The Relationship of Learning Strategy and Prior Knowledge with

Learning Outcomes of the Islamic Religious Study in Vocational

School of Miftahul Falah South Jakarta

Farhah

, Agus Umar

, Marhamah

and Isti Nurhayati

Postgraduate Program, Jakarta Islamic University, Balai Rakyat Street Utan kayu Matraman,Jakarta Indonesia

Keywords: Learning Strategy, Prior knowledge, Learning Outcomes of PAI.

Abstract: The purpose of this research is to determine the relationship of learning strategy and prior knowledge with

learning outcomes of PAI. The research method used in this research is quantitative descriptive. The

Analytical techniques using multiple regression and correlation techniques. A sample size of 86 students

obtained with Slovin technique. The instrument used to measure the variable of learning strategy is the Likert

scale questionnaire. Although to measure the prior knowledge variable is used the multiple choice test, as well

as for the PAI learning outcomes. Based on the results of data processing through the partial test (t test) the

relationship of learning strategy variable (X1) with learning outcomes PAI (Y) obtained significance value

0.007 <0.05 then H0 rejected and H1 accepted. This shows that partially Learning Strategy variable (X1) is

positively associated with PAI Learning Outcomes (Y). Similarly, partial test results (t test) the relationship

of prior knowledge variable (X2) with learning outcomes PAI (Y) obtained significance value 0,000 <0.05

then H0 rejected and H1 accepted. This shows that partially the prior knowledge variable (X2) is positively

correlated with PAI Learning Outcomes (Y). Furthermore, based on the result of multiple correlation

coefficient (R), that the correlation between Learning Strategy variable (X1) and Prior knowledge variable

(X2) with the PAI Learning Outcomes (Y)) obtained a value of 0.642. This means there is a strong relationship

between Learning Strategy and prior knowledge collectively with the Islamic Religious Study Learning

Outcomes. he result of hypothesis test of this research can be concluded that (1) There is a relationship of

learning strategy with the Islamic Religious Study learning outcomes, (2) There is a relationship of prior

knowledge with the Islamic Religious Study learning outcomes, (3) There is a strong relationship of learning

strategy and the prior knowledge collectively with the Islamic Religious Study learning outcomes.

1 INTRODUCTION

Religious subject is a subject that becomes the

foundation of the hope of the formation of a student's

personal noble character. The value obtained by the

student becomes one of the ways to see how well the

subject material is well learned. Some conclude if the

value of religious study is low, it can be ascertained

morality and bad behaviour of students, and vice

versa, if the learning outcome of the religious study is

good, then morals and behaviour of students is good.

Therefore, it would be embarrassing and should be

avoided at an educational institution or school to have

low religious subjects' worth of achievement, and if

so, it should be reviewed what caused the condition

to occur.

Various opinions emerged to address the decline

in the value of religious instruction in schools.

Actually, many factors are involved in the

achievement of learning outcomes. The ability to

adapt to the learning environment is the family

environment factors, (Soegarda Poerbakawatja:

1981) and the prior knowledge.

However, no less important is the factor of

teachers, because this is the actual factor that gives a

lot of influences in learning. Teachers must have

creativity and innovation in learning. One of them is

to choose of learning strategies appropriately. The

appropriate learning strategy will determine the

success of students’ learning. For the reason that with

the appropriate strategy of learning atmosphere to be

conducive and support the students to experience an

effective and efficient learning process, in accordance

with its potential.

Farhah, ., Umar, A., Marhamah, . and Nurhayati, I.

The Relationship of Learning Strategy and Prior Knowledge with Learning Outcomes of the Islamic Religious Study in Vocational School of Miftahul Falah South Jakarta.

DOI: 10.5220/0009943424072414

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2407-2414

ISBN: 978-989-758-458-9

2407

Actually, the commitment of religious teachers to

the upgrading of the quality of the learning process

and the result of good learning is quite high and even

tends to increase. This is seen more of the training

activities followed by teachers of religious teachers in

the effort of developing the quality of self as a

religious teacher.

