Mastery Learning Approach and Students’ Learning Motivation:

Case in Islamic Religious Learning

Andewi Suhartini

, Rahayu Kariadinata

, Oneng

UIN Sunan Gunung Djati, Jl. A.H. Nasution No.105 Bandung, Indonesia

SMP Negeri 51 Buah Batu Bandung, Indonesia,

Keywords: Mastery Learning and Learning Motivation

Abstract : This study aims to analyze and describe students' learning motivation in Islamic religious learning through

Mastery Learning approach. The present research adopted experiment design with mixed methods. This

sequential exploratory model which was implemented in SMP Negeri 51 Bandung in grade VII students. The

participants were selected by using random sampling from two classes. The experimental class was treated

with Mastery Learning Approach; meanwhile, the control class was taught with Expository method. . The

research instrument is a motivation questionnaire consisting of six aspects: 1) desire to succeed, 2)

encouragement and need to learn, 3) hope and future aspirations, 4) awards in learning, 5) interesting

activities in learning, and 6) the existence of a conducive learning environment. The data were quantitatively

and qualitatively analized; the first stage used quantitative methods and the second stage used qualitative

methods. Based on the results of data analysis obtained the result that the student's learning motivation in

Islamic Religious learning in class Mastery Learning is better than /superior to the students in the class

Expository. The percentage of student motivation in Mastery Learning class is 83,85% while in Expository

class is 78,80%. The Mastery Learning approach is very effective for developing students' learning

motivation.

1 INTRODUCTION

Learning motivation is one of individual’s

supporting factors in achieving successful learning .

Various efforts need to be done by teachers to

cultivate students' learning motivation in school

since high learning motivation positively correlates

with good learning outcomes. The phenomenon is

frequently found in the classroom; there are some

students who are less focused on the subjects, the

materials presented by the teacher are monotonous,

teacher centered learning, and the students are given

less opportunity to express their opinions.

Every student needs to have a high motivation in

learning, because it allows him to obtain high

learning results as well, meaning that the higher the

motivation is, the more intense their effort are made,

and the higher learning achievements are obtained.

Basically motivation is a conscious effort to move,

direct and maintain one’s behavior so that he is

encouraged to achieve certain results or goals

(Winkel, 2004), while learning motivation is the

students’ efforts to learn. It ensures the continuity of

the learning activities and gives a direction for

students’ learning so that the goals desired by the

students can be achieved (Sardiman, 2014).

Based on the results of preliminary study from

the observations conducted at SMP Negeri 51

Bandung, it was found that teachers tended to use

conventional teaching methods (such as: lectures,

note taking, and problem solving) that caused the

students to get esily bored. This has an impact on

students' learning motivation, indicated with a

number of students who did not do their tasks

optimally, late coming to school, and having no

focus on learning when the learning process takes

place. This low learning motivation must have an

impact on students' learning outcomes in both

cognitive and psychomotor aspects. In the cognitive

aspect, the result of mid-semester test (UTS) in

academic year 2015-2016 shows low learning result

or all students did not reach Minimum Achivement

Criteria (KKM) that is 76, only 40,88% have

reached KKM score. Meanwhile, at psychomotor

aspect, there are still many students who could not

perform prayer properly, especially when sitting

Suhartini, A., Kariadinata, R. and Oneng, .

Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning.

DOI: 10.5220/0008214900002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 141-149

ISBN: 978-989-758-416-9

141

between two kneelings to the ground (iftirasy) and

reciting prayers during sitting (tasyahud).

Overcoming the above problems, it is necessary

to strive for a learning approach that attracts

students' attention and enables them to improve

their learning outcomes. A mastery learning

approach is one approach that can be applied in

schools to make students learn actively.

Based on the above description, the present

research was conducted to identify the impact of

two earning approaches (mastery learning approach

and using expository methods) on the students’

