Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu Fahmi Fazar1.
Faisal Fauzan Ilyasa2.
Rizal Permana3.
Syahidin4.
Abdillah Muflih5 1,2,3,4 Indonesia University of Education.
Indonesia 5 Islamic University of Madinah.
Saudi Arabia 1*fahmifazar@upi.
edu, 2 faisalfauzan01@upi.
edu, 3 rizal.
permana@upi.
4syahidin@upi.
edu, 55422040053@stu.
Keywords:
SYAM
Model.
Synectic.
Proverbs.
Islamic Religious Education.
Abstract This study aims to develop and test the effectiveness of the SYAM (Synectic-Amtsa.
Learning Model in improving student learning outcomes in Islamic Religious Education subjects at the junior high school level.
The SYAM model is designed by integrating the Synectic approach, which focuses on developing creativity and critical thinking through analogy, with the Amtsal method, which uses parables in the Qur'an to facilitate understanding of religious This study used a mixed methods approach with an exploratory sequential design, which involved qualitative analysis to design the model and quantitative tests to measure its The results showed that the implementation of the SYAM Model significantly improved students' understanding, as evidenced by the increase in mean scores from 79.
35 in the pretest 41 in the posttest based on paired sample t-test .
< 0.
and Wilcoxon Signed Ranks Test .
< 0.
This model not only helps students understand the material better but also improves critical thinking skills and internalization of religious values.
Nevertheless, this study has limitations on the number of samples and treatment duration, so it is recommended to conduct further research with wider coverage and longer duration.
The results of this study make a significant contribution to the innovation of religion-based learning models that are interactive, relevant, and contextual to improve the quality of learning in schools.
Abstrak:
Kata Kunci:
Model SYAM.
Synectic.
Perumpamaan.
Pendidikan Agama Islam Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas Model Pembelajaran SYAM (Synectic-Amtsa.
dalam meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) di tingkat sekolah menengah pertama.
Model SYAM dirancang dengan mengintegrasikan pendekatan Synectic, yang berfokus pada pengembangan kreativitas dan berpikir kritis melalui analogi, dengan metode Amtsal, yang menggunakan perumpamaan dalam Al-QurAoan untuk mempermudah pemahaman Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu konsep-konsep keagamaan.
Penelitian ini menggunakan pendekatan mixed methods dengan desain exploratory sequential, yang melibatkan analisis kualitatif untuk merancang model dan uji kuantitatif untuk mengukur efektivitasnya.
Hasil penelitian menunjukkan bahwa penerapan Model SYAM secara signifikan meningkatkan pemahaman peserta didik, yang dibuktikan dengan peningkatan nilai rata-rata dari 79,35 pada pretest menjadi 89,41 pada posttest berdasarkan uji paired sample t-test .
< 0,.
dan Wilcoxon Signed Ranks Test .
< 0,.
Model ini tidak hanya membantu peserta didik memahami materi dengan lebih baik, tetapi juga meningkatkan keterampilan berpikir kritis serta internalisasi nilai-nilai keagamaan secara efektif.
Namun demikian, penelitian ini memiliki keterbatasan pada jumlah sampel dan durasi perlakuan, sehingga disarankan untuk dilakukan penelitian lanjutan dengan cakupan lebih luas dan durasi lebih panjang.
Hasil penelitian ini memberikan kontribusi signifikan terhadap inovasi model pembelajaran berbasis agama yang interaktif, relevan, dan kontekstual untuk meningkatkan kualitas pembelajaran di sekolah.
Received : August 21, 2024.
Revised: December 30, 2024.
Accepted: December 31, 2024 A Tadris Jurnal Pendidikan Islam Institut Agama Islam Negeri Madura.
Indonesia https://doi.
org/10.
19105/tjpi.
This is an open access article under the CCAeBY-NC license Introduction The development of innovative learning models is very important in improving the quality of learning.
Islamic Religious Education learning models in junior high schools often face challenges in instilling religious concepts that are relevant to the needs of today's students.
1 Ideally.
Islamic Education learning is able to inspire creativity, stimulate critical thinking, and integrate spiritual values into students' lives.
2 However, in reality, the learning methods applied are often monotonous, lecture-based, and do not fully accommodate students' diverse learning styles.
3This condition creates a gap between the expectations of transformative religious education and the reality in the field, which often is less than optimal.
4 Therefore, the SYAM (Synectic - Amtsa.
learning model offers a Ainur Rofiq Sofa et al.
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19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
2, 2024
Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih relevant creative approach to support PAI learning.