One of the schools that is quite active in

conducting training activities for teachers is SMK

(vocational school) of MIFTAHUL FALAH. The

school is located in the Kebayoran Lama area of

South Jakarta. Geographically the school is in a less

strategic position for the education process. The

school is flanked by a sizable economic center, the

eastern part of which is the kebayoran lama market

and in the west there is an ITC cipulir market.

Environmental conditions adjacent to the center

of the economy give effect to the perspective and

behavior of the surrounding community. School-aged

youth are more interested in making money than

going to school. The money is easy to get in the two

centers of the economy. Many teenagers and school-

age students prefer to seek money in the market rather

than spare time by learning to read Al Quran in

mosques or institute courses that teach basic religious

lessons (TPA). In the end the reality that must be

accepted is that many school-age students and

teenagers who do not have a good foundation of

religious knowledge.

The above conditions may provide an influence to

the prior knowledge or basic religious abilities for

students continuing school education at vocational

school (SMK) of MIFTAHUL FALAH. Because the

last 10 years students of this school ± 85% came from

the neighborhood around the school.

Base on of the above conditions, Researcher

interested in conducting research with the title: “THE

RELATIONSHIP OF LEARNING STRATEGY

AND PRIOR KNOWLEDGE WITH LEARNING

OUTCOMES OF THE ISLAMIC RELIGIOUS

STUDY (PAI) IN VOCATIONAL SCHOOL (SMK)

OF MIFTAHUL FALAH SOUTH JAKARTA”.

2 LITERATURE REVIEW

2.1 Learning Strategy

The word of 'strategy' according to Gulo .W. (2008:

1) comes from the Greek word "strategos" meaning

general or commander, so the strategy is defined as

the science of military. This strategy in the military

sense means the use of all military power to achieve

the purpose of war.

Thoughtful the strategy according to Stephanie K,

cited by Husain Umar (2001: 31), strategy is defined

as a process of determining the plans of top leaders

that focus on the long-term goals of the organization

with the preparation of a way or effort how to achieve

that goal. Furthermore, with regard to learning

strategies, Oemar Hamalik (2001: 201) defines as

overall methods and procedures that focus on student

activities in the learning process to achieve certain

goals. Gropper explained, as quoted by Hamzah B.

Uno (2009: 1) learning strategy is the selection of

various types of specific exercises that fit the learning

objectives to be achieved.

Miarso (2004) in book of Warsita (2008: 266)

defines that learning strategy is a condition created by

the teacher deliberately so that learners are facilitated

in achieving the learning objectives set. Furthermore

according Sudirman in book of Warsita (2008: 266)

learning strategy is efforts in manipulating the source

of learning resources in order to occur the learning

process in the learners.

From some of the above definitions, it can be

concluded that the learning strategy is a set of

learning planning that includes methods, procedures,

a set of materials, even the conditions used by

teachers in an effort to achieve learning objectives.

2.2 Prior Knowledge

Prior Knowledge according to Mukhtar (2003: 57) is

the ability that a student has acquired before he gains

a new terminal capability. Prior knowledge show the

current status of students' knowledge and skills to get

to the next status the teacher wants to achieve by the

students. Sunarto and Agung Hartono in their book

'The Development of Learners' (2008: 10) describe,

Human nature has the basic potential that essentially

distinguishes man from animals, namely thoughts,

feelings, and wills. Nevertheless, the basic potential it

has is not the same for each human being.

Prior Knowledge (Sanjaya: 2013) is the result of

learning gained before getting a higher ability. Prior

knowledge of students is a prerequisite to follow the

learning so that it can carry out the learning process

well. A person's abilities gained from training during

his lifetime, and what is brought to face a new

experience. According to Rebber (1988) in Muhibbin

Shah (2006: 121) who said that "Prior Knowledge

prerequisite to know the existence of change".

