Ainal Gani; Siti Zulaikhah
Abstract
The need for concept mastery ability is known to be important in Islamic education. This is because besides understanding these concepts, students should also be able to apply them in life. Hence, this research aims to determine the differences in the results of the concept mastery ability, which are ...
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The need for concept mastery ability is known to be important in Islamic education. This is because besides understanding these concepts, students should also be able to apply them in life. Hence, this research aims to determine the differences in the results of the concept mastery ability, which are provided by the application of the Team Assisted Individualization (TAI) learning model, using the sociodrama and conventional methods. This was a quasi-research, which used a pre-post tests control design. The data collection technique used was a test instrument, with the independent and dependent variables found to be learning models and concept mastery, respectively. Moreover, the hypothetical testing also used the One-way Analysis of Variance (ANOVA) test. Based on the results obtained, it was concluded that there were differences in the increase of students' concept mastery ability between each application of the learning model. Finally, it was observed that the TAI model using the sociodrama was more effective compared to the conventional method.