P-ISSN: 2808-0467
E-ISSN: 2808-5051
Homepage: https://iss.internationaljournallabs.com/index.php/iss
25 This work is licensed under CC BY-SA 4.0
STUDENTS’ RESPONSE ON MINI LECTURE (CERMIN) PROGRAM
ON THE LEARNING INTENSITY IN ISLAMIC EDUCATION
Santi Rahayu
Islamic Academy of Yapata Al Jawami Bandung
santirahayu@gmail.com
PAPER INFO ABSTRACT
Received: August
2021
Revised: August
2021
Approved:
September 2021
Background: In the current era of globalization, education is very important.
If the education of a society develops well, then it is undeniable that the
community will be more "qualified" and able to compete against competition
that is getting tighter and tighter in various aspects of life activities. In such
situations and conditions, "quality" human resources can face competition in
life activities.
Aim: This study aims to find out student responses about Mini Lectures
(Cermin) by class II Mekar Arum High School Bandung, knowing the
learning intensity of class II SMA Mekar Arum Bandung in the field of
Islamic Education studies, and knowing the relationship between class II
responses to Cemrin with the intensity of their learning in the field of study
of Islamic Education.
Method: In general this research uses descriptive method, that descriptive
inquiry aims at solving problems that exist in the present. Meanwhile the
problems examined by the incident took place in the present and this research
intends to reveal actual things.
Findings: The results showed that students' etiquette towards teachers are
students must always respect the teacher and the teacher's family, protect the
rights of the teacher, do not walk in front of the teacher, do not sit in the
teacher's place, do not start a conversation without the teacher’s permission,
do not ask something when the teacher is bored, be on time, do not knock on
the door of the teacher's house but be patient waiting for the teacher to come
out.
KEYWORDS
mini lecture, Cermin, students, Islamic education
INTRODUCTION
The definition of education according to JJ. Rousseau is giving us what we don't need as
children, but we need as adults. Education according to Ki Hajar Dewantara is to guide all the
natures contained in children as humans and as members of society to achieve the highest safety
and happiness. Then Marimba (1980) argues that education is the provision of guidance or
conscious leadership by educators towards physical development. and spirituality of students
towards the formation of the main personality (D. Syah et al., 2007). Nationally, education is
a conscious and planned effort to create a learning atmosphere and learning process so that
students actively develop their potential to have religious-spiritual power, self-control,
personality, intelligence, noble character, and skills needed by the people of the nation and
state (D. Shah et al., 2007).
In addition, there is still a lot that is said by experts about the purpose of education which
is essential to humanize humans, or to lead students to be able to find their self that is under
the proportions and nature of humanity, meaning that each individual realizes and understands
"who he is", "why he was held in this world", and "where to go next". This concept is very
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
26 Interdisciplinary Social Studies, 1(1), Oct 2021
important as a philosophical and basic motivation to carry out teaching and learning activities
(Sardiman, 1994).
Meanwhile, according to Sumardi Suryabrata, intensity is something that shows a measure
of the amount or degree of awareness that accompanies an activity or inner experience. This
explanation explains that intensity is a measure of a person's sincerity in participating in an
activity. According to Syah (M. Syah, 2004) that learning can be understood as a stage of
change in behavior that is relatively permanent as a result of experience and interaction with
the environment that involves cognitive processes. Learning is not only in a formal
environment, but can also be carried out in an informal and non-formal environment. Once the
importance of the meaning of learning, then when someone becomes a student needs to do
various activities that can support the achievement of these learning objectives. When the
expected goals are achieved, it is said that the teaching and learning process was successful.
On the other hand, the learning objectives are not achieved, so it is said that the teaching and
learning process is not successful. And the success of the teaching and learning process with
the achievement of the expected goals depends on several factors, including facilities and
infrastructure, teachers, methods, environment, community support, motivation, student
learning intensity, and others.
From the explanation above, it can be concluded that the intensity of learning is one of the
important aspects in achieving teaching and learning objectives. To foster an effective learning
atmosphere, students must have interest and motivation in learning which will stimulate
students to be active in teaching and learning activities in line with the above statement,
Sardiman suggests that motivation will always determine the level of intensity of learning
efforts for students, this opinion implies that effort Intense learning will be reflected in high
motivation as well as student interest and learning activities. So intensity has a very important
role in supporting individual success in learning so that with the intense (really) students
participating in PAI learning at school, it will increase knowledge, especially in PAI subjects.
With the senses as physical potential, a person can recognize the things or circumstances
that are around him, in another sense a person can make observations, the images that occur
during observation do not just disappear. But it is stored in the subconscious. Suryabrata
suggests that responses are usually defined as images that remain in memory after we
experience them (Suryabrata, 2004).