This model integrates the synectic method, which encourages students to think creatively, with the Amtsal method, which is based on the analogy of the Qur'an and hadith.
Thus, this theme is very important because it is expected to answer the urgent need to develop effective, relevant, and contextual learning models.
Although PAI learning has become an integral part of the school curriculum, reality shows that religious values are often not grounded in students' This phenomenon can be seen from various cases of student behavior that show the lack of internalization of moral and religious values.
6 One of the causes is the learning methods that tend to be monotonous, less active in involving students, and less relevant to their lives.
7 Students often consider learning PAI as a mere academic burden, without feeling its impact in their daily lives.
8 This gap indicates an urgent need to create a learning model that is able to connect religious values with the context of students' lives in a creative and applicable 9 Various educational experts and researchers have offered solutions to improve the quality of learning, especially in PAI subjects such as Project Based Learning models.
Discovery Learning.
Synectic and others.
10 However, the researcher offers the concept of SYAM, which is a creativity-based learning model by combining the synectic model with the Amtsal model which is considered relevant to meet the needs of students.
The SYAM learning model is an integration of two approaches: synectic and Proverbs.
Synectic is a creative learning model developed to encourage students to think analytically through analogies or metaphors.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu Amtsal model is an approach that uses parables or analogies in the Qur'an and hadith to facilitate understanding of religious concepts.
12 Both have great potential in supporting PAI learning, as they both emphasize the relevance between theory and practice.
The development of this learning model shows that the integration of the two approaches can produce more meaningful learning.
Academically, this approach has a strong theoretical foundation, including constructivist learning theory that emphasizes the formation of knowledge through experience.
13 The SYAM model is not only pedagogically relevant but also aligned with students' character development needs.
In recent years, several researchers have made model development a Research by Sari Mahwati and Hasibuan .
using quantitative quasiexperimental methods shows that the Amtsal method significantly increases the learning motivation of seventh grade students in fiqh subjects through a parable approach that helps understanding the material concretely, so it is recommended as an effective learning strategy.
14 Furthermore.
Tati Haryati et.
, .
through a literature study found that the Amtsal model helps students understand abstract concepts easily and supports the development of critical thinking and understanding of Islamic teachings.
15 Meanwhile.
Bukhari Is's research .
examines the Al-Amtsal learning model based on Qur'anic parables, which is proven to increase the reasoning power of madrasah students by supporting logical abilities and early ethical development.
16 These studies as a whole confirm the effectiveness of Al-Amtsal and synectical models in improving important aspects of learning, including motivation, critical thinking, creativity, and skills.
Nana Suhana's research .
using a class action approach revealed that the synectic model effectively improves junior high school students' mathematical critical and creative thinking skills, while building positive learning habits.
Maisuhetni's research .
with a quasi-experimental design, proves that synectical learning significantly improves the critical thinking skills of Islamic Religious Education students compared to conventional methods, emphasizing the importance of innovation to support higher order thinking skills.
18 Meanwhile.
Gea et.
, .
showed that the synectic model was able to improve 4 .
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DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
2, 2024
Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih elementary school students' creativity in writing poetry through a quantitative approach, making it a suitable method for creativity-based learning.
Researchers see the dominant focus of previous articles examining the Amtsal and Synectic learning models separately.
This research presents a novelty by developing the SYAM (Synectic - Amtsa.
learning model specifically for Islamic education learning in junior high schools.
This model not only combines two approaches that have proven effective separately, but also adapts them in the context of Islamic education that is oriented towards character This approach is expected to be an innovation that can bridge the gap between theory and practice in PAI learning.
In addition, this research also offers a systematic evaluation framework to measure the implementation of the SYAM model in improving students' understanding, skills, and internalization of religious With this novelty, this research is expected to make a significant contribution to the development of education.
Methods This research used a mixed methods approach with an exploratory sequential design.
This design involves two main phases: a qualitative phase followed by a quantitative phase.
In the qualitative phase, the researcher analyzed the main ideas from various literatures related to the synectic model and Proverbs to formulate the conceptual framework of the SYAM learning model.
This phase aimed to explore in depth the main principles of both models and how their combination can be effectively implemented in PAI learning.
Furthermore, in the quantitative phase, the research shifted to data collection using quantitative instruments in the form of pre-test and post-test questionnaires to measure the results of the implementation of the developed model.
The exploratory sequential design was chosen because it allows the integration of qualitative findings into a more structured quantitative design, thus providing a comprehensive picture of the effectiveness of the SYAM learning model.