learning motivation in the classroom

Research on this issue has been done by many

researchers, among others: Effects of Mastery

Learning Approach on Students’ Achievement in

Physics (Adeyemo and Babajide, 2014), The Effect

of using Learning Strategy Mastery in the Collection

of the Ninth-Grade Students in the Study of Islamic

Education in Ma'an (AlKhateeb et al., 2015), The

Effect of Reciprocal-Teaching Strategy on Learning

Outcomes and Attitudes of Qassim-University

Students in “Islamic Culture” (Al-Harby, 2016),

Effect of Mastery Learning on Senior Secondary

School Students’ Cognitive Learning Outcome in

Quantitative Chemistry (Mitee and Obaitan, 2015),

The Influence Of Learning Model Guided Findings

Of Student Learning Outcomes (Bahri, 2015),

Increasing Student Mastery and Achievement in

Islamic Education Through Game Techniques,

Memory Aid ‘The Link’ and Mind Maps (Abdul

Nasir Zakaria et al., 2014), Application of Theory

and Practice of Educational Technology to the

Teaching and Learning of Islamic Studies (Ajani,

2012). From the previous research above, it can be

said that this research is relatively new, both in

terms of substance, theory, and scientific

methodology. The focus of this research is the

application of mastery learning approach to improve

the students learning motivation of Islamic religious

education (PAI) on the material of prayer class VII

of SMP Negeri 51 Bandung. This study aims to

describe the improvement and differences in

learning motivation of PAI students on prayer

materials before and after applying mastery learning

and student and teacher activity in the learning

process with mastery learning approach.

2 LITERATURE REVIEW

The present research is based on the theory of

mastery learning and student's learning

motivation.The grand theoretical idea in mastery

learning is based on an interesting perspective from

John B. Carroll based on his findings on the model

of learning". He stated that the student's aptitude for

particular subjects can be predicted from the time it

is provided to study it and/or the time it takes to

learn in reaching a certain level of mastery (Bloom,

1976). It means that high-talented students will be

able to master the material quickly while low-

talented students will master the material slowly. So

with the provision of adequate time in accordance

with the ability of students, the expected full mastery

in learning can be achieved.

By implementing a mastery learning system,

learning objectives can be optimally achieved so

that the learnng process is more effective and

efficient. Furthermore, the result of student

achievement is strongly influenced by intellectual

ability. To find out whether or not someone is

motivated in learning an evaluation is necessary to

do.. It is intended to know the achievements

obtained by the students after learning process.

Based on the philosophical point of view, all

learners can learn if they get some supports from the

right conditions. Complete learning is the

achievement of the minimum level of mastery set for

each unit of learning materials either individually or

in group, in other words, what learners learn can be

mastered completely (Usman and Setiawati, 1993).

A mastery learning strategy can be applied

thoroughly to improve the quality of education.

Banjamin. S. Bloom (1968) mentions three

strategies in complete learning: to identify

preconditions, to develop operational procedures and

learning outcomes, and to implement them in

classical learning by providing "space" to adapt to

individual abilities, including the following:

 Corrective Technique - Remedial teaching,

which is done by giving instruction to the goals

that students fail to achieve, with procedures

and methods that are different from before.

 Providng additional time to students in need

(not yet mastering the material thoroughly)

(Yamin, 2006).

The implementation of the mastery learning

approach consists of the following steps (Wena,

2014).

 Orientation - Explanation of learning objectives,

learning tasks and student responsibilities

necessary to develop.

 Presentation - Explanation of new concepts or

skills with examples. It is strongly

recommended that teachers use both visual and

audio visual media.

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 Structured Exercises- Demonstration of problem

solving, in the form of gradually important steps

in solving a problem/task

 Guided Exercises - Giving students an

opportunity to practice solving a problem,

through teachers’ guidance.

 Self-training - It is conducted if the student has

achieved a performance score as much as 85-

90% in the guided training stage.

From the above steps, mastery learning approach

is more focused on the students so that learning will

be interesting and make students interested in the

presented materials. Learning motivation is

generting since intrinsic factors in the form of

desire to succeed and the impulse of learning needs,

as well as expectations of ideals. While extrinsic

factor is the appreciation, a conducive learning

environment, and interesting learning activities. So

if the teacher uses an interesting method of learning

it will foster high learning motivation. While

learning motivation means internal and external

encouragement to students who learn to make some

changes (B. Uno, 2013).

Motivation plays an important role in the

learning process. If teachers and parents can provide

good motivation to students or children, they will

arise the urge and desire to learn better. By

providing a good and appropriate motivation, a

child can be aware of the benefits of learning and

learning goals to be achieved. Learning motivation

is also expected to generate the spirit of learning on

the part of the students, especially fo those who are

lazy to learn as a result of negative influence from

the students’ external factors. Furthermore, learning

motivation can make students so happy to learn

something that learning achievement can increase.

The essence of learning motivation is the internal

and external encouragement of students learning to

change behavior, generally with some supportive

indicators or elements. It has a great role to achieve

successful learning. Learning motivation indicators

can be classified as follows:

 The desires to succeed

 Encouragement and need in learning

 The existence of hope and ideals of the future

 An appreciation in learning

 The existence of interesting activities in

learning

 The existence of a conducive learning

environment, allowing a student can learn well

(B. Uno, 2013).