Gerlach and Ely in Harjanto (2006: 128) " The prior

knowledge of students is determined by giving the

initial test". The student's prior knowledge is

important for teachers to provide the right quantity of

learning, not too difficult and not too easy. Prior

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knowledge is also useful for taking the necessary

steps. On the other hands Gagne delivered in Nana

Sudjana (1996: 158) stated that "prior knowledge is

lower than new abilities in learning, prior knowledge

is a prerequisite that must be possessed by students

before entering learning subject matter next higher”.

From the description above, then the Prior

Knowledge can be taken from the value that has been

obtained before the new material is obtained. Prior

knowledge is a prerequisite that students must possess

before entering the next higher learning subject

matter.

2.3 Learning Outcomes of the Islamic

Religious Study

2.3.1 Learning Outcomes Meaning

Student learning outcomes according to W.

Winkel (in the book Psychology Teaching 1989: 82)

is the success achieved by students, namely student

achievement in school which is realized in the form

of numbers. According to Winarno Surakhmad (in the

book, Interaction Teaching Learning, (Jemmars,

1980: 25) the results of student learning for most

people means exams, test or assessment. The purpose

of test is to obtain an index in determining student

success. should be based on behavioral observations

through response stimuli (Sudjana 2005: 19),

although according to Hamalik (2007: 155) the results

of learning appear as a change of behavior in students

that can be observed and measured in the form of

changes in knowledge, attitude, and skills. The

change can be interpreted as a better development and

improvement than before, while according to

Lindgren (Supriono, 2009: 7) Learning outcomes

include skills, information, understanding and

attitude Learning outcomes are feedback from

teaching and learning activities.

From the above definitions, it can be concluded

that the learning outcomes is the achievement of

learning achieved by students in the process of

teaching and learning activities by bringing a change

and the formation of a person's behavior.

2.3.2 Learning Outcomes of the Islamic

Religious Study Definition

The learning outcomes of Islamic religious study

include the learning outcomes relating to the teaching

of theology which includes 7 (seven) main elements

of Islamic teachings, namely; Faith (Aqidah),

worship, Al qur'an, morals, fiqih, history (tarikh), the

objects related to horizontal relationships between

humans with other creatures (Muammalah), and

Islamic law (shari'ah). In general, the subject of

Islamic relegious study includes (1). Human

relationship with Allah SWT; (2). Human

relationships with fellow human beings; (3). Human

relationships with one self; (4). Human relationships

with other beings (permendikbud: 2016).

Based on the description above, what is meant by

the learning outcomes of Islamic religious study is the

ability to think of learners in achieving learning

objectives during the learning process of Islamic

study, which is shown through the final test of

covering the subject matter; faith (Aqidah), fiqh,

Qur'an, morals, and history (tarikh).

3 METHODOLOGY

3.1 Research Methods

The method used in this research is quantitative

method. In this study used questionnaires and tests to

collect research data and correlation analysts for

hypothesis testing (Suharsimi: 2006).

3.2 Research Variables

In this study Researcher determine the following

variables:

1. Independent variable: Learning strategy used

by teacher (X1) and student's prior knowledge

(X2)

2. Dependent variable: Learning outcome of

Islamic Religious Study (Y).

The relationship constellation of the three variables is

illustrated in the scheme below.

Figure 1: Three variables constellation

3.3 Population and Sample

Population is a comprehensive collection of an object

that is the attention of researcher (Suharsimi: 2006:

The Relationship of Learning Strategy and Prior Knowledge with Learning Outcomes of the Islamic Religious Study in Vocational School

of Miftahul Falah South Jakarta

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130). While Herman Warsito argues that the

population is the whole object of research consisting

of humans, objects, animals, plants, and events as a

source of data that assess certain characteristics in the

study. Sample is some small parts of the population

(Suharsimi: 2006: 134). The sample can also be

calculated using the Slovin formula (Ridwan: 2005:

65).

The population in this research is students of SMK

(vocational school) of Miftahul Falah South Jakarta

year X period 2016/2017 which amount 110 students.

Based on the Slovin formula the sample obtained is

86 students.