The subjects of this study include two main groups, namely literature sources for qualitative analysis and students as quantitative subjects.
The literature used consists of scientific articles, journals, and research results related to the synectic model and Amtsal.
The student subjects were grade Vi students at SMPN 1 Margahayu, who were chosen due to the relevance of their education level to the implementation of the SYAM learning model.
The research location at SMPN 1 Margahayu was purposively chosen because the school has a PAI curriculum framework that allows the implementation of innovative learning models such as SYAM, as well as environmental support conducive to educational experiments.
The study adhered to ethical research principles, including obtaining informed consent from the school and providing transparent information to 21 Qualitative data was collected through literature analysis that Gea et al.
, "The Effect of the Synectical Learning Model on the Poetry Writing Ability of Elementary School Students.
John Creswell, "EDUCATIONAL RESEARCH.
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Conducting, and Evaluating Quantitative Qualitative," Pearson Education.
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: 1021Ae35, https://doi.
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U Ludigdo, "Ethical Issues in Research," Teaching Materials.
Faculty of Economics and Business.
University of .
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19105/tjpi.
Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu included the main ideas from previous research related to synectic models and Proverbs.
This stage aims to design a SYAM model that is suitable for the context of PAI learning at the junior high school level.
Quantitative data was collected through pre-test and post-test questionnaires to measure the improvement of students' understanding, skills, and internalization of religious values after the implementation of the SYAM learning model.
This instrument was tested for validity and reliability before being used in data collection.
The research began with a qualitative exploration phase, which involved analyzing the literature to design the SYAM model.
This model was then implemented in PAI learning through treatment that included several synectic and Proverbs-based learning sessions.
After the treatment, quantitative data were collected through pre-test and post-test questionnaires.
The collected data were analyzed using descriptive analysis techniques for qualitative data and inferential statistical tests for quantitative data.
The statistical analysis involved a paired sample t-test to compare pre-test and post-test scores, thus objectively measuring the effectiveness of the SYAM model.
This combination of qualitative and quantitative analysis provides a holistic picture of the effectiveness of the learning model developed.
The following chart shows the flow of the mixed methods research using an exploratory sequential design, including a qualitative phase to design the SYAM model and a quantitative phase to measure the results of implementing the model.
Diagram 1.
Research Flow with Exploratory Sequential Design Results and Discussion 1 Synectic Model The word "synectics" comes from two Greek words syn .
ringing togethe.
and ectics .
iverse element.
moreover, it basically describes a structured technique for problem solving or idea generation.
Gordon .
, as a pioneer of the Synectics Model, defined it as the joining together of disparate and seemingly irrelevant elements.
The Synectic Model in this case is designed in line with the above hypothesis to be used as a means to enhance creativity and problem-solving capacity.
Ahmed.
, & Abdulameer, "The Effectiveness of Synectics Strategy In Achievement And Statistical Thinking," Turkish Journal of Computer and Mathematics Education .
3223-30,
https://turcomat.
org/index.
php/turkbilmat/article/view/3973.
Mohammad Reza Mardanbeigi Kalantarnia.
Semnani.
Behzadi.
Mohsen Rostamy - DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
2, 2024
Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih The synectic model is one of the personal models that can direct students to hone their HOTS .
igher-order thinking skill.
23 In its application, the synectic learning model is synonymous with analogical and metaphorical thinking that is student learning centered.
The development of thinking skills in the learning process does not limit the exploration of students' varied thoughts, instead it is appreciated to bring up various possible opinions or answers.
By thinking analogies and metaphors, students can be helped to understand abstract concepts to be more contextual so that learning is more meaningful to students.
This is because everything is made simple and easy to understand, encouraging creative thinking and enhancing or utilizing the left and right sides of the human This learning model has two strategies, the creating something new stage and the making the strange familiar stage.
The specific process of synectic learning is developed from a set of assumptions of the psychology of creativity, namely .
bringing the creative process to consciousness and developing it in a real way helps creativity, .
creativity is the development of new mental patterns, which can open minds that can allow the emergence of new ideas, and .
to increase the success of problem solving.
In other words, in the process, synectical learning can help analogies/comparisons.
Three types of analogies are used as the basic process of synectic learning exercises, namely personal analogy, direct analogy, and compressed conflict.
MalKhalifeh, "The Impact of Bybee and Synectics Models on Creativity.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu Various advantages and benefits are found in the Synectic learning model, including: .
providing opportunities to find new ways of seeing things.
expressing oneself.
being able to introduce collaborative work.
improving learning skills.
being able to develop their vocabulary independently.
respecting differences in perception in each individual.
supporting creative attitudes and generating new ideas.
developing analogies to better understand how to solve problems.
higher order thinking skills.
