Pengaruh strategi pembelajaran simulasi dan motivasi belajar terhadap hasil belajarPpendidikan Agama Islam siswa Sekolah Dasar Negeri 050750 050750 Pangkalan Brandan Kabupaten Langkat

The purpose of this study was to find out and describe: (1) the effect of the application of learning strategies on the learning outcomes of students' Islamic Education, (2) the effect of learning motivation on student Islamic Education learning outcomes, and (3) the effect bertween learning strategies and learning motivation towards learning outcomes of students' Islamic Education. The method of this research is quasi-experimental with the population of this study are IV grade students of SDN 050750 Pangkalan Brandan consisting of 3 classes. The sample was selected by cluster random sampling technique in this case taken one simulation learning strategy and one class taught with expository strategies. The instruments of data collection are questionnaires and test results. Technique by analysis of variance (Anava) at = 0.05. The results of this study are: (1) there is an influence of the application of learning strategies on learning outcomes of Islamic Religious Education learning outcomes. In this case the average learning outcomes of Islamic Religious Education of State Elementary School students 050750 Pangkalan Brandan taught with simulated learning strategies ( X = 24.30) is higher than the average learning outcomes of PAI students taught with expository learning strategies ( X = 22 , 70) with Fcount = 4.35 > Ftable 3.96, (2) there is an influence of learning motivation on learning outcomes of Islamic Religious Education. In this case the average learning outcomes of Islamic Religious Education 050750 Pangkalan Brandan Public Elementary School students with high learning motivation ( X = 23.90) is higher than the average learning outcomes of Islamic Religious Education 050750 Public Elementary School students in Pangkalan Brandan with learning motivation low ( X = 22.80) with Fcount = 5.14 > Ftable 3.96, and (3) there is an influence of learning strategies with learning motivation, where for students with high learning motivation it is more appropriate to use simulated learning strategies, while students with motivation Low learning is more appropriate using expository learning strategies with Fcount = 104.36 > Ftable 3.96