3.4 Determination of the Sampling

Method

The sample in this study was calculated using Slovin

formula (Ridwan: 2005: 65) namely:

n: number of

sample

N: number of

popu

By the Slovin formula the number of sample in

this study amounted to:

N: 110 students, with

e: 0.05 then:

N = 110/110 (0.05) 2 + 1 = 86.27, rounded 86

students

3.5 Data Collection Technique

The data collection of learning strategy variable (X1),

researcher used a Likert scale questionnaire. While

the prior knowledge variable (X2) data taken from the

result of pre tests and on behalf of the variable

learning outcomes of Islamic religious study (Y)

researcher using the post test score.

3.6 Method of Analysis and Testing

Hypothesis

Before the data are analyzed first tested the

validity and reliability test. The validity test is to

measure the extent and accuracy of the scale in

performing the measuring function.

The Reliability test is the consistency or belief of

the measurement that contains the meaning of

accuracy measurement. This study using the formula

of Alpha Cronbach reliability. Furthermore, the data

obtained from the results of the study were analyzed

using statistical analysis and inferential statistical

analysis.

The inferential statistical analysis is required

for hypothesis testing and generalization of the

research. Data analysis techniques used include:

3.6.1 Simple Linear Regression

A simple regression is based on the functional or

causal relationship of one independent variable with

one dependent variable (Sugiyono, 2007: 26). The

general equation of simple linear regression is: Y = a

+ bX. The formula used to find the value of a and the

value of b (regression coefficients) is: a = Y – bX.

3.6.2 Multiple Regressions

Multiple regression analysis is used when the

researcher intends to predict how the dependent

variable (up and down), if two or more independent

variables as predictor factor are manipulated (i.e.

decreased or increased in value) (Sugiyono, 2007:

275).

The formula for multiple regression equations is: Y =

a + b

+ b2X

To calculate the values of a, b

, b

, it can use the

following equations:

Ʃ Y = an + b

Ʃ X

+ b

Ʃ X

Y = a Ʃ X

+ b

Ʃ X

+ b

Ʃ X

Y = a Ʃ X

+ b

Ʃ X

+ b

Ʃ X

Next step is Test the hypothesis with t-test and F-test.

The hypothesis with t-test is used to determine

whether the independent variable significant or

incomplete to the dependent variable individually for

each variable. After the t value obtained through the

formula, then to interpret the results apply the

following provisions:

If t

value

> t

table

, then H

is rejected (there is a

significant relationship)

If t

value

table

, then H

is accepted (no significant

relationship)

The statistical hypothesis in the study is:

1. H

: ρ y

= 0 H

: ρ y

˃ 0

2. H

: ρ y

= 0 H

: ρ y

˃ 0

3. H

: ρ y

= 0 H

: ρ y

˃ 0

Information :

ρ y

= the correlation coefficient between learning

strategy and learning outcomes of PAI.

ρ y

= the correlation coefficient between prior

knowledge and learning outcomes of PAI.

ρ y

= the correlation coefficient between

learning strategy and prior knowledge together

with PAI learning outcomes.

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3.7 Instruments Research Variables

In this study, the learning strategy variable includes a

plan and actions that contains the use of methods, the

use of various resources and strengths in learning and

a condition created by the teacher deliberately so that

learners are facilitated in achieving the set learning

objectives. This variable measured by questioner

instrument. The research instrument in the form of

questionnaires is arranged in the form of positive and

negative statements of Likert scale, and then the

statements are scored. Likert scale is a scale that can

be used to measure the attitude, opinion, or perception

of a person or group of people about a variables,

concepts, symptoms, or educational phenomena

(Djaali, 2004; 37). The questionnaire in the form of a

positive statement is a form of statement that

indicates a positive attitude, and the form of a

negative statement is an indication of a negative

attitude. Each statement provided five alternative

answers (strongly agree = 5, agree = 4, disagree = 3,

less agree = 2, strongly disagree = 1). Before the

instruments are used the test validity and test

Reliability are performed early. The test of the

instruments on the subject of the sample that have

been determined, aims to examine whether the

instruments used are valid, reliable or not.