The shortcomings and obstacles to the implementation of learning using the Synectic model are: .
lack of courage in expressing their ideas.
student noise in the classroom.
grouping that is not heterogeneous.
lack of infrastructure at school.
lack of mastery of material and facts by students.
requires that teachers be able to place themselves as facilitators and guides.
the need for habituation for teachers and students using analogies.
it takes time for students to respond to each learning syntax.
2 Model of Proverbs The word Amtsal is derived from matsala which is identical in lafadz and meaning with the word shabaha, meaning parable or analogy.
So etymologically, proverbs are making parables and comparisons.
29As for terminology.
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Abdillah Muflih are vague or abstract, so that they become clear, concrete and memorable.
Proverbs become one of God's ways convey messages in the form of character education values in the Qur'an which are presented in the form of parables.
The role of analogies in the world of education is very large, because the spirit of education itself is in line with the purpose of the parables contained in the Qur'anic verses, namely as advice and warnings for humans, and helps accelerate the process of understanding related to learning objectives.
Moreover, the process of conveying information in teaching and learning activities, feels more interesting and efficient if it is poured in a story and beautiful expressions by using parables as one of its strategies to arouse the human soul.
There are several types of parables in the Quran that can be used as a reference for thinking and understanding for learning.
The types of Qur'anic analogies can be divided into three, namely: musharrahah analogies .
word that refers to a word that is similar to the analogie.
, kaminah analogies .
simile that is expressed vaguel.
and mursalah analogies .
free expression that becomes an analogie.
There are several advantages and benefits in the Amtsal learning model, including: .
the use of analogies in education can help train high-level thinking .
make it easier for students to remember concepts.
motivate students.
train students to draw conclusions correctly.
visualize abstract objects.
make it very easy to describe a problem.
can reveal the essence of truth that is not visible to the naked eye.
fostering awareness so as not to do bad things.
a way of fostering students' knowledge, attitudes and behavior.
has been exemplified and proven successful for a long time by Rasulullah Shallallallahu 'Alaihi Wa Sallam when teaching Islamic values to his companions.
analogies can be used as models as well as content in learning.
Haryati.
Syahidin.
, & Suresman, "The Amtsal Learning Model and Its Implication in Islamic Religious Education Learning".
Maryanti Maryanti and Siti Fatimah, "Implementation of Applied Behavior Analysis (Ab.
Method with Flashcard Media to Improve the Islamic Education Learning Process of Autistic Learners," JOURNAL PAI:
Journal Islamic Education Studies .
12Ae22, https://doi.
org/10.
Yunus Yustian.
Abas Asyafah, and Mokhammad Iman Firmansyah, "The Effectiveness of the Role Playing Learning Model in Improving Students' Understanding of the Hijrah Story Material in Pai Subjects at Smpn 7 Bandung," TARBAWY : Indonesian Journal of Islamic Education 4, no.
: 126, https://doi.
org/10.
17509/t.
& Chairul Anwar Maria Ulfah.
Ani Cahyadi.
Ahmad Kausari, "The Concept of the Proverbs Method and Its Implementation in Learning," El Buhuth: Borneo Journal of Islamic Studies 4, no.
: 215-24, https://doi.
org/https://doi.
org/10.
21093/el-buhuth.
Muhammad Misnur Efendi and Mohamad Iwan Fitriani, "The Strategy of Internalizing Religious Values of PAI in Developing Student Religiosity at NW Suralaga High School," MANAZHIM 5, no.
: 1026-40, https://doi.
org/10.
36088/manazhim.
Aquami Mutmainah.
, "The Application of the Synectics Model to Student Learning Creativity in Grade V Natural Science Subjects at Madrasah Ibtidaiyah Hijriyah II Palembang," JIP: Scientific Journal of PGMI 2, no.
: 162Ae69, https://doi.
org/https://doi.
org/10.
19109/jip.
Maria Ulfah.
Ani Cahyadi.
Ahmad Kausari, "The Concept of the Proverbs Method and Its Implementation in Learning".
R Khaerani, "Qur'anic Proverbs in the Perspective of Value Education," Journal of Qur'anic Studies and Tafsir 7, no.
https://doi.
org/https://doi.
org/10.
15575/al-bayan.
Haryati.
Syahidin.