The essence of the statement above, explains that the response is a shadow or image that
enters a person's memory or mind. On the other hand, Salahudin defines response as a memory
image of the observation, while the object being observed is no longer in the space and time of
observation (Mahfudh, 1991). Meanwhile, Kartono argues that responses are impressions
experienced when the stimulus is gone. So, if the observation process has stopped and only the
impressions remain, such an event is called a response (Kartono & Kartini, 1996).
Based on the initial research at SMA Mekar Arum Bandung, a phenomenon that is quite
interesting to be studied is obtained. First, PAI teachers at this school have a long teaching
experience and have a Mini Lecture Implementation (Cermin) program. This mirror program
is a form of activity at school which is included in one of the programs held to develop the
learning intensity of students at SMA Mekar Arum Bandung. This mini-lecture (mirror) is an
extracurricular activity that is carried out outside class hours and is carried out every Saturday
after students finish the midday prayer, this lecture activity is carried out by students in turns
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
27 Interdisciplinary Social Studies, 1(1), Oct 2021
every week and has been scheduled by the PAI study teacher along with the theme to be
discussed. discuss. After finishing the zuhr prayer, students immediately came forward and
explained the themes discussed, then after that, there was a Q&A session by limiting the
number of questions because the time specified was limited. subjects such as fiqh, moral
aqidah, al-Quran hadith, and SKI to support Mini Lectures (Mirror) activities at the school.
In practice, it turns out that there are still students who are still not ready to move forward,
besides that when this mini-lecture took place there were still students who did not respond
when their friends gave lectures, such as joking with their friends, chatting, and playing
cellphones. This is also a habit of students in class when learning takes place, in addition when
there are questions that still cannot be answered by students who carry out mirrors so they still
have to be assisted by the PAI teacher. In their teaching methods, they also adapt to the material
concerned, including using the lecture, demonstration, mastery, and question and answer
methods. From the results of the preliminary study, it was found that the intensity of student
learning should match what the teacher expected but the intensity of student learning was still
less than expected. such as there are still students who joke when learning is in progress, truant
during class hours, there are students who play cellphones when the teacher explains the
material.
Mini Lecture (Cermin) is an activity that has a positive value to educate and make students
accustomed to appearing in public and to share the knowledge they have gained from the results
of teaching and learning activities in schools through Mini Lectures (Cermin). In addition, this
mirror activity or mini-lecture can directly trigger the intensity of student learning based on the
experience gained from listening to lectures that contain stories or other Islamic theories.
According to Mr. Iwan Sutia, S.Ag. as the initiator of the mini-lecture program (Cermin)
said that the implementation of the lecture program referred to here is a lecture with a
combination of varied methods. Why is it called that because lectures are conducted to trigger
participation in activities? In addition, the lectures referred to here are lectures that tend to be
interactive, which involve students through feedback or comparisons with students' opinions
and experiences. Then this Cermin is aimed at training students in expressing opinions in
public, mentally training students in expressing opinions in public, and training students' public
speaking.
According to the principal of the high school, Bp. Rd Dasep Nana Permana S.P.D. argues
that the implementation of the mini-lecture program (Cermin) can affect the intensity of
students in participating in teaching and learning activities because students feel they are given
responsibility in terms of the mini-lecture program (Cermin), although there are still students
who have not been able to adjust to the mini-lecture program.
Based on the empirical data above, on the one hand, the Mini Lecture (Mirror) activity was
held with a positive aim to educate, foster, and trigger student creativity at school, which was
attended by all students of SMA Mekar Arum Bandung but on the other hand was less
responsive to the implementation of the activity. Mini Lecture (Mirror). Seeing such a reality,
the author is interested in bringing it up in a study, because he sees a gap from the phenomena
above. As for what needs to be questioned in this case, namely how students respond to the
Mini Lecture (Cermin), how is the learning intensity of Islamic Religious Education students
and how is there a relationship between student responses about the Mini Lecture (Mirror) co-
curricular activities at school and the intensity of learning in the field of education. Islamic
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
28 Interdisciplinary Social Studies, 1(1), Oct 2021
Religious Education studies. To bring up the problems above, the author tries to bring them up
into research with the title: "Student Responses About the Mini Lecture Program (Cermin) Its
Relationship with Learning Intensity in the Field of Islamic Education Studies".
METHOD
In general, this research uses a descriptive method, that descriptive investigation aims at
solving problems that exist in the present. Meanwhile, the problems being studied occur in the
present and this research intends to reveal actual things.
Meanwhile, the data collection is processed through library research and field studies. The
literature study is intended to collect theoretical data based on the deepening of the ongoing
literature underlying the problem-solving at hand, while the field study is intended to collect
empirical data on the subject being studied. In practice, this field study involves observation,
interviews, questionnaires, and documentation techniques.
This research was conducted at SMA Mekar Arum Bandung. The selection of this location
is based on the consideration that this school is listed as one of the formal educational
institutions in the city of Bandung which has a fairly good predicate. Sampling refers to the
opinion mentioned so that the number of samples in this study is 50 people.