The prior knowledge variable in this study

includes the abilities that a student has acquired

before he or she acquires a certain new limitation

capability, and is the result of learning gained before

acquiring a higher ability. This variable is obtained by

giving pre test. The learning outcomes of the Islamic

Religious study which become the variable This

research, is the result of the student's achievement in

the subject of PAI (the Islamic Religious study) that

is the final result of the post test score. This value

(score) is taken as research data because the result of

the final test score is considered as a value that can

represent student learning outcomes on this subject.

4 THE RESULT

4.1 Data Description

An overview of respondents of this study will be

described in a descriptive way, includes gender, age,

and religion. Based on the data found, it can be

realized that female students numbered more than

male are 53.48% or amounted to 46 from the number

of selected samples. On the other hand the number of

male students amounted to 40 or 46.51%. This

indicates that students who are studying in SMK

(vocational school) of Miftahul Falah South Jakarta

year X more females. Also known age of respondents

mostly ranged from 14-15 years old are 54 students

or about 62.79%. The age of 16-17 years old are 27

students or 31.39%. While the remaining 0.5% are

aged over 18 years. This means the most of the

respondents included adolescence. Religious of

parents are 100% Moslem.

4.2 Data and Analysis

Based on the results of research has been done on 86

respondents. They through the spread of

questionnaires and multiple-choice test (pre-post

test). The results are shown:

4.2.1 Learning Strategy Variables (X1)

Based on the results of data analysis that the

responses of respondents to the variable Learning

Strategy (X1) with 86 respondent’s research can be

known with the details as follows:

From the questionnaires given to the respondents, the

chosen answers strongly disagree there were 5 times

or 0.19%. The answers do not agree there were 416

times or 16.13%, the answers are less agree there

were 963 times or 37.33%, the answers agree there

were 706 times or 27.36% and the answers strongly

agree there were 490 times or 18.99%. So it can be

seen the most respondents answered less agree on

Learning Strategy variables (X1).

4.2.2 Prior Knowledge Variable (X2)

Based on the results of preliminary test, it is known

that the respondent's answer to the variable Prior

knowledge (X2) with 86 respondents research can be

known with the following details: From the questions

had been given to respondents, wrong answers there

were 852 times or 24.77 %. The correct answers were

2588 times or 75.23%, so it can be seen the most

respondents answered correctly on the variable Prior

knowledge (X2).

4.2.3 Learning Outcomes Variable (Y)

Based on the results of the data from the post test

score, it is known that the variable Learning

Outcomes PAI (Y) with 86 respondent’s research can

be known with the following details: From the

questions had been given to respondents, wrong

answers there were 848 times or 24.65%. The correct

answers were 2592 times or 75.35%. So it can be seen

the most respondents answered correctly on the

variable Learning Outcomes of PAI (Y).

The Relationship of Learning Strategy and Prior Knowledge with Learning Outcomes of the Islamic Religious Study in Vocational School

of Miftahul Falah South Jakarta

2411

5 DISCUSSION

5.1 Product Moment Correlation Test

Decision Criteria for Product Moment Correlation

Test, if the value of significance <0.05 then there is

correlation, otherwise if the value of significance >

0.05 then there is no correlation. After the correlation

test found the following results:

1. The correlation coefficient between Learning

Strategy (X1) and PAI Learning Outcomes (Y) is

equal to 0.492 with a significance value of 0.000.

Based on the above decision criteria, it can be

concluded that the correlation of both variables is

the significance (0.000 <0.05).

2. The correlation coefficient between prior

knowledge (X2) and PAI Learning Outcomes (Y)

is 0.780 accompanied by a significance value of

0.000. Based on the above decision criteria, it can

be concluded that the correlation of both variables

has a significance smaller than 0.05 (0.000 <0.05).

5.2 Validity Test

Based on the result of validity test, each item about R

value > R table (0.212). So the data obtained from the

research shows that each item in each variable is

declared valid. R table value can be seen in appendix

R table with the amount of data 86.

