HUBUNGAN IKLIM SEKOLAH DAN KETERLIBATAN SISWA DALAM PEMBELAJARAN DENGAN PRESTASI BELAJAR AL-QUR’AN HADIS PADA SISWA SMK MUHAMMADIYAH

Hidayatul Muamanah, NIM.: 18204010068 (2020) HUBUNGAN IKLIM SEKOLAH DAN KETERLIBATAN SISWA DALAM PEMBELAJARAN DENGAN PRESTASI BELAJAR AL-QUR’AN HADIS PADA SISWA SMK MUHAMMADIYAH. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research is that al-Quran Hadith is a subject part of Islamic Religious Education taught in schools. Al-qur; an is given with the aim that students are interested in learning and then adapt to practice al-quran and hadith in their lives. al-Qur'an Hadith is a continuation of the material taught at the previous level, namely SMP / MTs. However, it was still found that there were still students who had low scores on the subject of al-qur'an hadith, namely with an average of 78 and still found students who had not been able to read al-qur'an well. The purpose of this study was to test the relationship between school climate, and student engagement in learning with learning achievement of al- Qur'an Hadith in students of SMK Muhammadiyah Berbah. This research is a quantitative research. The research method used a questionnaire and documentation. Sampling using purposive sampling technique with a sample size of 74 students. The data analysis technique used regression analysis with the help of using IBM SPSS Statistic 22. The research instrument used a school climate scale and student involvement in learning. The results showed: 1) there was a relationship between school climate and learning achievement of al-Qur'an Hadith based on the value of r = 0.536 and p = 0.001 (p <0.05), 2) there was a relationship between student enaggement in learning and student achievement with a value of r = 0.513 and p = 0.003 (p <0.05), 3) there is a relationship between the school climate and student engagement in learning and students' learning achievement of al-Qur'an Hadith together with the F value (20.826) and the sig value. (0,000), 4) the effective contribution of each variable is the school climate 17,7%, the student involvement variable is 19,2%, and the effective contribution of the school climate variable and school involvement together is 36,9%. The relative contribution of school climate variables is 48% and the relative contribution of student involvement is 52%, so that the total development of school climate relative to school climate and student engagement together is 100%.

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