Improving the Quality of Aqidah Akhlak Learning Through the Effectiveness of Using Animated Videos in Increasing the Learning Motivation Students at MTs Labbaika Samarinda

Abstract

This research was motivated by the identified lack of motivation in learning for seventh-grade students at MTs Labbaika Samarinda in the subject of aqidah and akhlak (belief and morals). Teachers' use of instructional media has been suboptimal, resulting in a dull learning experience. The animated video "Culap Culip" (Culap Culip) is expected to foster student motivation, such as enthusiasm for learning, and is expected to attract attention, facilitate understanding, and reduce boredom. However, the use of animated videos in teaching aqidah and akhlak has never been tested at this madrasah. This study aims to determine the effectiveness of animated videos in fostering learning motivation for seventh-grade students at MTs Labbaika Samarinda. This study used a quantitative research method with a quasi-experimental pre-test post-test control-group design. A population of 70 seventh-grade students was purposively selected: 7C (36 students) as the experimental class, receiving animated video instruction, and 7D (34 students) as the control class, using conventional methods. Motivation data were collected through a validated 24-item questionnaire and observation. The Shapiro–Wilk normality test showed some data were non-normal; the Levene test also rejected homogeneity. Therefore, the hypothesis analysis used the Mann-Whitney U test. Effectiveness was calculated using the N-Gain score. The results of the study examined the effectiveness of using animated videos in aqidah and akhlak lessons in fostering learning motivation for 7th-grade students at MTs Labbaika. This was found to increase the average motivation in the experimental class from 73.31 to 84.08, while the control class achieved an average of 58.88, increasing to 70.41. The Mann-Whitney test yielded a U Asymp.Sig = 0.000 (<0.05), indicating a significant difference between the two classes. Meanwhile, the effectiveness of the N-Gain value for learning motivation averaged 22.23% (low) in the experimental class and 21.06% (low) in the control class, as learning motivation is dynamic and fluctuating. However, the effectiveness of N-Gain in experimental learning outcomes reached 77.10% (high category) while in the control class it was 47.06% (medium category). This confirms that animated videos are effective in increasing understanding even though the spike in learning motivation is not yet stable.