The Effect of the Joyful Learning Method on Islamic Religious Education Learning Outcomes

Abstract

This study examines the effect of the Joyful Learning method on students' learning outcomes in Islamic Religious Education at SMK Negeri 6 Makassar. Joyful Learning is relevant to Islamic Religious Education because it encourages active, creative, interactive, and meaningful learning experiences while reducing classroom tension and boredom. This study employed a quantitative correlational approach. The research was conducted at SMK Negeri 6 Makassar with 42 students from Grade X Culinary Arts selected using purposive sampling. Data were collected through observation, questionnaires, and documentation of students' Islamic Religious Education scores. The questionnaire consisted of 15 valid items measuring students' responses to the implementation of the Joyful Learning method. Data were analyzed using descriptive statistics, validity and reliability tests, simple linear regression, t-test, and coefficient of determination with SPSS 25. The findings show that the implementation of the Joyful Learning method was categorized as very good, with an average score of 4.39. Students' Islamic Religious Education learning outcomes were categorized as good, with an average score of 83.33, a minimum score of 80, and a maximum score of 90. The regression analysis produced the equation Y = 53.019 + 0.461X. The hypothesis test showed that tcount was higher than ttable, namely 9.605 > 2.021, with a significance value of 0.000 < 0.05. The coefficient of determination was 0.698, indicating that the Joyful Learning method contributed 69.8% to students' learning outcomes, while 30.2% was influenced by other factors. These findings confirm that the Joyful Learning method has a positive and significant effect on Islamic Religious Education learning outcomes and can be developed as an instructional strategy for vocational school students.