Based on the above opinion, it can be concluded

that there are two indicators of motivation that make

a student learn something, that is (1) internal drive;

the desire to succeed, the impulse and the need for

learning, the hope and future aspirations,

physiological factors and (2) external drive, that is

the existence of interesting activities in learning, and

the existence of a conducive learning environment.

Indicators of learning motivation, in addition to

seeing from the factors pusher can also be seen from

the process of learning activities itself, including:

 Duration of activities (how long is the ability

to use their time to do activities);

 The Frequency of activities (how often

activities are carried out over a period of time);

 Persistence (attachment and attachment) to the

purpose of the activity;

 Fortitude, tenacity, and ability to deal with

obstacles and difficulty in achieving goals;

 Devotion and sacrifice (money, energy, mind,

even soul or soul) to achieve the goal;

 The level of aspiration (intent, plan, goals,

goals or targets, and idols) to be achieved with

the activities undertaken;

 The level of achievement or product or output

qualification achieved from its activities (how

much, whether or not, satisfactory or not);

 The Direction of his attitude towards the target

of activities (like or dislike, positive or

negative).

Of course, it must be remembered that the factors

involved in the process of activity are not merely

motivations, but they include other elements present

in these indicators.

The above theories used as the foundation of the

theory in conducting research is to answer the

problem of this research.

3 METHODS

The present research employed an experimental

study with mixed methods of sequential exploratory

mode: a research method was sequentlialy combine

quantitative and qualitative analysis.

The population in this study is all students of

class VII SMP Negeri 51 Bandung as many as 12

classes (428 students) while the determination of the

sample is done by random sampling, meaning the

sample taken at random. Random sampling result

obtained two classes that become sample that is

class VII-05 and VII-06. Class VII-05 as control

class that is using expository method and class VII-

06 as experiment class that use mastery learning

approach.

The research instrument used is non-test that is

motivation questionnaire. The type of questionnaire

Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning

143

distributed to the respondent is a closed

questionnaire type (structured questionnaire) so that

in the presentation respondents just choose one

answer that suits their characteristics by crossing (X)

on one item in the form of strongly agree (SS), agree

(S ), hesitate (R), disagree (TS), and strongly

disagree (STS). Questionnaire Motivation consists

of aspects: 1) desire to succeed, 2) encouragement

and needs in learning, 3) hope and future goals, 4)

awards in learning, 5) interesting activities in

learning, and 6) the existence of learning

environment which is conducive. The number of

statements in this motivation questionnaire are 15

items.

The analysis technique is done sequentially

starting from quantitative analysis, followed with

qualitative one. The process of quantitative analysis

was done by describing the data from the

questionnaires through percentage and qualitative

analysis to interpret the results of the quantitative

analysis. During the lesson (in the classroom with

mastery learning approach and expository method

class) the students’ activity to perform Jamakk -

qashar (shortened and simplified ) paryers was

observed. Simiarly, the teachers’ activity in

conveying and demonstrating the practice in both

classes was carefully observed.

4 RESULTS AND DISCUSSION

4.1. Result

4.1.1 Test Validity and Reliability Motivation

Questionnaire

Validity test is used to measure valid or not

motivation questionnaire. A questionnaire is said to

be valid if the questionnaire item/item is able to

reveal something to be measured. Result of validity

test of motivation questionnaire presented in Table

Table 1. Test Result Validity of Motivation Questionnaire.

Item

hitung

tabel

Informatio

Inter-

pretati

Item 1

0,190

0,349

hitung



tabel

Invalid

Item 2

0,424

0,349

hitung



tabel

Valid

Item 3

0,387

0,349

hitung



tabel

Valid

Item 4

0,206

0,349

hitung



tabel

Invalid

Item 5

0,485

0,349

hitung



tabel

Valid

Item 6

0,647

0,349

hitung



tabel

Valid

Item 7

0,354

0,349

hitung



tabel

Valid

Item 8

0,600

0,349

hitung



tabel

Valid

Item 9

0,595

0,349

hitung



tabel

Valid

Item

0,617

0,349

hitung



tabel

Valid

Item

0,262

0,349

hitung



tabel

Invalid

Item

0,789

0,349

hitung



tabel

Valid

Item

0,377

0,349

hitung



tabel

Valid

Item

0,376

0,349

hitung



tabel

Valid

Item

0,340

0,349

hitung



tabel

Valid

Based on Table 1, the test results validity of 15

items of motivation questionnaire statement, there

are 3 items of invalid questionnaire statement that is

item 1, 4 and 11. All three items are declared invalid

because it has a correlation coefficient less than

0.349. As for the other items are said to be valid

because it has a correlation coefficient of more than

0.349. Therefore, the questionnaire of learning

motivation used in research l as many as 12 items.

