Penerapan Ice Breaking dalam Menciptakan Kefokusan Siswa pada Pembelajaran Pendidikan Agama Katolik Kelas VIII
DOI:
https://doi.org/10.54259/diajar.v5i4.8212Keywords:
Catholic Religious Education, Ice Breaking, Students Learning FocusAbstract
This study aimed to describe the implementation of ice breaking in creating students’ learning focus in Catholic Religious Education for eighth-grade students at Stella Duce 2 Junior High School Yogyakarta. This study employed a quantitative approach with a descriptive correlational (ex post facto) design. The research subjects consisted of 45 students from classes VIII Nisita and VIII Mandaya. Data were collected using questionnaires consisting of ice breaking and students’ learning focus instruments. Instrument testing included the Pearson Product Moment validity test and Cronbach Alpha reliability test, while data analysis techniques employed descriptive statistics and simple linear regression using SPSS version 27. The results indicated that, out of 18 instrument items for the ice breaking variable, 13 items were valid and 5 items were invalid, whereas all 13 instrument items for the students’ learning focus variable were declared valid. The reliability test results showed a Cronbach Alpha value of 0.786 for the ice breaking variable and 0.863 for the students’ learning focus variable, indicating that both instruments were reliable. Descriptive statistical analysis revealed that the implementation of ice breaking and students’ learning focus were categorized as high. Furthermore, the simple linear regression analysis demonstrated a significant effect of ice breaking implementation on students’ learning focus, with a significance value of 0.016 (<0.05) and an effect contribution of 12.7%. Therefore, the implementation of ice breaking can be considered a learning strategy that supports students’ learning focus in Catholic Religious Education.
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