PENGARUH PENGELOLAAN KELAS TERHADAP PRESTASI BELAJAR MATA PELAJARAN PENDIDIKAN AGAMA ISLAM SISWA KELAS V SDN 2 PUNDUH PEDADA TAHUN PELAJARAN 2024/2025

Abstrak

Abstract

Student achievement is a measure of the success of an educator in providing learning in the classroom. Because with student achievement it can be assessed that the educator in implementing learning in the classroom is in accordance with the guidelines and plans that have been made previously. Although all of that is not a guarantee of achievement for all students, but if an educator has carried out his learning activities in accordance with the plans and strategies that have been made at least the educator has implemented the provisions that apply. Low student learning achievement is caused by many factors, one of these factors is the low ability of educators to manage the teaching and learning process. Among these abilities is the ability to manage the class and utilize the class In the Subject of Islamic Religious Education for Class V Students of SDN 2 Punduh Pedada in the 2024/2025 Academic Year. In this study, the author has found theories to gain a deeper understanding of the definitions and concepts related to the concept of classroom management and student achievement. In the formulation of the problem found: How much influence does classroom management have on student learning achievement. In this study, the researcher used a survey method, with correlation techniques and simple regression analysis. Sampling was used using saturated samples, with a total of 144 respondents in Class V Students of SDN 2 Punduh Pedada. Data collection techniques used questionnaires, tests, observations, documentation and interviews. The data analysis technique used a descriptive analysis model, correlation coefficient, simple regression analysis. The results of this study indicate that First; there is a positive and significant influence between class V management and the achievement of Class V students of SDN 2 Punduh Pedada. This can be demonstrated by the correlation coefficient or strength of influence (ry.1) of 0.712 at the confidence level α = 0.01, which means that the pair of classroom management variable data (X1) and student achievement variable (Y) have a strong positive linear correlation because the value of ry.1 approaches +1 (positive one), the determination coefficient or the magnitude of the R square influence is 0.507, which means that classroom management can have an influence of 50.7% on student achievement and the remaining 49.3% is determined by other factors. The regression line equation is Ŷ = 37.393 + 0.585X1. Thus, if the influence of classroom management (X1) increases by one score unit, then student achievement will increase by 37.98.