Implementation of Hydrocarbon Teaching Materials Integrated with Spiritual Values Using the Process-Oriented Guided Inquiry Learning (POGIL) Model to Improve Learning Outcomes of Grade XI Students Viewed from Learning Interest

Intan Juwita, Ayi Darmana

Abstract


This research aims to evaluate the impact of hydrocarbon teaching materials incorporating spiritual values on students’ learning outcome, differences in students' spiritual attitudes before and after learning, and the influence of learning interest on student learning outcomes at SMA Negeri 1 Percut Sei Tuan. This type of research is a quasi-experimental study and is a quantitative research that involves testing the effects of treatment or intervention on the experimental group of the study. The sample in this research was selected through random sampling. This research used samples consisting of two classes, namely class XI-MATLANFOR and XI-MATLANSOS as the control class. The instruments employed in this research were student learning outcome evaluation instruments structured in a multiple-choice format and non-test questionnaire instruments to measure students' spiritual attitudes and learning interests. Data analysis techniques used normality, homogeneity, linearity, and hypothesis testing with independent t-test tests, paired t-test tests, and simple linear regression tests. Based on the results of the study, there was a significant effect of hydrocarbon teaching materials based on spiritual values on student learning outcomes through the POGIL model with a sig value. (2-tailed) 0.001 ≤ α (0.05), there is a difference in students' spiritual attitudes before and after learning with a sig. (2-tailed) value of 0.000 ≤ α (0.05), and there is an influence of learning interest on learning outcomes in both classes with a significance value of the experimental class of 0.002 ≤ α (0.05) and learning interest contributes 25% to improving learning outcomes, while the significance value of the control class is 0.000 ≤ α (0.05) and learning interest contributes 39.4% to improving learning outcomes.


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