STRATEGI PEMBELAJARAN RESOURCE BASED LEARNING (RBL) DALAM PEMBELAJARAN AGAMA HINDU MATERI TRI KAYA PARISUDHA PADA SISWA KELAS VIII C SMP NEGERI 2 KEDIRI TAHUN PELAJARAN 2022/2023

Abstract

The classic problem in the world of education at the primary and secondary levels as a basic foundation for the next level is how students can have an intrinsic drive to learn. Learning is not an automatic consequence of contemplating information in the minds of students. Learning requires mental involvement and students' own work. Mere explanations and demonstrations will not produce lasting learning results. What can produce lasting learning results is only active learning activities.

The problems to be studied in this research are: a) What is meant by Resource Based Learning learning strategies; b) How is learning implemented using the Resource Based Learning Strategy; c) How to increase children's learning motivation using Resource Based Learning learning strategies at SMP Negeri 2 Kediri in Class VIII C.

To increase students' motivation in studying Hindu Religious Education, especially in Class VIII C of SMP Negeri 2 Kediri, one way is by implementing the Resource Based Learning (RBL) Learning Strategy. By implementing this learning strategy, it is hoped that achievement and motivation to learn Hindu Religious Education can increase.

This research uses two rounds of action research. Each round consists of four stages, namely: design, activities and observations, reflection, and revision. The target of this research is students in Class VIII C of SMP Negeri 2 Kediri for the 2022/2023 academic year. The data obtained is in the form of formative test results, observation sheets of teaching and learning activities.

Based on the results of the analysis, it was concluded that the Resource Based Learning (RBL) learning strategy could increase students' learning motivation in learning Hindu Religious Education and Buddhist Character at SMP Negeri 2 Kediri. This can be seen from the interpretation of the descriptions and tables, namely that the process of student learning activities can be seen to increase with each cycle, namely in cycle I they got an average score of 3.45, included in the good category, and in cycle II students got an average score. -average 4.27, included in the very good category. This can also be seen from the increase in student learning motivation from cycle I to cycle II, namely in cycle I with a percentage value of 58.00%, included in the medium category, in cycle II there was an increase in the percentage value of 67.24%, including in the high category.