RESULTS AND DISCUSSION
The Reality of Student Responses About Mirrors (Mini Lectures) Mekar Arum High
School Bandung
Partial Analysis of Variable X
To find out students' responses to the Mirror (Mini Lecture), the author proposed 20
questions with 5 alternative answers. The scores given for positively oriented questionnaires
are a-5, b-4, c-3, d-2, e-1, and those with negative orientation are a-1, b-2, c-3, d-4, e-5. The
calculation results are interpreted in the range of 0.5 – 5.0, the indicators that are responded to
regarding the Mini Lecture (mirror), namely: 1) Mirror activity time (Mini Lecture), 2) Mirror
activity material (Mini Lecture), 3) Mirror activity method (Mini Lectures), 4) Mirror activity
facilities (Mini Lectures), 5) The purpose of Mirror activities (Mini Lectures). From these
indicators, the authors propose 20 items of questions posed to 50 student respondents.
The following are the results of the distribution of the questionnaire for each indicator.
Cermin Activity Time
In this indicator, 4 statement items are proposed, namely questionnaire items numbered
1,2,3, and 4. Item number 1 asks that every day of the week at school a Mini Lecture (Mirror)
is held. From item number 1, the following answers were obtained: 16 respondents answered
a, 15 respondents answered b, 10 respondents answered c, 4 respondents answered d, and 5
respondents answered e. The average value is = (16x5) + (15x4) + (10x3) + (4x2) + (5x1):50
= 3.66. This value is included in the high category because it is in the interval area of 3.40-
4.19.
Item number 2 asks that the mini-lecture is held after the congregational midday prayer,
what do you think? From item number 2, the following data were obtained: 41 respondents
answered a, 5 respondents answered b, 3 respondents answered c, 0 respondents answered d,
and 1 respondent answered e. The average value is = (41x5) + (5x4) + (3x3) + (0x2) + (1x1):50
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
29 Interdisciplinary Social Studies, 1(1), Oct 2021
= 4.7. This value is included in the very high category because it is in the 4.20-5.00 interval
area.
Item number 3 asks that the Mini Lecture at school is held for 30 minutes, what do you
think? From item number 3, the following data were obtained: 37 respondents answered a, 10
respondents answered b, 1 respondent answered c, 2 respondents answered d, and 0
respondents answered e. The average value is (37x5) + (10x4) + (1x3) + (2x2) +(0x1):50 =
4.64. This value is included in the very high category because it is in the 4.20-5.00 interval
area.
Item number 4 asks that in the implementation of Mini Lectures students always come on
time, do you agree? From item number 4 the data obtained are as follows: 17 respondents
answered a, 13 respondents answered b, 10 respondents answered c, 8 respondents answered
d, and 2 respondents answered e. The average value is = (17x5) + (13x4) + (10x3) +(8x2) +
(2x1):50 = 3.7. This value is included in the high category because it is in the interval area of
3.40-4.19.
Based on these data, it can be seen that the average score for the Mini Lecture activity time
indicator is (3.66 + 4.7 + 4.64 + 3.7): 4 = 4.18. This figure, if interpreted on a rating scale, is
included in the high category, and this means that students' responses to the Mirror time
indicator (mini-lectures) are high.
Cermin Activity Material
In this indicator, 4 statement items are proposed, namely, items numbered 5, 6, 7, and 8.
Item number 5 asks that when the mini-lecture is carried out students are required to record the
lecture material, do you agree? From item number 5, the following data were obtained: 15
respondents answered a, 17 respondents answered b, 8 respondents answered c, 10 respondents
answered d, and 0 respondents answered e. The average value is = (15x5) + (17x4) + (8x3) +
(10x2) + (0x1):50 = 3.74. This value is included in the high category because it is in the interval
area of 3.40-4.19.
Item number 6 asks that you are instructed to memorize the material presented during the
mini-lecture? From item number 6, the following data are obtained: 34 respondents answered
a, 10 respondents answered b, 4 respondents answered c, 2 respondents answered d, and 0
respondents answered e. The average value is (34x5) + (10x4) + (4x3) + (2x2) + (0x1):50 =
4.52. This value is included in the very high category because it is in the 4.20-5.00 interval
area.
Item number 7 asked that during the mini-lecture, the material presented was related to the
PAI material, what was your opinion? From item number 7, the average results are as follows:
24 respondents answered a, 13 respondents answered b, 5 respondents answered c, 8
respondents answered d, and 0 respondents answered e. The average value is = (24x5) + (13x4)
+ (5x3) + (8x2) + (0x1):50 = 4.06. This value is included in the high category because it is in
the interval area of 3.40-4.19.
