ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the implementation of Fiqh learning strategies and their effect on students’ learning outcomes at MA Wali Songo. The research employed a descriptive qualitative approach with a field research design. The subjects of the study included Fiqh teachers, students, and relevant school staff, while data were collected through observation, interviews, and documentation, then analyzed. The results show that teachers applied various learning strategies, including interactive lectures, question-and-answer sessions, group discussions, and the use of learning media such as whiteboards, textbooks, and printed materials. These strategies were proven to enhance students’ understanding, motivation, engagement, and learning outcomes, as evidenced by the increase in the average student score from 68 to 82. The study confirms that the implementation of appropriate, varied, and contextual learning strategies positively affects students’ Fiqh learning achievement. It is recommended that teachers continue to use diverse strategies, schools support the provision of learning media, and students actively participate to achieve optimal learning outcomes.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract This study is motivated by the increasingly strong influence of English-language popular culture in the daily lives of Generation Z university students and aims to examine the influence of popular culture on the English language learning strategies of Generation Z students. A quantitative correlational research design was employed in this study. Data were collected through a structured questionnaire administered to 67 Generation Z students from the Faculty of Tarbiyah and Teacher Training as well as several other universities in Lampung. The research instruments measured impact of popular culture exposure and English language learning strategies. Data analysis was conducted using descriptive statistics, Pearson product–moment correlation, and analysis of variance (ANOVA) with the assistance of IBM SPSS Statistics 24. The results reveal a very strong and statistically significant positive relationship between popular culture exposure and English language learning strategies (r = 0.983, p 0.01). In addition, the ANOVA results indicate significant differences in the use of English language learning strategies based on varying levels of popular culture exposure. These findings underscore the importance of popular culture as a meaningful factor in shaping English language learning strategies among Generation Z students and suggest its strategic integration into English language education to enhance learning effectiveness.