, & Suresman, "The Proverbs Learning Model and Its Implication in Islamic Religious Education Learning".
Sahmini.
Sunendar.
, &
Cahyani, "Developing Synectic Models with Hypnosis in Teaching Writing Short Story Tadris: Jurnal Pendidikan Islam.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu 3 Syntax Of The Syam Model (Synectic-Amtsa.
The first strategy helps students see something familiar through something unfamiliar by using analogies to create the concept of distance.
Except in the last step, students return to the actual problem, with no significant The aim of this strategy is to develop a new understanding, the teacher's role is only to provide guidance in the early stages and at the end of the Figure 1.
The First Stage of the Syntetic-Amtsal Model The second strategy, introducing strangeness, provides students with the understanding to add and deepen new or difficult material.
Metaphors are used for analyzing purposes, not to create the concept of distance as is the case with the first strategy students.
Through Value-Based Behavior Approaches," Proceedings of the 3rd International Conference on Language.
Literature.
Culture, and Education (ICOLLITE 2.
, 2019, https://doi.
org/https://doi.
org/10.
2991/assehr.
D Rostika, "Synectic Model in Teaching Time Measurement to Improve Creativity of Elementary School Students," EduHumaniora: Journal of Basic Education 3, no.
https://doi.
org/https://doi.
org/https://doi.
org/10.
17509/eh.
Joyce.
Marsha Weil.
Models of Teaching (Jeffery W.
Johnston.
Ed.
9th Ed.
Joyce, "Models of Teaching.
Tenth Edition," Models of Teaching.
Tenth Edition, 2024, 1403, https://doi.
org/10.
4324/9781003455370.
Syahidin.
Application of Quranic Education Methods in Islamic Learning at School.
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Vol.
19 No.
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Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih Figure 2.
Second Stage of the Synectic-Amtsal Model 4 Illustration of The Syam Model (Synectic-Amtsa.
in PAI Learning Through the Synectic learning model, educators can train students to think creatively and make it easier for students to understand concepts.
This model uses several analogies such as direct and personal that make it easier for students to understand concepts.
besides that these analogies will make it easier for students to understand the relationship between concepts, events, and / or facts, thus creating a new atmosphere in teaching and learning activities in the classroom that involves student activeness and creativity.
37 Illustrations of the SYAM model include:
1 Strategy One: create something new .
Describe the current condition The teacher asks the students to describe the activity "Usury in Buying and Selling and Accounts Payable" in their daily lives.
Proverbs of Murarrahah Students suggest several Qur'anic verses related to Riba in Buying and Selling and Accounts Payable, one of which is selected and further developed.
For example QS.
Al-Jumu'ah .
: 9.
QS.
Al-Baqarah .
: 275, and QS.
Al-Baqarah .
: 282, then it was determined that the verse was chosen as one of the selected .
Personal Analogy Students recite the musarrahah amtsal they selected in the second phase.
For example.
QS.
Al-Baqarah .
: 275.
Emphasizing Contradiction Students bring up several conflicts and choose one.
For example Leasing.
Pay Later, and Bank Interest activities.
Musarrahah proverbs Students develop and select other musarrahah analogies based on the conflict.
For example, students tell a story of a usury activity that should not be done.
Fernandez.
Argate.
Nimor.
Vincent.
, & Sasil, "Synectics in Teaching Grade 9 Science.
Journal of World Englishes and Educational Practices".
Sahmini.
Sunendar.
, & Cahyani, "Developing Synectic Models with Hypnosis in Teaching Writing Short Story Through Value-Based Behavior Approaches.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu what will be the result? For example: Leasing activities in buying and selling in QS.
Al-Ma'idah.
: 100.
Reviewing the actual task The teacher instructs students to revisit the actual task or problem and use musarrahah proverbs and/or enter the SYAM (Synectic-Amtsa.
For example, after reading QS.
Al-Ma'idah.
: 100, what do they think about leasing.
2 Second Strategy: Introduce Weirdness .
Input about the actual situation The teacher presents information on a new topic.
For example: "Tedi's father bought a new Matic Motorcycle for Rp.
25,000,000 by involving a third party (Leasin.
Dad gave a down payment of five million rupiah to the leasing party, then paid in installments of Rp.
2,000,000 for twelve full months.
What is the total installment that father must pay? .
Musarrahah proverbs The teacher proposes an example of musarrahah and instructs the students to describe it.
For example, write down QS.
Al-Ma'idah.
: 100 and mention the content of the verse related to the topic being discussed.