Item number 8 asks that in the Mini Lecture (Cermin), the material presented is related to
the material presented in class. What is your opinion? From item number 8, the average results
are as follows: 19 respondents answered a, 16 respondents answered b, 7 respondents answered
c, 7 respondents answered d, and 1 respondent answered e. The average value is (19x5) +
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
30 Interdisciplinary Social Studies, 1(1), Oct 2021
(16x4) + (7x3) + (7x2) + (1x1):50 = 3.9. This value is included in the high category because it
is in the interval area of 3.40-4.19.
Based on these data, it can be seen that the average score on the Mini Lecture material
indicator is (3.74 + 4.52 + 4.06 + 3.9): 4 = 4.06. This figure, if interpreted on a rating scale, is
included in the high category, and this means that students' responses to the mirror material
indicators (mini-lectures) are high.
Cermin Activity Method
In this indicator, 4 statement items are proposed, namely 9, 10, 11, and 12. Item number 9
asks that the method used in the Mini Lecture (Mirror) activity is Lecture, what do you think?
From item number 9, the following data are obtained: 18 respondents answered a, 12
respondents answered b, 7 respondents answered c, 8 respondents answered d, and 5
respondents answered e. The average value is = (18x5) + (12x4) + (7x3) + (8x2) + (5x1):50 =
3.6. This value is included in the high category because it is in the interval area of 3.40-4.19.
Item number 10 asks that in the implementation of the Mini Lecture (Mirror) activity, how
about using the Q&A method. In your opinion? From item number 10 the data obtained are as
follows: 34 respondents answered a, 7 respondents answered b, 5 respondents answered c, 4
respondents answered d, and 0 respondents answered e. The average value is = (34x5) + (7x4)
+ (5x3) + (4x2) + (0x1):50 = 4.42. This value is included in the very high category because it
is in the 4.20-5.00 interval area.
Item number 11 asks that the Mini Lecturer is occasionally delivered by students, what do
you think? From item number 11, the following data were obtained: 25 respondents answered
a, 12 respondents answered b, 6 respondents answered c, 6 respondents answered d, and 1
respondent answer e. The average value is = (25x5) + (12x4) + (6x3) + (6x2) + (1x1):50 =
4.08. This value is included in the high category because it is in the interval area of 3.40-4.19.
Item number 12 asks that are bored in following the mini-lecture with the lecture method?
From item number 12 obtained the following data: 22 respondents answered a, 12 respondents
answered b, 7 respondents answered c, 6 respondents answered d, and 3 respondents answered
e. The average value is (22x5) + (12x4) + (7x3) + (6x2) + (3x1):50 = 3.88. This value is
included in the high category because it is in the interval area of 3.40-4.19.
Based on these data, it can be seen that the average score for the Mini Lecture method
indicator is (3.6 + 4.42 + 4.08 + 3.88): 4 = 3.1. This figure, if interpreted on a rating scale, is
included in the medium category scale and this means that the student's response to the Mirror
method indicator (mini-lecture) is moderate.
Cermin Activity Facility
In this indicator, it was submitted 3 questions, namely item numbers 13.14 and 15. Item
number 13 asked that in the mini-lecture (mirror) activity, it should use a loudspeaker to be
heard by students. What do you think? From the number 13 item obtained the following data:
29 respondents answered A, 11 respondents answered B, 7 respondents answered C, 3
respondents answered D, and 0 respondents answered e. The average value is = (29x5) + (11x4)
+ (7x3) + (3x2) + (0x1): 50 = 4.32. This value includes a very high category because it is in
the interval area of 4.20-5.00.
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
31 Interdisciplinary Social Studies, 1(1), Oct 2021
Item number 14 asks that in participating in mini-lecture activities, the teacher stands in
the pulpit. Do you agree? From the number 14 item obtained the following data: 22 respondents
answered A, 12 respondents answered B, 7 respondents answered C, 6 respondents answered
D, and 3 respondents answered e. The average value is = (22x5) + (12x4) + (7x3) + (6x2) +
(3x1): 50 = 3.88. This value is included in the high category because it is in the interval area of
3.40-4.19.
Item number 15 asks that in mini-lecture activities (mirror), you should not record each
material that is given. What do you think? From the number 15 item obtained the following
data: 28 respondents answered A, 12 respondents answered B, 4 respondents answered C, 5
respondents answered D, and 1 respondent answered e. The average value is = (28x5) + (12x4)
+ (4x3) + (5x2) + (1x1): 50 = 4.22. This value includes a very high category because it is in
the interval area of 4.20-5.00.
Based on the data, it can be known for the average score on the indicator facilities for
inability: (4.32 + 3.88 + 4.22): 3 = 4.14. This figure is interpreted on the scale of the assessment
is included in the high category and this means the student's response to means of Cermin
(mini-lecture) is high.
Purpose of Cermin Activity
In this indicator, 5 statements are submitted, namely, items numbered 16, 17, 18, 19, and
20. Item number 16 asks that Mini Lectures can motivate students not to play truant during
class hours? From item number 16, the following data are obtained: 15 respondents answered
a, 15 respondents answered b, 10 respondents answered c, 5 respondents answered d, and 5
respondents answered e. The average value is = (15x5) + (15x4) + (10x3) + (5x2) + (5x1):50
= 3.6. This value is included in the high category because it is in the interval area of 3.40-4.19.
