The Relationship Between The Drill Method And Education Learning Outcomes Among Grade X1 Students At Islamic Senior High School 1 Surakarta

Abstract

The Drill Method is an instructional approach that involves repeated exercises, memorization, practice, and note-taking to support students’ learning processes. This study aims to examine the implementation of the Drill Method, describe students’ learning outcomes in Islamic Religious Education (IRE), and determine whether there is a statistically significant relationship between the Drill Method and the learning outcomes of Grade X1 students at Islamic Senior High School 1 Surakarta. This study employed a quantitative research design with a correlational approach. Data were collected from 29 students using a Likert-scale questionnaire measuring the implementation of the Drill Method, while students’ IRE learning outcomes were obtained from their report-card scores. The data were analyzed using descriptive statistics and simple linear regression with the assistance of SPSS. The results showed that the implementation of the Drill Method was categorized as good, with the largest proportion of students (34.5%) falling into the good category. Students’ learning outcomes were predominantly distributed across the good and fair categories, each accounting for 27.6%, with a mean score of 79.07. However, the simple linear regression analysis indicated that the relationship between the Drill Method and students’ IRE learning outcomes was not statistically significant (p = 0.314 > 0.05; t = 1.025). Therefore, the findings do not provide sufficient statistical evidence to support the hypothesis that the Drill Method is significantly associated with students’ learning outcomes. The finding suggests that although the Drill Method was implemented at a good level, its use alone may not be sufficient to account for differences in students’ IRE learning outcomes. This implies that PAI teachers may need to combine repeated practice with other instructional strategies that promote students’ engagement, understanding, motivation, and active participation.The Drill Method is an instructional approach that involves repeated exercises, memorization, practice, and note-taking to support students’ learning processes. This study aims to examine the implementation of the Drill Method, describe students’ learning outcomes in Islamic Religious Education (IRE), and determine whether there is a statistically significant relationship between the Drill Method and the learning outcomes of Grade X1 students at Islamic Senior High School 1 Surakarta. This study employed a quantitative research design with a correlational approach. Data were collected from 29 students using a Likert-scale questionnaire measuring the implementation of the Drill Method, while students’ IRE learning outcomes were obtained from their report-card scores. The data were analyzed using descriptive statistics and simple linear regression with the assistance of SPSS. The results showed that the implementation of the Drill Method was categorized as good, with the largest proportion of students (34.5%) falling into the good category. Students’ learning outcomes were predominantly distributed across the good and fair categories, each accounting for 27.6%, with a mean score of 79.07. However, the simple linear regression analysis indicated that the relationship between the Drill Method and students’ IRE learning outcomes was not statistically significant (p = 0.314 > 0.05; t = 1.025). Therefore, the findings do not provide sufficient statistical evidence to support the hypothesis that the Drill Method is significantly associated with students’ learning outcomes. The finding suggests that although the Drill Method was implemented at a good level, its use alone may not be sufficient to account for differences in students’ IRE learning outcomes. This implies that PAI teachers may need to combine repeated practice with other instructional strategies that promote students’ engagement, understanding, motivation, and active participation.