The Effect of the Integration of Meaningful Learning, Mindful Learning, and Joyful Learning Models on the Learning Motivation of Grade IX Students in Fiqh Subjects at MTs Bilingual Muslimat NU Pucang Sidoarjo

This study aims to analyse the effect of integrating Meaningful Learning, Mindful Learning, and Joyful Learning models on the learning motivation of Grade IX students in Fiqh subjects at MTs Bilingual Muslimat NU Pucang Sidoarjo. The study employed a quantitative approach with an associative research design. The research population consisted of 191 students, with a sample of 130 students determined using the Slovin formula. Data were collected through a Likert-scale questionnaire and analysed using multiple linear regression tests with the assistance of SPSS software.

The findings revealed that, partially, Meaningful Learning had a significant but negative effect on students’ learning motivation. Meanwhile, Mindful Learning and Joyful Learning had a positive and significant effect on learning motivation, with Mindful Learning emerging as the most dominant variable. Simultaneously, the integration of the three learning models significantly influenced students’ learning motivation, with a coefficient of determination value of 52.9%, while the remaining percentage was influenced by factors outside the research model.

These findings indicate that the integration of learning approaches oriented towards meaning, awareness, and enjoyable learning experiences can enhance students’ learning motivation more comprehensively. Therefore, the implementation of integrated and contextual learning strategies is highly recommended to improve the quality of Fiqh learning in schools.