Item number 17 asks that the purpose of the Mini Lecture (Mirror) is to teach students to
dare to express their opinions. From item number 17, the following data were obtained: 38
respondents answered a, 6 respondents answered b, 5 respondents answered c, 0 respondents
answered d, and 1 respondent answered e. The average value is = (38x5) + (6x4) + (5x3) +
(0x2) + (1x1):50 = 4.6. This value is included in the high category because it is in the interval
area of 3.40-4.19.
Item number 18 asks that one of the objectives of implementing Mini Lecture activities is
to form students to be more active in learning. In your opinion? From item number 18, the
following data were obtained: 35 respondents answered a, 11 respondents answered b, 2
respondents answered c, 2 respondents answered d, and 0 respondents answered e. The average
value is = (35x5) + (11x4) + (2x3) + (2x2) + (0x1):50 = 4.58. This value is included in the very
high category because it is in the 4.20-5.00 interval area.
Item number 19 asks that the purpose of the Mini Lecture (Mirror) activity is to increase
students' knowledge. What do you think? From item number 19 obtained the following data:
17 respondents answered a, 15 respondents answered b, 9 respondents answered c, 7
respondents answered d, and 2 respondents answered e. The average value is
(17x5)+(15x4)+(9x3)+(7x2)+(2x1) : 50 = 3.76. This value is included in the high category
because it is in the interval area of 3.40-4.19.
Item number 20 asks that the Mini Lecture (mirror) aims to set an example for students to
come to school on time, what do you think? From item number 20 obtained the following data:
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
32 Interdisciplinary Social Studies, 1(1), Oct 2021
14 respondents answered a, 17 respondents answered b, 8 respondents answered c, 11
respondents answered d, and 0 respondents answered e. The average value is = (14x5) +(17x4)
+ (8x3) + (11x2) + (0x1):50 = 3.68. This value is included in the high category because it is in
the interval area of 3.40-4.19.
Based on these data, it can be seen that the average score on the indicators of the Mini
Lecture's objectives are (3.6 + 4.6 + 4.58 + 3.76 + 3.68): 5 = 4.04. This figure, if interpreted on
a rating scale, is included in the high category and this means that the student's response to the
Mirror's objective indicator (mini-lecture) is high.
The Interpretation of Variable X
From all the data obtained for this variable X, it can be seen that the results (4.18 + 4.06 +
3.1 + 4.14 + 4.04): 5 = 3.9 thus students' responses about mini-lectures (mirrors) shows a high
qualification because the score is in the interval 3.40 – 5.00.
Central Tendency
From the calculation of the central tendency, it is obtained that the Mean (Me) = 81.06,
the Median (Md) = 82.04, and the Mode (Mo) = 84.14, or Me < Md < Mo, resulting in a
negative squint curve. This means that it raises the assumption that the frequency distribution
of students' responses to mini-lectures (mirrors) is normal, see attachment.
Normality Test
Based on the calculations obtained at the 5% significance level, the value of X^2〗
_hitung= 4.99 and X^2〗_table is 9.49. Thus, X^2〗_count<〖X^2〗_table. That means the
score data for the variable X is normally distributed.
The Reality of Student Learning Intensity in the Field of Islamic Religious Education
Studies
Partial Analysis
To determine the intensity of student learning in the field of Islamic Studies, a
questionnaire was used which the authors proposed to 50 students who were taken as samples.
The number of questions given to respondents is 20 question items which are divided into 5
indicators, namely:
1) Duration of Activity: In this indicator, the writer asks 3 questions, namely numbers 1,
2, and 3. Item number 1 asks that the PAI teaching and learning process is in class 2 x
45 minutes. Did you follow it from start to finish? From item number 1 the data obtained
are as follows: 26 respondents chose to answer a, 19 respondents chose answer b, 4
respondents chose answer c, 1 respondent chose answer d, and 0 respondents chose
answer e. The average value is (26x5)+(19x4)+(4x3)+(1x2)+(0x1) : 50 = 4.4. This
figure includes very high qualifications because it is in the 4.20-5.00 interval area.
Item number 2 asks that Do you always use your free time to repeat the Islamic
Religious Education lessons learned at school? From item number 2 obtained the
following data: 29 respondents chose to answer a, 20 respondents chose answer b, 1
respondent chose answer c, 0 respondents chose answer d, and 0 respondents chose
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
33 Interdisciplinary Social Studies, 1(1), Oct 2021
answer e. The average value is (29x5) + (20x4) + (1x3) + (0x2) + (0x1):50 = 4.56. This
figure includes a very high qualification because it is in the 4.20-5.00 interval area.
