Students' Questioning Skills in the Learning Process with Content Mastery Techniques

The positive impact of questioning skills is quite large on the learning process and student learning outcomes. Low questioning skills can cause students to hesitate when asking questions, forgetting the main idea of the question to be conveyed so that it affects effective learning in the classroom. The purpose of this study was to compare the difference in pretest scores before and posttest after participating in content mastery services. The research method used is quantitative using a Pre Experiment design with One Group Pretest-Posttest Design. The subjects of this study were 36 students at Ponpes Perkampungan Minangkabau Padang. Determination of the subject of this study using purposive sampling technique. The instrument used in this study was a self-assessing skill scale that had been tested for validity and reliability. The data analysis technique used is the Wilcoxon Signed Rank Test. The results of data analysis stated that there was a significant difference in scores on the pretest and posttest of students' questioning skills after participating in the content mastery service. Thus, content mastery services are effective for improving students' questioning skills