Kontribusi Profesionalisme Guru dan Minat Belajar terhadap Hasil Belajar Bahasa Arab

Abstract

Penelitian bertujuan untuk menganalisis: 1) Pengaruh profesionalisme guru terhadap hasil belajar bahasa Arab, 2) Pengaruh minat belajar terhadap hasil belajar bahasa Arab, dan 3) Pengaruh profesionalisme guru dan minat belajar terhadap hasil belajar bahasa Arab. Penelitian menggunakan metode survei kausal, dengan teknik analisis jalur. Populasi berjumlah 137, sampel sebanyak 35 siswa. Hasil penelitian menunjukkan bahwa: (1) Terdapat pengaruh langsung positif profesionalisme guru terhadap hasil belajar bahasa Arab siswa, dengan persamaan regresi Ŷ = dari -2,367 + 0,184X1, koefisien korelasi 0,689 dengan koefisien path 0,483 pada taraf α = 0,05, (2) Terdapat pengaruh langsung positif minat belajar terhadap hasil belajar bahasa Arab siswa dengan persamaan regresi Ŷ = dari -2,367 + 0,136X2, koefisien korelasi 0,672 dengan koefisien path 0,451 pada taraf α = 0,05, (3) Terdapat pengaruh langsung positif  profesionalisme guru terhadap minat belajar siswa, dengan persamaan regresi Ŷ dari 51,720 + 0,579X1, koefisien korelasi path 0,459 pada taraf α = 0,05. Nilai Fhitung sebesar 27,94 > nilai Ftabel sebesar 3,295 menunjukkan bahwa variabel profesionalisme guru dan minat belajar secara simultan mampu menjelaskan perubahan pada variabel hasil belajar bahasa Arab. Dengan kata lain, model dinyatakan cocok atau fit.

The study aims to analyze: 1) the effect of teachers’ professionalism on the learning achievement of Arabic Language, 2) the effect of learning interest on the Arabic Language Learning Achievement, and 3) the effects of teachers’ professionalism and learning interest on the Arabic Language Learning Achievement. The study uses a causal survey method, with path analysis technique. The population of the study amounts to 137, and the sample numbers 35 students. The study uses a path analysis technique. The results show that: (1) There is a direct positive effect of teachers’ professionalism on the Arabic language learning achievement of the students with a regression equation of Ŷ = -2.367 + 0.184X1, the correlation coefficient of 0.689 with 0.483, and path coefficients at the level of α = 0.05; (2) There is a direct positive effect of learning interest on the Arabic language learning achievement of the students with a regression equation of Ŷ = -2.367 + 0.136X2, the correlation coefficient of 0.672 with 0.451, and path coefficients at the level of α = 0.05; and (3) There is a direct positive influence of the teachers’ professionalism on the students’ learning interest with the regression equation Ŷ from 51.720 + 0.579X1, the correlation coefficient 0.459, and path coefficients at the level of α =

0.05. The value of Fobserved 27.94 > Ftable 3.295 which indicates that the variables of teachers’ professionalism and learning interest simultaneously are able to explain changes in the achievement of Arabic language learning.