5.3 Reliability Test

Reliability test results obtained data showing that

variable Learning Strategy (X1) = 0.869, Prior

Knowledge (X2) = 0.968 and variable Learning

Outcomes PAI (Y) = 0.919 the coefficient alpha

cronbach’s value (R count) above R table 0.6 so it

proved to be reliable.

5.4 Classic Assumption Test

5.4.1 Normality

The data from normality test found the significance

value on the standardized residual is 0.307> 0.05 so

that the residual is normally distributed. So it shows

that the regression model is feasible to be used

because it meets the criteria of normality.

5.4.2 Multicolinearity

Multicollinearity test aims to assess whether the

regression model found a correlation among

independent variables. A good regression model

should not occur correlation between independent

variables. If the independent variable is correlated, it

means this variable is not orthogonal. The orthogonal

variable is a variable has correlation value among the

independent variables equals zero. Multicollinearity

can also be seen from the tolerance value and the

Variance inflation factor (VIF).

Based on the result of multicollinearity test found the

tolerance value for the independent variable = 0.826

> 0.1 and value of VIF=1.211 < 10. This value

indicates that there is no multicollinearity among

independent variables.

5.4.3 Heteroscedasticity

Heteroscedasticity test aims to assess whether in the

regression model there is a variance inequality of the

residual one observation of another. If the variance of

the residual one observation to another observation

remains fixed, then it is called Homoscedasticity and

if different is called Heteroscedasticity. A good

regression model is Homoscedasticity.

Heteroscedasticity testing can also be done with the

Scatterplot chart.

From the Scatterplot charts observed, spatial dots

were spread randomly and scattered both above and

below the number 0 on the Y axis. It can be concluded

that there was no heteroscedasticity in the regression

model, so the regression model was feasible to be

used.

5.4.4 Results of Multiple Linear Regression

Analysis

The analysis in this study using the independent

variable Learning Strategy (X1), Prior knowledge

(X2), while the dependent variable (Y) is the

Learning Outcomes of PAI. To know how big

influence of independent variables X1 and X2 to

dependent variable (Y), hence can be calculated by

using multiple linear regression analysis.

Based on the analysis of regression coefficient

value it can be concluded that:

1. The value of the dependent variable Learning

Outcomes PAI (Y) can be seen from the constant

value of -2.767 with a note if the independent

variables Learning Strategy (X1) and Prior

knowledge of Students (X2) do not affect the

dependent variable PAI Learning Outcomes (Y).

2. The relationship between independent variable of

learning strategy (X1) with PAI Learning

Outcomes (Y) when viewed from regression

coefficient amount 0.319 hence can be interpreted

that each change of variable of Learning Strategy

(X1) for one unit then variable of PAI Learning

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Outcomes (Y) will increase equal 0.319 if the

Prior Knowledge variable (X2) is fixed.

3. The relationship between prior knowledge

variable (X2) with PAI Learning Outcomes

variable (Y) when viewed from the magnitude of

regression coefficient 0,594 it can be interpreted

that each change of variable Prior knowledge (X2)

for one unit then the variable Learning Outcomes

PAI (Y) will increase 0.594 if the Learning

Strategy variable (X1) is fixed.

5.4.5 Hypothesis Testing

1. F Test (Simultaneous)

In this study included simultaneous testing (F test) to

determine whether the independent variables are:

learning strategy (X1) and prior knowledge (X2) are

simultaneously or together related to PAI Learning

Outcomes (Y). For that in this study include F test.

The steps in the F test are:

1. H0: β1, β2 = 0 (Learning Strategy (X1) and Prior

knowledge (X2) simultaneously or together are

not related to PAI Learning Outcomes (Y)).

H1: β1, β2 ≠ 0 (Learning Strategy (X1) and Prior

knowledge (X2) are simultaneously or together

related to PAI Learning Outcomes (Y)).

2. Value significance = 0.000

3. Conclusion:

From the test results obtained significance

value 0.000 <0.05 then H0 is rejected and H1 is

accepted. This indicates that Learning Strategy (X1)

and Prior knowledge (X2) are simultaneously or

together related to PAI Learning Outcomes (Y).