Item number 3 asks that during the learning process the teacher gives time to ask
whether you use it? From item number 3, the data obtained are as follows: 19
respondents chose to answer a, 18 respondents chose answer b, 9 respondents chose
answer c, 3 respondents chose answer d, and 1 respondent chose answer e. The average
value is (19x5) + (18x4) + (9x3) + (3x2) + (1x1):50 = 4.02. A figure of this size includes
a high qualification because it is in the 3.40-4.19 interval area.
Based on these data, it can be seen that the average score on the Mini Lecture
activity duration indicator is: (4.4 + 4.56 + 4.02):3 = 4.32. This figure is interpreted on
a rating scale that is included in the high category and this means that the intensity of
student learning in the field of Islamic Education is very high.
2) Activity Frequency: In this indicator, the writer asks 5 questions, namely numbers 4,5,
6, 7, and 8. Item number 4 asks that I take PAI lessons 2 times a week? From item
number 4 obtained the following data 24 respondents chose to answer a, 21 respondents
chose answer b, 3 respondents chose answer c, 1 respondent chose answer d, and 1
respondent chose answer e. The average value is (24x5) + (21x4) + (3x3) + (1x2) +
(1x1):50 = 4.32. This figure includes a very high qualification because it is in the 4.19-
5.00 interval area.
Item number 5 asks that During PAI learning is running and learning takes place,
do you like to follow it? From item number 5, the data obtained are as follows: data 27
respondents chose to answer a, 20 respondents chose answer b, 3 respondents chose
answer c, 0 respondents chose answer d, and 0 respondents chose answer e. The average
value is (27x5) + (20x4) + (3x3) + (0x2) + (0x1):50 = 4.48. This figure includes very
high qualifications because it is in the 4.20-5.00 interval area.
Item number 6 asks whether the students are active in participating in PAI lessons
at every lesson at school? From item number 6, the data obtained are as follows: 1
person answered a (5), 34 respondents chose to answer a, 13 respondents chose answer
b, 2 respondents chose answer c, 0 respondents chose answer d, and 0 respondents chose
answer e. The average value is (34x5) + (13x4) + (2x3) + (0x2) + (0x1):50 = 4.5. This
figure includes a very high qualification because it is in the 4.20-5.00 interval area.
Item number 7 asks that After attending PAI learning at school, do you like to
review PAI material at home? From item number 7 the data obtained are as follows: 28
respondents chose to answer a, 18 respondents chose answer b, 3 respondents chose
answer c, 1 respondent chose answer d, and 0 respondents chose answer e. The average
value is (28x5) + (18x4) + (3x3) + (1x2) + (0x1):50 = 4.46. A figure of this size includes
a high qualification because it is in the area of the 4.20-5.00 interval.
Item number 8 asks that Do you repeat PAI lessons with friends outside of school?
From item number 8 obtained the following data: 29 respondents chose to answer a, 18
respondents chose answer b, 2 respondents chose answer c, 1 respondent chose answer
d, and 0 respondents chose answer e. The average value is (29x5) + (18x4) + (2x3) +
(1x2) +(0x1):50 = 4.5. This figure includes a very high qualification because it is in the
4.20-5.00 interval area.
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
34 Interdisciplinary Social Studies, 1(1), Oct 2021
Based on these data, it can be seen that the average score on the material indicators
for Mini Lecture activities is: (4.32 + 4.48 + 4.5 + 4.46 + 4.5): 5 = 4.45. This figure is
interpreted on a rating scale that is included in the very high category and this means
that the intensity of student learning in the field of Islamic Religious Education is very
high.
3) Presentation: In this indicator, the author asks 4 questions, namely numbers 9, 10, 11,
and 12. Item number 9 asks that when PAI learning will be carried out, do you come
earlier before learning begins? From item number 9 obtained the following data 14
respondents chose to answer a, 29 respondents chose answer b, 5 respondents chose
answer c, 2 respondents chose answer d, and 0 respondents chose answer e. The average
value is (14x5) + (29x4) + (5x3) + (2x2) + (0x1):50 = 4.1. This figure includes a high
qualification because it is in the 3.40-4.19 interval area.
Item number 10 asks that when the teacher asks students to come forward trying
to explain the material for PAI, do you like to raise your hand to be the first to try?
From item number 10, the following data can be obtained: 20 respondents chose to
answer a, 25 respondents chose answer b, 5 respondents chose answer c, 0 respondents
chose answer d, and 0 respondents chose answer e. The average value is (20x5) + (25x4)
+ (5x3) + (0x2) + (0x1):50 = 4.3. This figure includes a very high qualification because
it is in the 4.20-5.00 interval area.
