| dc.description.abstract | This study aims to see the relationship between the implementation of learning
composition that integrates HOTS with the achievement of students through Islamic
education subjects in primary schools. This study examines the profile of the aspect of
student learning composition and the relationship with the current student
achievement. The instrument used is the adaptation of the HOTS questionnaire used
by (Rabiatul Adawiyah, 2008) which has adapted the modified Anderson instrument
from Bloom's taxonomy, 'Learning and Study Strategies High Order Thinking, Islamic
Education teaching practice assessment instrument by (Mohd Aderi, 2010) And
teaching monitoring instructional materials (JNJK, 2011) to measure the
implementation of student learning composition with the reliability value of Cronbach
Alpha (α) 0.902. Samples involved were five year students who were taken randomly
stratified and grouped from national schools around the state of Perak. The data were
analyzed using frequency, percentage, mean, standard deviation, and Pearson
correlation. The results showed that the level of correlation between the composition of
learning and the achievement of the students was moderate high for six constructs ie
planning (min = 3.43, SP = 0.54, r = 0.457), objective setting (min = 3.31, SP = 0.49, r
= 0.455) The use of educational resources (mean = 3.35, SP = 0.48, r = 0.673),
implementation of questionnaire (min = 3.32, SP = 0.57, r = 0.535) (Min = 3.07, SP =
0.59, r = 0.4781), while performing reflection (mean = 3.15, SP = 0.55, r = 0.0931)
summarize the teaching content (mean = 3.34, SP = 0.60, r = 0.183) = Low
relationship. The findings also showed that the composition of learning in terms of
overall and student achievement was moderate (r = 0.031, p = 0.579, r = 0.0852).
Therefore, the implementation of learning composition is related to student
achievement, but there are other factors contributing to student achievement in Islamic
education subjects. | en_US |
