The Influence of Homework Assignment on Students' Learning Enthusiasm in Islamic Religious Education
DOI:
https://doi.org/10.37812/josse.v4i2.2132Keywords:
Homework Assignment, Learning Enthusiasm, Islamic Religious Education, Correlational Study, Self-Determination TheoryAbstract
This quantitative correlational study examines the influence of homework assignment (PR) on seventh-grade students' learning enthusiasm in Islamic Religious Education (PAI) at an integrated junior high school. Data were collected from 29 students using a four-point Likert-scale questionnaire, supplemented by observation and documentation. SPSS version 22 was employed for descriptive and Pearson Product Moment correlation analysis. Results reveal that homework implementation is rated "very good" (51.7% very good, 48.3% good), while learning enthusiasm is "very high" (72.4% very good, 27.6% good). A strong positive correlation was found (r = 0.957, p < .001), exceeding the critical r-table value of 0.367 at ? = 0.05, confirming that effective homework significantly enhances learning enthusiasm. The findings reinforce self-determination theory and Islamic tarbiyah principles, highlighting PR as a pedagogical tool for fostering autonomy, responsibility, and spiritual motivation. This study contributes to PAI literature by bridging cognitive reinforcement with affective-religious outcomes, though limited by a small, single-site sample and self-report bias. Future research should adopt experimental designs and mixed methods for broader generalizability.
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