahnya motivasi dan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di SD Negeri Bakulan I Temayang Bojonegoro, yang disebabkan oleh dominasi metode pembelajaran konvensional yang bersifat satu arah dan kurang melibatkan peran aktif siswa. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) terhadap motivasi belajar, hasil belajar, serta pengaruh secara simultan terhadap keduanya.
Penelitian ini menggunakan pendekatan kuantitatif dengan metode Pre-Experimental Design berdesain One Group Pretest-Posttest. Populasi sekaligus sampel penelitian adalah seluruh siswa kelas VI SD Negeri Bakulan I yang berjumlah 13 siswa, diambil dengan teknik total sampling. Pengumpulan data dilakukan melalui angket motivasi belajar dan tes hasil belajar yang diberikan sebelum dan sesudah penerapan model TSTS. Analisis data menggunakan uji t-paired pada taraf signifikansi α = 0,05.
Hasil penelitian menunjukkan bahwa penerapan model Two Stay Two Stray berpengaruh signifikan terhadap motivasi belajar siswa, ditandai dengan peningkatan rata-rata skor motivasi dari 63,38 (kategori Sedang) menjadi 78,07 (kategori Tinggi), dengan nilai thitung = 13,234 > ttabel = 2,179. Model ini juga berpengaruh signifikan terhadap hasil belajar, dengan rata-rata nilai meningkat dari 62,15 (ketuntasan 15,38%) menjadi 81,53 (ketuntasan 92,3%), dengan nilai thitung = 19,169 > ttabel = 2,179. Dengan demikian, model pembelajaran kooperatif tipe Two Stay Two Stray ((X) terbukti efektif meningkatkan motivasi ( Y_1) dan hasil belajar siswa Y_2) pada mata pelajaran PAI.

===================================================================================================

This study was motivated by the low levels of students’ motivation and learning outcomes in the Islamic Religious Education (PAI) subject at SDN Bakulan I Temayang Bojonegoro, which were caused by the dominance of conventional, one-way teaching methods that did not sufficiently involve students’ active participation. The purpose of this study was to determine the effect of the Two Stay Two Stray (TSTS) cooperative learning model on learning motivation and learning outcomes, as well as its simultaneous effect on both.
This study used a quantitative approach with a pre-experimental design employing a one-group pretest-posttest design. The population and sample consisted of all 13 sixth-grade students at SDN Bakulan I, selected using total sampling. Data were collected through a learning motivation questionnaire and an achievement test administered before and after the implementation of the TSTS model. Data analysis utilized a paired t-test at a significance level of α = 0.05.
The results of the study indicated that the implementation of the Two Stay Two Stray model has a significant effect on students’ learning motivation, as evidenced by an increase in the average motivation score from 63.38 (Moderate category) to 78.07 (High category), with a calculated t-value of 13.234 > critical t-value of 2.179. This model also had a significant effect on learning outcomes, with the average score increasing from 62.15 (15.38% mastery) to 81.53 (92.3% mastery), with a t-value of 19.169 > t-table = 2.179. Thus, the “Two Stay Two Stray” cooperative learning model has been proven effective (x) in improving student motivation (Y_1) and learning outcomes 〖(Y〗_2) in Islamic Religious Education.