Furthermore, the reliability test was conducted

to determine the consistency of motivation

questionnaire, whether the questionnaire used was

reliable and consistent if the measurement of

learning motivation was repeated. The reliability

testing method used is Cronbach's Alpha. The results

of the test of motivation questionnaire reliability

presented in Table 2.

Tabel 2. Reliability Test Results Learning Motivation.

Cronbach’s Alpha

N of Items

0,827

Based on Table 2, we get an Alpha value of

0.827 (very high category), then this value is

compared with r table value with value N = 32

sought on the distribution of r value table with

significance 5% obtained r table value of 0.349.

Because the value of Alpha is greater than r table

value (0.827> 0.349), it can be concluded that the

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questionnaire items of student learning motivation in

PAI subject can be said reliable as a data gathering

tool in the study.

4.1.2 Description Results of Students’

Motivation Questionnaires with Mastery

Learning Approach

Here is the description of learning motivation from

the questionnaire for the class with Mastery

Learning approach:

 When facing difficulties in PAI subjects, I

always try to find an alternative solution, SS =

11 people, S = 19 people, R = 2 people TS = 0

and STS = 0

 If I can not complete the PAI course

assignments at the first opportunity, I always

work on those tasks until they are successfully

done, SS = 15 people, S = 15 people, R = 2

people, TS = 0 and STS = 0

 The mastery learning approach used in the PAI

subjects encouraged me to better understand the

material, SS = 20 people, S = 11 people, R = 1

person, and no one answered TS and STS.

 I fill my spare time by repeating the school

subjects, SS = 5 people, S = 26 people, R = 1

person, TS = 0 and STS = 0

 Although I know the risk of failure, I am not

afraid to fight for my ideals, SS = 20 people, S

= 9 people, R = 3 people, TS = 0 and STS = 0

 For me, success in gaining achievement is the

main thing, SS = 21 people, S = 11 people, R =

0, TS = 0, and STS = 0

 Using the mastery learning approach in PAI

subjects, I am sure I can complete all the

exercises given by the teacher, SS = 10 people,

S = 19 people, R = 3 people, TS = 0 and STS =

 The feedback sentence after the exercise, or the

positive comments from the teacher made me

appreciated for my efforts, SS = 10 people, S =

20 people, R = 2 people, and TS = 0 and STS =

 The mastery learning approach used by the PAI

teacher made me more interested in learning, SS

= 18 people, S = 12 people, R = 2 people, TS =

0 and STS = 0

 The learning materials of PAI especially on

Friday prayer materials and Jamakk- qashar

prayer really attract my attention, SS = 11

people, S = 19 people, R = 2 people, TS = 0 and

STS = 0

 When I am difficult to understand the PAI

subject materials, my friends try to help and

give solution, SS = 7 people, S = 23 people, R =

2 people, TS = 0 and STS = 0

 At school I created a good relationship between

the school community and the surrounding

community, SS = 10 people, S = 21 people, R =

1 person, TS = 0 and STS = 0

The percentage of answers from the

questionnaire of learning motivation of PAI students

in the classroom with mastery learning approach to

each statement is summarized in Table 3.

Table 3. Percentage of Answer Questionnaire Motivation

Student Learning in Classroom with approach of Mastery

Learning.

Indicators

No/

Item

Total

Percentages

of SS and S

1. The desire to succeed

81,9

84,4

2. Impetus and need in

learning

90,0

80,6

3. Future hopes and

aspirations

85,0

93,1

78,8

4. Award in learning

82,8

5. Activities that are

interesting in learning

85,0

80,9

6. A conducive learning

environment

81,5

82,2

Average

83,85

Description: SS = Strongly Agree; S = Agree

Based on the percentage calculation of each

statement in Table 3 can be interpreted as follows:

1) As many as 81.9% of students stated that

when faced with difficulties in PAI

subjects, they always try to find an

alternative solution.

2) A total of 84.4% of students stated that if

they did not complete the PAI course

assignments at the first opportunity, they

always worked on those tasks until they

were successful.

Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning

145

3) As many as 90% of students think that the

applied mastery learning approach

encourages them to better understand PAI

materials

4) As many as 80.6% of students stated that

they are filling their spare time by repeating

the school subjects.

5) A total of 85.0% of students stated that

although they knew the risk of failure

existed, they were not afraid to fight for

their ideals.

6) As many as 93.1% of students think that

success in achievement is the main thing.

7) A total of 78.8% of students argue that

using a mastery learning approach they are

confident of completing all PAI exercises

provided by the teacher.

8) A total of 82.8% of students thought that

feedback sentences after practice, or

positive comments from teachers, made

them feel honored for their efforts.

9) As many as 85.0% of students argue that

the mastery learning approach used by

teachers makes them more interested in

learning PAI

10) As many as 80.9% of students argue that

PAI learning materials, especially on

Friday prayer materials and qashar Jamak

prayer is very interesting.

11) As many as 81.5% of students stated that

when they have difficulty in understanding

PAI lesson materials, their friends try to

help and provide solutions.

12) A total of 82.2% of students stated that in

their school there was a good relationship

between the school community and the

surrounding community.

From the data, it can be concluded that the

average learning motivation of PAI students in

mastery learning class has an average of 83.85%.

4.1.3 Description Results of Student Motivation

Question in Class with Expository Method

Here is the description of the learning motivation

questionnaire results for classes with expository

methods, namely for the statement:

1) When facing difficulties in PAI subjects, I

always try to find an alternative solution, SS = 6

people, S = 24 people, R = 2 people, TS = 0 and

STS = 0

2) If I can not complete the PAI course tasks at the

first opportunity, I always work on those tasks

until successful, SS = 9 people, S = 21 people,

R = 2 people, TS = 0 and STS = 0

3) The mastery learning approach used in the PAI

subjects encouraged me to better understand the

material, SS = 7 people, S = 19 people, R = 3

people, TS = 2 people, and STS = 1 person.

4) I fill my spare time by repeating the school

subjects, which answer SS = 7 people, S = 19

people, R = 4 people, TS = 2 people, and STS =

5) Although I know the risk of failure is there, I

am not afraid to fight for my ideals, which

answers SS = 22 people, S = 8 people, R = 1

person, TS = 1 person, and STS = 0

6) For me, success in achievement is the main

thing, which answers SS = 15 people, S = 14

people, R = 2 people, TS = 1 person, and STS =

7) Using the mastery learning approach in PAI

subjects, I am sure I can complete all the

exercises given by the teacher, SS = 6 people, S

= 21 people, R = 5 people, TS = 0 and STS = 0

8) The feedback sentence after the exercise, or

positive comments from the teacher, makes me

feel honored for my efforts, SS = 11 people, S =

18 people, R = 3 people, TS = 0 and STS = 0.

9) With the mastery learning approach used by

PAI teachers made me more interested in

learning, SS = 10 people, S = 21 people, R = 1

person, TS = 0 and STS = 0

10) The learning materials of PAI especially on

Friday prayer materials and qashar Jamak

prayer really attract my attention, S = 15 people,

S = 13 people, R = 4 people, TS = 0 and STS =

11) When I have difficulties in understanding the

PAI lesson material, my friends are trying to

help and provide solutions, SS = 7 oarng, S = 21

people, R = 2 people, TS = 2 people, TS = 0 and

STS = 0

12) At school I created a good relationship between

the school community and the surrounding

community, who answered SS = 14 people, S =

18 people, R = 0, TS = 0 and STS = 0

The percentage of answers from the

questionnaire of learning motivation of PAI students

in the classroom with expository methods against

each statement is summarized in Table 4.

Table 4. Percentage of Answer Questionnaire Motivation

Student Learning in Class with Expository method.

Indicators

No/

Item

Total

Persentagee

of SS and S

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1. desires to succeed

78,8

80,6

2. Impetus and need in

learning

69,4

3. Future hopes and

aspirations

88,8

81,9

71,3

4. Award for learning

79,4

5. Activities that are

interesting in learning

83,8

79,4

6. A conducive learning

environment

74,3

88,8

Average

78,80

Description: SS = Strongly Agree; S = Agree

Based on the calculation percentage of each

statement in Table 4 can be interpreted as follows:

1) A total of 78.8% of students stated that when

faced with difficulties in PAI subjects, they

always tried to find an alternative solution.

2) A total of 80.6% of students stated that if they

were unable to complete the PAI course

assignments at the first opportunity, they always

worked on those tasks until they were

successful.

3) A total of 69.4% of students thought that the

applied mastery learning approach encouraged

them to better understand PAI materials.