Item number 11 asks that during PAI learning the teacher provides an opportunity
to ask all students about the material presented, do you ask? From item number 11, the
following data can be obtained: 11 respondents chose to answer a, 27 respondents chose
answer b, 7 respondents chose answer c, 4 respondents chose answer d, and 1
respondent chose answer e. The average value is (11x5) + (27x4) + (7x3) + (4x2) +
(1x1):50 = 3.86. A figure of this size includes a high qualification because it is in the
3.40-4.19 interval area.
Item number 12 asks that Are you eager to learn to get good grades? From item
number 12 obtained the following data: 28 respondents chose to answer a, 17
respondents chose answer b, 4 respondents chose answer c, 1 respondent chose answer
d, and 0 respondents chose answer e. The average value is (28x5) + (17x4) + (4x3) +
(1x2) + (0x1):50 = 4.44. This figure includes a very high qualification because it is in
the 4.20-5.00 interval area.
Based on these data, it can be seen that the average score on the presentation
indicator is: (4.1 + 4.3 + 3.86 + 4.44): 4 = 4.18. This figure is interpreted on a rating
scale that is included in the high category and this means that the intensity of student
learning in the field of Islamic Religious Education is high.
4) Attitude Orientation: In this indicator, the writer asks 4 questions, namely numbers 13,
14, 15, and 16. Item number 13 asks that do you study the material that will be studied
at school? 20 respondents chose to answer a, 24 respondents chose answer b, 5
respondents chose answer c, 1 respondent chose answer d, and 0 respondents chose
answer e. The average value is (20x5) + (24x4) + (5x3) + (1x2) + (0x1):50 = 4.26. This
figure includes very high qualifications because it is in the 4.20-5.00 interval area.
Item number 14 asks that After taking PAI lessons, do you feel compelled to learn
to apply the materials being taught? From item number 14, the data obtained are as
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
35 Interdisciplinary Social Studies, 1(1), Oct 2021
follows: 20 respondents chose to answer a, 25 respondents chose answer b, 5
respondents chose answer c, 0 respondents chose the answer d, and 0 respondents chose
the answer e. The average value is (20x5) + (25x4) + (5x3) + (0x2) + (0x1):50 = 4.3.
This figure includes a very high qualification because it is in the 4.20-5.00 interval area.
Item number 15 asks that when attending PAI, there is a noise in another class, do
you still pay attention to Islamic Religion Lessons? From item number 15, the following
data can be obtained: 28 respondents chose to answer a, 19 respondents chose answer
b, 2 respondents chose answer c, 1 respondent chose answer d, and 0 respondents chose
answer e. The average value is (28x5) + (19x4) + (2x3) + (1x2) +(0x1):50 = 4.48. A
figure of this size includes a high qualification because it is in the area of the 4.20-5.00
interval.
Item number 16 asks that Do you feel enthusiastic about participating in PAI
learning at school? From item number 16, the data obtained are as follows: 26
respondents chose to answer a, 20 respondents chose answer b, 4 respondents chose
answer c, 0 respondents chose answer d, and 0 respondents chose answer e. The average
value is (26x5) + (20x4) + (4x3) + (0x2) + (0x1):50 = 4.44. A figure of this size includes
a high qualification because it is in the area of the 4.20-5.00 interval.
Based on these data, it can be seen that the average score on the attitude direction
indicator is: (4.26 + 4.3 + 4.48 + 4.44): 4 = 4.4. This figure is interpreted on a rating
scale that is included in the high category and this means that the intensity of student
learning in the field of Islamic Religious Education is very high.
5) Interest: In this indicator, the author asks 4 questions, namely numbers 17, 18, 19, and
20. Item number 17 asks that I am interested in taking PAI lessons at school? From item
number 17, the data obtained are as follows: 21 respondents chose to answer a, 23
respondents chose answer b, 5 respondents chose answer c, 1 respondent chose answer
d, and 0 respondents chose answer e. The average value is (21x5) + (23x4) + (5x3) +
(1x2) + (0x1):50 = 4.28. A figure of this size includes a high qualification because it is
in the area of the 4.20-5.00 interval.
Item number 18 asks that PAI lessons are considered important for students to
prepare for the future, do you take PAI lessons seriously? From item number 18 the
data obtained are as follows: 27 respondents chose to answer a, 20 respondents chose
answer b, 2 respondents chose answer c, 1 respondent chose answer d, and 0
respondents chose answer e. The average value is (27x5) + (20x4) + (2x3) + (1x2) +
(0x1):50 = 4.46. A figure of this size includes a high qualification because it is in the
area of the 4.20-5.00 interval.
Item number 19 asks that Do you study PAI outside of school? From item number
19 the data obtained are as follows: 19 respondents chose to answer a, 18 respondents
chose answer b, 8 respondents chose answer c, 3 respondents chose answer d, and 2
respondents chose answer c. answer e. The average value is (19x5) + (18x4) + (8x3) +
(3x2) + (2x1):50 = 3.8. This figure includes a very high qualification because it is in
the 3.4-4.19 interval area.
