Pengaruh Metode Tugas Terhadap Partisipasi Belajar Pada Mahasiswa Universitas Islam Jakarta
Influence of the Assignment Method on Student Learning Participation at Universitas Islam Jakarta
DOI:
https://doi.org/10.33511/qiroah.v15n1.22-32Keywords:
Assignment method, learning participation, active learning, higher educationAbstract
Student learning participation is an important factor in determining the effectiveness of the learning process in higher education. Therefore, the selection of appropriate instructional methods is essential to encourage students’ active involvement in academic activities. This study aims to analyze the influence of the assignment method on student learning participation at the Faculty of Islamic Studies, Universitas Islam Jakarta, in the Islamic Philosophy of Education course. The study employed a quantitative approach using a survey method. Data were collected through a Google Form questionnaire distributed to 30 students and analyzed using the Product Moment correlation technique. The findings indicate that the assignment method has a positive influence on student learning participation. A total of 82% of respondents stated that lecturers used appropriate learning methods, 97% reported that lecturers effectively encouraged active classroom discussions, 60% demonstrated active participation during the learning process, and 44% disagreed with the statement that they did not contribute to group assignments, indicating a satisfactory level of engagement in collaborative learning activities. These findings suggest that the assignment method enhances student engagement, interaction, and participation in classroom learning. The study implies that optimizing assignment-based learning strategies can contribute to more effective, collaborative, and participatory learning environments in higher education.
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