Student Learning Motivation: An Experimental Study on the ROPES Learning Model in Islamic Religious Education Subjects?

• Published in: Journal of Innovation and Research in Primary Education Vol. 4; no. 3; pp. 438 - 448
• Main Authors: Mahardhika, Bimo, Azizah, Nurul, Saputra, M. Indra, Istihana, Istihana, Octafiona, Era
• Format: Journal Article
• Language: English
• Published: 22.06.2025
• ISSN: 2829-775X; 2829-775X
• DOI: 10.56916/jirpe.v4i3.1365

This study aims to determine the effect of implementing the ROPES learning model on the learning motivation of students in Islamic Religious Education (PAI) for Grade XI at SMA Negeri 13 Bandar Lampung. The study employed a quantitative approach with a quasi-experimental, posttest-only control group design. The sample consisted of two classes randomly selected through simple random sampling: the experimental class, which used the ROPES learning model, and the control class, which used conventional learning methods. The ROPES model was implemented through five steps: Review, Overview, Presentation, Exercise, and Summary. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability, yielding a reliability coefficient of 0.691. The post-test data were analyzed using normality and homogeneity tests, followed by an independent samples t-test. The analysis revealed a significance value (2-tailed) of 0.271 (> 0.05), indicating no significant difference in learning motivation between the experimental and control groups. In conclusion, the ROPES learning model does not have a significant effect on students’ learning motivation. Factors such as the implementation process, learner characteristics, or the limited duration of the intervention may have influenced these results. This study contributes to the development of learning models and the measurement of learning motivation and recommends further research under different conditions and with longer intervention periods.