The Effectiveness of Using Al-Farabi's Dialogical Method to Improve Learning Motivation and Critical Thinking in Senior High School Students in Islamic Religious Education

Abstract

Globally, high student motivation is one of the key milestones in achieving optimal learning outcomes. Sadly, the reality on the ground shows that Indonesian students' motivation to learn and critical thinking skills have declined by up to 70% in the wake of the pandemic. With such a high percentage, innovation is needed to increase student motivation. Learning methods and media play an important role in achieving effective learning. A good collaboration of learning methods and media that can be used to increase student motivation and critical thinking is the dialogical method in Al-Faraby's thinking. The purpose of this study is to determine the effectiveness of using the dialogical method in Al-Faraby's thinking to increase student motivation, especially in Islamic Religious Study learning. This study uses a quantitative pre-experimental one-group pretest-posttest design. Based on the pretest results, almost all students' learning motivation was classified as “Low and Moderate,” and in the posttest, the researcher found that students' learning motivation was classified as “High and Very High.” Students' learning motivation increased by 17%. Furthermore, the researcher found that the N-Gain percentage score was in the “Fairly Effective” category, which means that Al-Farabi's dialogic method is quite effective in increasing motivation.