Personal Analogy The teacher asks the students to link the topic of leasing with the musarrahah For example, if the installment made by Father is Rp.
20,000,000 if it is paid in installments for twelve months, how much does Father owe in installments? What is the installment if you add a down payment according to the price of the motorcycle? and how much is the total amount of father's installments every month? .
Distinguishing Analogy The students explain and describe the similarities between the new material and the musarrahah proverbs.
For example, based on QS.
Al-Ma'idah.
: 100, explain the similarities and differences between the activity modeled by the teacher and the activity modeled by the students! .
Explaining Differences Students explain which analogies are not appropriate? .
Exploration Students re-explore the truth of the topic within their boundaries.
Generating Analogy The students draw analogies with other murarrahah analogies and explore the similarities and differences.
For example, based on QS.
Al-Baqarah .
: 275, what are the similarities and differences between the teacher's and students' 5 Application of The Syam Model (Synectic-Amtsa.
in Islamic Religious Education Subjects In use, there are two teaching strategies based on the synectic procedure.
First, creating something new is designed to make the familiar strange, to help students see old problems, ideas or products in new and more creative ways.
Second, making the unfamiliar familiar is designed to make unfamiliar new ideas more meaningful.
There are five stages of the synectical learning model that can be used as a reference by teachers and students when carrying out teaching and learning activities in the classroom, namely: .
Substantive input or clarification stage.
Joyce.
and Weil.
Fifth Edition Models of Teaching.
DOI: 10.
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Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
2, 2024
Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih which communicates new topics or materials.
The merging stage of the direct analogy process, comparison of analogies and explanation of differences.
The personal analogy stage.
The exploration stage, revisiting the previously discussed topic in one's own language.
The fifth stage is to come up with a new analogy in the form of a direct analogy to the material being discussed.
While in the application of the proverbial model there are four syntaxes, namely the conceptualization stage includes: .
determine the specifications and qualifications of learning objectives.
consider and select the most effective learning approach system.
consider and determine the concrete steps that teachers can take in applying the proverbial method.
determine the norms and minimum limits of the standard criteria for the successful use of the proverbial The way in which Qur'Anic analogies are applied to students in schools is through freedom of thought and reflection.
Students can be taught to reflect on Qur'Anic analogies and relate them to their personal experiences.
This can help them develop a deeper understanding of Islamic values and teachings.
There are several factors that can support success in the learning process using the synectics-amtsal model in PAI subjects, namely a conducive classroom atmosphere, facilities and infrastructure that support the learning process, and active participation of students in following the learning process.
However, there are some obstacles in the learning process using the synectics-amtsal model, namely students who are accustomed to learning using the lecture model .
eacher centere.
become less interested, but it is not a serious obstacle in the KBM (Teaching and Learning Activitie.
process because it can be covered by the division of learning groups which makes students more enthusiastic and increasingly understand the learning process with these two models.
6 Muamalah Fiqh Practice With the Syam Model (Synectic-Amtsa.
Muamalah is a human activity in interacting with fellow humans.
Allah Swt.
created humans as social creatures.
Humans depend on each other.
Humans need interaction between one another to fulfill their daily needs.
From these interactions there are exchange activities, renting, borrowing, buying and selling, and so on.
Student learning outcomes in PAI subjects need to be improved.
This condition shows that learning activities must be optimized.
This is certainly influenced by several factors, namely: .
Students tend to learn only by memorizing Quranic verses without understanding the meaning and intent of the verses, .
Judging from the learning outcomes shown by the formative test The average formative results are still classified as medium, .
The PAI learning process is still teacher-centered, and .
Teacher creativity needs to be improved in making learning innovations, especially in the learning model used.
The application of the SYAM model in PAI learning at SMP Negeri 1 Margahayu showed an increase in the learning outcomes of PAI subjects among It is recognized that students have difficulty in understanding PAI A Sanjaya, "Creative Learning Synectic Model Using Google Sites-Based E-Portfolio History Learning," Candra Sangkala Journal https://doi.
org/https://doi.
org/10.
23887/jcs.
Efendi and Fitriani, "The Strategy of Internalizing Religious Values of PAI in Developing Student Religiosity at NW Suralaga High School.
Z Azizi.
Ritonga.
, & Dahlan, "The Effect of Proverbs Method and Learning Style on Akidah Akhlak Learning Outcomes at Mts Negeri Binjai," Journal of Education 12, no.
: 667Ae80, https://doi.
org/https://doi.
org/10.
58230/27454312.
