PERBANDINGAN METODE PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) DAN THINK PAIR SHARE (TPS) TERHADAP DAYA PAHAM DAN SIKAP MODERASI BERAGAMA SISWA (STUDI EKSPERIMEN DI SMAN 9 YOGYAKARTA)

Mohammad Cholil Alwi, NIM.: 23204012031 (2026) PERBANDINGAN METODE PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) DAN THINK PAIR SHARE (TPS) TERHADAP DAYA PAHAM DAN SIKAP MODERASI BERAGAMA SISWA (STUDI EKSPERIMEN DI SMAN 9 YOGYAKARTA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

	Text (PERBANDINGAN METODE PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) DAN THINK PAIR SHARE (TPS) TERHADAP DAYA PAHAM DAN SIKAP MODERASI BERAGAMA SISWA (STUDI EKSPERIMEN DI SMAN 9 YOGYAKARTA)) 23204012031_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (15MB)
	Text (PERBANDINGAN METODE PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) DAN THINK PAIR SHARE (TPS) TERHADAP DAYA PAHAM DAN SIKAP MODERASI BERAGAMA SISWA (STUDI EKSPERIMEN DI SMAN 9 YOGYAKARTA)) 23204012031_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (15MB) | Request a copy

Abstract

Islamic Religious Education has a strategic role in the early identification of potential vulnerability to intolerant ideologies, particularly among tenth-grade students who are in a transitional stage of development. However, current teaching practices are still largely dominated by one-way knowledge transfer (cognitive-oriented) and provide limited opportunities for active student engagement. As a result, the internalization of religious moderation values within the affective domain (attitudes) has not been optimal, and students’ understanding of religious teachings tends to remain textual rather than contextual. Therefore, this study proposes the implementation of the Value Clarification Technique (VCT), which focuses on value development, and Think Pair Share (TPS), which emphasizes collaborative learning, in order to strengthen both cognitive and affective aspects. This study aims to examine and compare the effectiveness of these two methods in improving students’ comprehension and attitudes toward religious moderation. This study employed a quantitative approach using a quasi-experimental method, specifically the Nonequivalent Control Group Design. The research was conducted at State Senior High School 9 of Yogyakarta involving tenth-grade students as the research subjects. The sample was selected through cluster random sampling, resulting in two experimental groups: Experimental Class I was taught using the VCT method and Experimental Class II was taught using the TPS method. Data were collected through an objective test to measure students’ comprehension variable and a Likert-scale questionnaire to assess their attitudes toward religious moderation. The data analyzed using prerequisite tests (normality and homogeneity), hypothesis testing (Mann-Whitney U test and Independent Samples ttest), and the N-Gain test. The results of the study indicate that: (1) the VCT method is significantly more effective than the TPS method in improving students’ comprehension (cognitive aspect) of religious moderation. This effectiveness is attributed to the value clarification process in VCT, which encourages students to think more critically and analytically, whereas TPS focuses more on social interaction; (2) regarding the attitude (affective) aspect, no significant difference was identified between the two methods. This indicates that the development of religious moderation attitudes is a complex process that requires longterm internalization (habituation), meaning that short-term instructional interventions tend to produce relatively similar outcomes; and (3) overall, the VCT method is more effective in enhancing the cognitive aspect (comprehension), while both methods share similar limitations in significantly influencing the affective aspect (attitudes) within a short-term learning duration.

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