The Effects of Interactive Flat Panel, Project-Based Learning, and the Semester Credit System on Students’ Self-Awareness at MAN 2 Ponorogo
(Pengaruh Interactive Flat Panel, Project-Based Learning, dan Sistem Kredit Semester terhadap Kesadaran Diri Siswa di MAN 2 Ponorogo)
DOI:
https://doi.org/10.20625/theosyn.v2i2.223Keywords:
Interactive Flat Panel, Project-Based Learning, Semester Credit System, Self-AwarenessAbstract
This study aimed to examine the effects of the Interactive Flat Panel (IFP), Project-Based Learning (PjBL), and the Semester Credit System (SCS) on strengthening students’ self-awareness at MAN 2 Ponorogo. A quantitative explanatory design was employed involving 150 students selected through purposive sampling. Data were collected using a five-point Likert questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The findings revealed that IFP had a positive and significant effect on students’ self-awareness (β = 0.665, t = 3.585, p < 0.001), whereas PjBL demonstrated a positive but statistically insignificant effect (β = 0.331, p = 0.078). The structural model exhibited very high explanatory power (R² = 0.987), indicating that integrating IFP, PjBL, and the Semester Credit System has the potential to strengthen students’ self-awareness. This study contributes an interactive madrasah learning model that combines educational technology, active learning, and curriculum flexibility to foster students’ character development.
Abstrak
Penelitian ini bertujuan menganalisis pengaruh pembelajaran berbasis Interactive Flat Panel (IFP), Project-Based Learning (PjBL), dan Sistem Kredit Semester (SKS) terhadap penguatan self-awareness siswa di MAN 2 Ponorogo. Penelitian menggunakan pendekatan kuantitatif dengan desain eksplanatori terhadap 150 siswa yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket skala Likert dan dianalisis dengan Partial Least Squares Structural Equation Modeling (PLS-SEM) menggunakan SmartPLS. Hasil penelitian menunjukkan bahwa pembelajaran berbasis IFP berpengaruh positif dan signifikan terhadap self-awareness (β = 0,665; t = 3,585; p < 0,001), sedangkan PjBL menunjukkan pengaruh positif tetapi belum signifikan (β = 0,331; p = 0,078). Model memiliki daya jelas yang sangat tinggi (R² = 0,987), menunjukkan bahwa integrasi IFP, PjBL, dan SKS berpotensi memperkuat kesadaran diri siswa. Penelitian ini berkontribusi dalam menawarkan model pembelajaran interaktif madrasah yang mengintegrasikan teknologi, pembelajaran aktif, dan fleksibilitas kurikulum untuk mendukung pengembangan karakter siswa.
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