Tadris: Jurnal Pendidikan Islam.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu material delivered by the teacher, especially PAI material related to the content of Al-Quran and Hadith arguments, as well as the application of its values in everyday life.
The results can be seen from the students' test scores, more than 70% of the total number of students, the value of PAI subjects is above the KKM .
To determine the effectiveness of the SYAM model, a test was conducted through a one-sample group Pre-test post-test, the initial activity carried out by the researcher was to conduct a pre-test test on students by giving questions as many as 25 questions to 37 respondents.
The pretest results show the average value obtained by students is 79.
After knowing the results achieved by students, researchers conducted treatment by using the SYAM model in PAI learning on muamalah fiqh material.
The treatment carried out is for 3 meetings in After being given a treathment using the SYAM model, in the final stage, the test questions were tested again with the same questions as many as 25 The post-test results that have been carried out show different results, namely the average score obtained by students with a score of 89.
The next step to determine the increase in the results of the terathmen carried out is to use the paired sample t-test for parameterized statistical tests and the Wilcoxon test for non-parametric tests.
Table 1.
Descriptive statistical analysis results Pair 1 Paired Samples Statistics Mean Std.
Deviation Std.
Error Mean Pretest Syam Model 79.
Posttest Syam Model 89.
The descriptive analysis results of the paired samples statistical test showed a significant increase in student scores in Islamic Religious Education subjects after the application of the Syam Learning Model.
The data obtained showed that the average pretest score of students was 79.
with a sample size of 37 students and a standard deviation of 3.
After learning using the Syam Model, the average posttest score increased to 41 with a standard deviation of 4.
The difference in mean scores between the pretest and posttest indicates that the Syam Learning Model is effective in improving students' understanding of the material taught.
The relatively small standard error of the mean in both groups, which is 0.
657 for the pretest and 0.
732 for the posttest respectively, indicates that the averages obtained are sufficiently representative of the population and the measurement data have good consistency.
Thus, the results of this study support the conclusion that the application of the SYAM Learning Model contributes positively to the improvement of learning outcomes of grade 8 students at SMP X in PAI subjects.
This significant increase indicates that the learning approach used is able to facilitate students in understanding the material more effectively, both through structured delivery methods and interactions that involve students actively.
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Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih Table 2.
T-test Results Paired Samples Test Sig.
Paired Differences 95% Confidence Interval of the Difference Lower Upper Std.
Std.
Deviatio Error Mean n Mean Pair Pretest Syam 2.
Model
Posttest Syam 4
Model
<,001
The results of the Paired Samples T-Test analysis show that there is a significant difference between the pretest and posttest scores of students in Islamic Religious Education subjects after being given a learning treatment using the SYAM Model.
From the output table, the average value of the difference is 10.
054 with a standard deviation of 2.
121 and a standard error of the mean of The 95% confidence interval shows that the average difference in student scores is in the range of -10.
761 to -9.
The t-test produced a t-value of 28.
839 with 36 degrees of freedom .
and a significance value (Sig.
2-taile.
of Since this significance value is smaller than the predetermined significance level ( = 0.
, the statistical decision is to reject the null hypothesis (H.
and accept the alternative hypothesis (H.
This means that the hypothesis stating that there is no difference in student scores before and after being given a learning treatment with the SYAM Model is rejected, while the hypothesis stating that there is a significant difference between pretest and posttest scores is Table 3.
Wilcoxon Signed Ranks Test Results Ranks Posttest of SYAM Model Negative Ranks 0a - Pretest of SYAM Model Positive Ranks 37b Mean Rank Sum of Ranks Ties Total Syam Model Posttest < Syam Model Pretest SYAM Model Posttest > SYAM Model Pretest SYAM Model Posttest = SYAM Model Pretest (Descriptive Statistic.
The results of the analysis using the Wilcoxon Signed Ranks Test showed a significant difference between the pretest and posttest scores of students in Islamic Religious Education subjects after the application of the SYAM Learning Model.
Based on the output table, all data shows positive ranks as many as 37 with an average rank .
ean ran.
00 and the sum of ranks .
um of rank.
There are no data with negative ranks or ties, which means that all Tadris: Jurnal Pendidikan Islam.
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Development of SYAM (Synectic - Amtsa.
Model in Islamic Religious Education Learning at SMPN 1 Margahayu students' posttest scores are higher than their pretest scores.
This decision provides a strong indication that the SYAM Learning Model was successful in improving student learning outcomes consistently without any cases where the posttest scores were lower than the pretest.
