@mastersthesis{digilib77700,
           month = {May},
           title = {EFEKTIVITAS MODEL PEMBELAJARAN QUANTUM TEACHING, PROBLEM BASED LEARNING, DAN CONTEXTUAL TEACHING AND LEARNING DALAM MENINGKATKAN CRITICAL THINKING SKILL PESERTA DIDIK PADA MATA PELAJARAN AKIDAH AKHLAK DI MTS N 1 BANTUL},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 24204011024 Muhammad Ghozil Aulia},
            year = {2026},
            note = {Dr. Ichsan, M.Pd.},
        keywords = {quantum teaching; problem-based learning; contextual teaching
and Learning; critical thinking; akidah akhlak.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/77700/},
        abstract = {This research is motivated by the low critical thinking skills of students in the Akidah Akhlak (Islamic Creed and Morals) subject at MTs N 1 Bantul. This study aims to analyze the effectiveness of the Quantum Teaching, Problem-Based Learning (PBL), and Contextual Teaching and Learning (CTL) models in improving students' critical thinking skills. This research employs a quantitative research type with a quasi-experimental design, specifically a nonequivalent control group design. The research subjects consisted of 96 students divided into three classes: the Quantum Teaching class (32 students), the Problem-Based Learning class (32 students), and the Contextual Teaching and Learning class (32 students). Data were collected through Test 1 and Test 2, then analyzed using normality tests, homogeneity tests, paired sample ttests, Kruskal-Wallis tests, Dunn-Bonferroni post-hoc tests, and N-Gain analysis with the help of jamovi version 2.6. Based on the results of descriptive statistical analysis and hypothesis testing, all three learning models Quantum Teaching, Problem-Based Learning (PBL), and Contextual Teaching and Learning (CTL) significantly improved students' critical thinking skills (p {\ensuremath{<}} 0.001), with mean scores from Test 1 to Test 2 increasing from 46.72 to 73.91, 47.97 to 71.09, and 49.22 to 71.09, respectively. The Kruskal-Wallis test indicated a significant difference in improvement among the learning models ({\ensuremath{\chi}}? = 6.42; p = 0.040), and the post-hoc Dunn-Bonferroni test revealed that the significant difference occurred only between Quantum Teaching and CTL (p = 0.039). N-Gain analysis confirmed that Quantum Teaching had the highest effectiveness (0.5111) compared to PBL (0.4394) and CTL (0.4018), although all three fell within the moderate category.}
}