2. Test t (Partial)

In this study also included a partial test (t test) to find

out whether the independent variables Learning

Strategy (X1) and Prior knowledge (X2) are partially

or independently related to PAI Learning Outcomes

(Y). From the test results found:

1. Relationship Between Variable Learning

Strategy (X1) With PAI Learning Outcomes

Variable (Y).

a. Hypothesis:

Ho: β1 = 0 (partially the Learning Strategy variable

(X1) is not related to the PAI Learning Outcomes

(Y)).

H1: β1 ≠ 0 (partially the Learning Strategy

variable (X1) is related to the PAI Learning

Outcomes (Y)).

b. Value of significance = 0.007

c. Conclusion:

Because the significance value is 0.007

<0.05 then H0 is rejected and H1 is accepted. This

shows that partially Learning Strategy variables (X1)

is significantly correlated to the PAI Learning

Outcomes (Y).

2. Relationship Between Variable Prior

knowledge (X2) With PAI Learning Outcomes (Y)

a. Hypothesis:

Ho: β1 = 0 ((partially Prior knowledge variable

(X2) is not related to PAI Learning Outcomes (Y)).

H1: β1 ≠ 0 ((partially Prior knowledge variable

(X2) is correlated to PAI Learning Outcomes (Y)).

b. Value of significance = 0.000

c. Conclusion:

Because the significance value is 0.000

<0.05 then H0 is rejected and H1 is accepted. This

shows that the partially variable Prior knowledge

Students (X2) is significantly related to Learning

Outcomes PAI (Y)

3. Relationship Among Learning Strategy

Variable (X1) and Prior Knowledge Variable (X2)

Simultaneously with PAI Learning Outcomes

Variable (Y).

From the test results revealed that the value of

multiple correlation coefficient (R), the correlation

among independent variables (Learning Strategy

(X1)) and prior knowledge (X2) with the dependent

variable (PAI Learning Outcomes (Y)) amount 0.642.

This means there is a strong relationship.

The value of multiple correlation coefficient

of determination (adjusted R-square) is 0.633 or

63.3% this value indicates that 63.3% PAI Learning

Outcomes Variable (Y) is simultaneously related to

Learning Strategy Variable (X1) and Prior

Knowledge Variable (X2) and the rest is influenced

by other variables outside of the study.

6 CONCLUSIONS

Based on the results of the research and analysis of

data that has been stated in the previous chapter, it can

be concluded: based on partial test (t test) the

relationship between learning strategy variable (X1)

with PAI Learning Outcomes variable (Y) found

significance value 0.007 < 0.05, then H0 is rejected

and H1 is accepted. This shows that partially

Learning Strategy variable (X1) is positively

correlated to PAI Learning Outcomes (Y). Similarly,

the results of the partial test (t test) the relationship

between Prior Knowledge variable (X2) with the PAI

Learning Outcomes variable (Y) found significance

The Relationship of Learning Strategy and Prior Knowledge with Learning Outcomes of the Islamic Religious Study in Vocational School

of Miftahul Falah South Jakarta

2413

value 0.000 < 0.05, then H0 is rejected and H1 is

accepted. This shows that partially Prior Knowledge

variable (X2) is positively correlated to PAI Learning

Outcome Variable (Y).

Likewise, based on the results of the calculated

value of multiple correlation coefficients (R), which

are the correlation among independent variables

(Learning Strategy (X1)) and Prior knowledge (X2)

with dependent variable (PAI Learning Outcomes

(Y)) in the value of 0.642. This means there is a strong

relationship.

The value of multiple correlation coefficient of

determination (adjusted R-square) is 0.633 or 63.3%

this value indicates that 63.3% Learning Outcomes of

PAI Variable (Y) is simultaneously related to

Learning Strategy Variable (X1) and Prior knowledge

Variable (X2), and the rest is influenced by other

variables outside of the study.

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