The absence of ties also indicates that each student experienced an increase in scores after the learning treatment.
This analysis provides statistical evidence that the applied learning method is effective in improving students' abilities in PAI subjects.
The results of the Wilcoxon Signed Ranks Test support the results of the descriptive test and paired t-test previously conducted, where there was an increase in the average student score from 79.
35 on the pretest to 89.
41 on the posttest.
In the absence of negative ranks and ties, it can be concluded that all students in the sample showed significant improvement.
This reflects that the SYAM Learning Model had a positive impact on all students without exception.
It is proven to provide a more interactive, structured and effective approach to learning, thus helping students understand the material better.
Table 4.
Wilcoxon Test Statistic Test Statisticsa Posttest of SYAM Model Pretest of SYAM Model Asymp.
Sig.
-taile.
<,001 Wilcoxon Signed Ranks Test Based on negative ranks.
The results of the analysis using the Wilcoxon test show that there is a significant increase in student scores in Islamic Religious Education subjects after being given a learning treatment using the Syam Model.
Based on the table of analysis results, it is known that there are no posttest scores that are lower than the pretest scores (Negative Ranks = .
Instead, all students showed an increase in scores on the posttest compared to the pretest (Positive Ranks = .
, with an average rank of 19.
00 and a total rank of 703.
In addition, no students had the same pretest score as the posttest score (Ties = .
These results provide strong evidence that the SYAM Learning Model is successful in consistently improving student learning outcomes.
The absence of Negative Ranks indicates that no students experienced a decrease in scores after the implementation of this learning model.
Meanwhile, all students experienced an increase in grades, as indicated by the high value of Positive Ranks.
This shows that the Syam Model is not only effective in general, but also has an evenly distributed positive impact on all students in the research group.
This finding is consistent with the results of the previous statistical test using the Paired Samples T-Test, where the difference in pretest and posttest scores proved significant.
The use of the Wilcoxon test as a non-parametric method further strengthens the conclusion that the application of the SYAM Model has a positive effect on improving student learning outcomes, without being influenced by data distribution assumptions.
In conclusion.
Ho = There is no difference in students' PAI scores before and after being given the Syam Model PAI learning treatment, is rejected, and H1 = There is a difference in students' PAI scores before and after being given the PAI learning treatment DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
2, 2024
Fahmi Fazar.
Faisal Fauzan Ilyasa.
Rizal Permana.
Syahidin.
Abdillah Muflih using the Syam Model, is accepted.
The application of the SYAM Learning Model is proven to be effective in improving student learning outcomes in PAI subjects.
With this result, the Syam Model can be recommended as an alternative innovative and relevant learning method to support the improvement of learning quality in schools.
Conclusion This study aims to develop and test the effectiveness of the SYAM (Synectic-Amtsa.
Learning Model in improving student learning outcomes in Islamic Religious Education subjects at the junior high school level.
The model is designed by integrating the Synectic method, which focuses on developing creativity and critical thinking through analogy, with the Amtsal approach which uses parables in the Qur'an to facilitate understanding of religious concepts.
The results showed that the implementation of the SYAM Model significantly improved students' understanding, skills and internalization of religious values.
Based on statistical analysis, the average student score increased from 79.
35 in the pretest 41 in the posttest, with significant differences based on the t-test .
< 0.
and Wilcoxon Signed Ranks Test .
< 0.
These results indicate that the SYAM Model is not only effective in improving learning outcomes in general but also has an evenly distributed positive impact on all students in the research The contribution of this study lies in the development of an innovative and context-based learning model, which is able to answer the challenges in teaching PAI with an interactive and applicable approach.
The limitations of this study include that the sample size was limited to grade Vi students in one school.
SMPN 1 Margahayu, so the results may not be fully representative of the general junior high school student population.
addition, the duration of the study, which was limited to three meetings, was also an obstacle in exploring the long-term impact of implementing the SYAM Model.
As a suggestion for future research, it is recommended to expand the sample coverage by involving more schools and grade levels to obtain more generalizable results.
Research can also add an analysis of the long-term impact of this learning model on student character building and further explore its effectiveness on other PAI learning materials.
In addition, the integration of learning technology can be a further area of exploration to increase the effectiveness and attractiveness of this model in the digital era.
By addressing these limitations, future research is expected to make a more comprehensive contribution to the development of innovative learning models for PAI subjects.
Acknowledgments I would like to thank the Indonesia Endowment Fund for Education (LPDP) from the Ministry of Finance Republic of Indonesia for granting the scholarship and supporting this research.
References