4) A total of 69.4% of students stated that they fill

their spare time by repeating the school

subjects.

5) A total of 88.8% of students stated that although

they knew the risk of failure existed, they were

not afraid to fight for their ideals.

6) As many as 81.9% of students think that success

in achievement is the main thing.

7) A total of 71.3% of students think that by using

a mastery learning approach in PAI subjects,

they are confident of completing all the

exercises given by the teacher.

8) A total of 79.4% of students thought that

feedback sentences after practice, or positive

comments from teachers, made them feel

honored for their efforts.

9) A total of 83.8% of students thought the

mastery learning approach used by PAI teachers

made them more interested in learning.

10) A total of 79.4% of students thought that PAI

learning materials mainly on Friday prayers and

Jamak Qashar Prayers were very interesting.

11) As many as 74.3% of students stated that when

they had difficulties in understanding the PAI

lesson materials, his friends tried to help and

provide solutions.

12) A total of 88.8% of students stated that in their

school there was a good relationship between

the school community and the surrounding

community.

From the data above, it can be concluded that the

average learning motivation of PAI students in class

with expository method is 78,80%. Based on Table 3

and Table 4 it can be concluded that the learning

motivation of PAI students in the classroom with

mastery learning approach is higher than the

learning motivation of PAI students in class with

expository method.

4.2. Discussion

Based on the results of questionnaire analysis,

learning achievement of PAI students in the

classroom with mastery learning approach is 83.85%

and class with expository method is 78.80%. The

average of learning motivation in the classroom with

mastery learning approach is higher than the

expository method class, whereas based on the

observation result, the students in the mastery

learning class are enthusiastic in following the

learning, even at the 1st and 2nd meeting the

students many silent and less active, but at the 3rd

and 4th meeting students are more actively inquiring

because they are motivated by the power point

impressions. In addition, students feel happy

because in the learning process with the material

Friday Prayers and Jamakk qashar prayers, students

are evenly guided ways of practicing Friday Prayers

and Jamakk qashar prayers, if students have not

mastered the students can still practice in self-

training. So when post test and practice assessment

of Jamak Qashar Prayer with mastery learning

approach get higher result compared with expository

method class, this is because students in class with

mastery learning approach have strong learning

motivation. This powerful motivation certainly has

an impact on learning outcomes. As Sadirman

argues that students who have strong motivation,

will have a lot of energy to do learning activities

(Sardiman, 2014)

Motivation to learn PAI students in the

classroom with mastery learning approach shown

through student activities in discussion groups,

Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning

147

students diligently doing tasks, students care about

their group friends who have not managed to finish

the task, students help each other in the practice of

prayer. Student performance looks good while

practicing Friday prayers and Jamak Qashar

prayers. This mastery learning approach can provide

an atmosphere that can develop student

performance. As Joice and Weil (Wena, 2014)

argues that mastery learning presents an interesting

and concise way to improve student performance to

the level of attainment of a more satisfying subject.

Through high learning motivation students can

master the material PAI with complete or full

mastery, especially when given sufficient time in

accordance with that required by students, for

example for Friday prayers and Jamak Qashar

prayer takes a long time, so that students are correct

to master the practice of prayer in terms of

movement, reading and kekhusyuan. If each student

is given the time required to achieve a degree of

mastery and if he spends the necessary time, then the

likelihood of the student achieving the level of

competence. However, if students are not given

enough time or can not use the time required in full,

then the level of mastery of student competence is

not optimal (Zein, 2014).

5 CONCLUSIONS

From the result of research and discussion, it can be

concluded that the learning motivation of PAI

students on Friday prayer material and Jamak

Qashar prayer in class with mastery learning

approach is as musch as 83.85% while in class with

expository method of learning motivation of PAI is

78,80% . The percentage results in these two classes

indicate that aspects of learning motivation consist

of 6 aspects: 1) desire to succeed, 2) encouragement

and learning needs, 3) future expectations and

aspirations, 4) awards in learning, 5) interesting

activities in learning, and 6) the existence of a

conducive learning environment, achieved fairly

well

Stages of mastery learning approach consisting

of orientation, material presentation, structured

exercises, guided training and self-training, provide

opportunities for students to achieve the learning

objectives thoroughly. Thus, the mastery learning

approach is effective to develop students' learning

motivation.

ACKNOWLEDGEMENTS

Acknowledgments researchers convey to the

Research Center UIN Sunan Gunung Djati Bandung

who has facilitated this research

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