Item number 20 asks that if the PAI teacher comes late to class, do you still carry
out PAI learning in class? From item number 20, the following data can be obtained:
23 respondents chose to answer a, 20 respondents chose answer b, 3 respondents chose
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
36 Interdisciplinary Social Studies, 1(1), Oct 2021
answer c, 2 respondents chose answer d, and 2 respondents chose answer e. The average
value is (23x5) + (20x4) + (3x3) + (2x2) + (2x1):50 = 4.2. This figure includes very
high qualifications because it is in the 4.20-5.00 interval area.
Based on these data, it can be seen that the average score on the learning interest
indicator is: (4.28 + 4.46 + 3.8 + 4.2): 4 = 4.19. This figure is interpreted on a rating
scale that is included in the high category and this means that the intensity of student
learning in the field of Islamic Religious Education is high.
The Interpretation of Variable Y
From the overall data obtained for this Y variable, it can be seen the results (4.32 + 4.45 +
4.18 + 4.4 + 4.19): 5 = 4.30 thus student responses about mini-lectures (mirrors) shows a very
high qualification because the score is in the interval from 4.20 to 5.00.
Central Tendency
From the calculation of the central tendency, it is obtained that the Mean (Me) = 86.18,
the Median (Md) = 84.5, and the Mode (Mo) = 82.17, or Me > Md > Mo, resulting in a negative
squint curve. This means that it raises the assumption that the frequency distribution of students'
responses to mini-lectures (mirrors) is normal, see attachment.
Normality Test
Based on the calculations obtained at the 5% significance level, the value of X^2〗
_hitung= 5.89 and X^2〗_table is 9.49. Thus, X^2〗_count<〖X^2〗_table. That means the
data score of the variable X is normally distributed.
The Reality of the Relationship of Student Responses to Mini Lectures with Student
Learning Intensity in the Field of Islamic Studies
To find out the relationship between students' responses about mini-lectures and the
intensity of student learning in the field of Islamic Religious Education, correlation analysis
will be carried out. The data of variables X and Y are normally distributed and the regression
is linear, so the degree of relationship between the variables X and Y is determined by using
the product-moment correlation formula.
Based on the calculation results, it can be seen that the relationship between student
responses about mini-lectures and student learning intensity in the field of Islamic Education
is 0.40. This correlation coefficient is categorized as moderate or sufficient. While the results
of the hypothesis test, obtained the value of t count = 3.05 and t table = 2.01. This means that t
count (3.05) > t table (2.01). Thus, it illustrates that the null hypothesis (Ho) which states that
there is no relationship between student responses about mini-lectures and student learning
intensity in the field of Islamic Religious Education is rejected. This means that these two
variables have a significant relationship. Because the direction of the correlation is positive, it
can be interpreted that the better the students' responses about the mini-lectures, the higher the
level of intensity of student learning in the field of Islamic Education.
The level of influence of variable X on variable Y is known to be 16%, and 84% is
influenced by other factors. So that students' responses about mini-lectures are part of one of
Students’ Response on Mini Lecture (Cermin) Program on the Learning Intensity in Islamic Education
37 Interdisciplinary Social Studies, 1(1), Oct 2021
the factors that can influence the level of student learning intensity in the field of Islamic
Education.
CONCLUSION
Based on the results of research data analysis on student responses to mini-lectures
concerning student learning intensity in the field of Islamic Religious Education, quantitatively
the following conclusions are obtained: 1) The reality of the intensity of student learning in the
field of PAI studies includes high qualifications. This is indicated by the average value of their
answers to the 20 questionnaire questions posed to 50 respondents by producing an average
value of 4.30 and the value is in the interval 4.20-5.00; and 2) Based on the calculation results,
it can be seen that the relationship between student responses about mini-lectures and student
learning intensity in the field of Islamic Education is 0.40. This correlation coefficient is
categorized as moderate or sufficient. The level of influence of variable X on variable Y is
known to be 16%, meaning that there is still 84% of student learning intensity influenced by
other factors.
REFERENCES
Kartono, & Kartini. (1996). Psikologi umum (General psychology). Mandar Maju.
Mahfudh, S. (1991). Pengantar psikologi umum (An introduction to general psychology). PT
Bina Ilmu.
Marimba, A. D. (1980). Filsafat Pendidikan Islam. Bandung: Alma’arif.
Sardiman, A. M. (1994). Interaksi dan motivasi belajar mengajar (The interaction and
motivation of learning and teaching). PT Rajawali Pers.
Suryabrata, S. (2004). Psikologi pendidikan (Educational psychology). PT Raja Grapindo
Persada.
Syah, D., Supardi, Nurdin, A., & et.al. (2007). Perencanaan sistem pengajaran PAI (The
system plan of Islamic education). Gaung Persada Press.
Syah, M. (2004). Psikologi pendidikan dengan pendekatan baru (Educational psychology with
a new approach). Remaja Rosdakarya.
