The Role Of Abraham Maslow's Hierarchy Theory In Moderating The Relationship Between Learning Interest And Arabic Learning Outcomes

: Penelitian ini bertujuan untuk menguji adanya keterkaitan antara minat belajar terhadap hasil belajar serta peran teori hierarki Abraham Maslow dalam memoderasi hubungan antara minat belajar dengan hasil belajar. Penelitian dilakukan di Madrasah Tsanawiyah Muhammadiyah Wates, Kulon Progo. Penelitian ini menggunakan metode kuantiatif dengan sampel sebanyak 146 responden sampel berstrata yaitu 51 siswa kelas VII, 55 siswa kelas VIII, dan 40 siswa kelas IX. Perolehan data dilakukan melalui kuesioner dengan 4 skala Likert modifikasi dan tes. Selanjutnya, data diolah menggunakan pengujian korelasi, regresi linier sederhana, dan MRA ( Moderated Regression Analysis ). Pada penelitian ini, minat belajar terbukti mempengaruhi hasil belajar secara positif dan signifikan pada angka signifikansi 0,001 dan r square sebesar 0,540. Berdasarkan bukti tersebut menunjukkan bahwa minat belajar mempengaruhi hasil belajar sebesar 54%. Sementara itu, teori


INTRODUCTION
Interest in learning becomes an urgency that cannot be ignored because of its influence on the achievement of learning outcomes. According to research conducted by Bintari Nur Falah and Siti Fatimah in 2019, interest in learning is proven to influence learning outcomes. 1 In another study, it was stated that good learning outcomes were also influenced by high student interest in learning.
Interest in learning specifically is an interest in learning so that someone can continue to do it endlessly like an addiction. This can happen because of feelings of pleasure, happy, satisfying , or something else so that learning activities can be carried out by someone easily. In general, interest includes cognitive and affective processes followed by positive feelings, as well as significant knowledge of the object of interest. In an interest in learning a language, in this case Arabic, a student who is interested in learning Arabic tends to be more interested and carry out activities that involve interaction with Arabic both inside and outside the classroom. 2 Indicator interest Study according to Darmadi 3 are : a. Appearance attitude focus to activity Study Good from facet attention , feelings , and thoughts caused by existence interest .
b. There is flavor like with activity learning .
c. Awakened sense of will as well as trend student For participate active in learning and desire For obtain results best .
Interest Study according to Slameto 4 can identified via : a. Flavor like to learn .
3) An attitude of attention and focus arises on the object of learning.

4)
There is a desire to be involved in learning activities.

5)
There is a desire to be able to devote efforts to get the best results.

6)
There is an open attitude to accept learning in students.
success or copyrighted works that appear thanks to internal efforts experience or process of learning from students both materially and psychologically.

Research Models
Variable in study This there are 3 kinds that is variable independent , variable , bound , and variable moderation . Study This try prove exists connection between variable free (X) ie interest Study to variable bound (Y) ie results learn . After that is , variable moderation (M) ie theory Maslow's hierarchy is presented For measure capable or nope factor the in strengthen or weaken connection between interest learn (X) against results learn (Y).
Based on results the researcher 's pre-observation do there is exists indication lack of interest student in eye lesson Arabic reviewed from minimal response part student when activity learning going on as well as low enthusiasm of the participants educate when assignment or quiz carried out . On the spot study done , learning existing Arabic produce results less study satisfying . It can too observed from average acquisition value results Study Arabic in odd semesters year teaching 2021 before dikatrol that only of 1.8 of mark maximum 11.7 for class VIII.
The average results in other batches are also the same low . Majority student No do assignments , quizzes , and exams are given . During the pre-observation period takes place , the students who undergo learning feel difficulty Good That in understand material nor For focus to learning . 11 Method different learning has also been endeavored However only very little students showing interest to eye lesson Arabic . Majority student tend ignore learning and assignments given by the teacher. it impact on results learn Arabic at

RESULTS AND DISCUSSION
Study This done For know connection between variable independent consisting from variable interest Study students , against dependent that is results Study student .
From the analysis that has been got from the data obtained from obtained questionnaires of the 146 respondents who later processed use tool analysis in the form of SPSS with method analysis use testing correlation , simple linear regression , and MRA there is two method For detect normally distributed data or not , ie with method analysis graphs and statistical tests . On testing carried out linearity with SPSS, data appears in the output the mark significance of 1.00 so can interpreted that the regression data is linear because more big than standard error 0.05. With thus , data can proceed in step study next . The correlation test was carried out using the Pearson method between the X variable, namely interest in learning, and the Y variable, namely learning outcomes.
The SPSS test results show that the output is a significance value of 0.001. This figure is smaller than the standard error of 0.05 so it can be concluded that there is a correlation between learning interest and learning outcomes. Meanwhile, the Pearson Correlation value is listed at 0.735 which is included in the strong correlation category. Based on correlation test above , got concluded that interest Study in a manner positive and significant influence results Study student . this show that students who have characteristic features interest Study can observed with own steady trend For notice and remember something in a manner Keep going continuously , gain pride and satisfaction to things of interest , participate in learning , and interests Study influenced by culture . When students There is interest in Study so student will always active participate in learning and will give good achievement in achievement performance Study or results learn .
The theory that supports the data above is also put forward by Masrun and Martinah like quoted by Marilina 20 ) influencing factors Study can be classified become a number of including : (1) ability default child ; (2) conditions physical and psychological child ; (3) will Study child ; (4) attitude student to the teacher and eyes lesson as well as understanding they about progress they themselves and (5) guidance .
With thereby can concluded influencing factors results Study There is two that is from in self learner that is interest learn and from outside learner that is supportive environment , which is both each other related One each other.
While the regression test is first carried out by looking for the relationship between the X variable, namely interest in learning, and the Y variable, namely learning outcomes. Based on the results of the SPSS, the data in Appendix 4.22 shows that the relationship between interest in learning and learning outcomes is significant at 0.001. This figure is smaller than the standard error used, which is 5% so that it can be concluded that the X variable affects the Y variable. The r square value from the SPSS results is 0.540, which means that interest in learning affects learning outcomes by 54%. In the regression test between learning interest and learning outcomes, it is known that the Adjusted r square value is 0.537. That is, 53.7% of the variation in learning outcomes can be explained by learning interest variables, while the remaining 46.3% are other factors. significance value is greater than the 5% alpha, which is equal to 0.001 so that it can be seen that the role of the moderating variable , namely Abraham Maslow's hierarchy theory, has a positive and significant effect on the relationship between learning interest and learning outcomes. The r squared value is 0.991 or 99.1%, which is greater than the previous regression result of 54%. Thus, it can be interpreted that the moderating variable of Maslow's hierarchical theory can strengthen the relationship between learning interest and learning outcomes.
The determination test is carried out first by formulating a hypothesis to test the significance of the coefficients. The hypothesis formed is as follows: H0 : There is no influence between X and Y H1 : There is an influence between X and Y.
In the test of determination or significance test of the coefficients carried out with SPSS on the relationship between variable X and variable Y, namely learning interest in learning outcomes, the following data appears: The significance value of the output is 0.000. This figure is smaller than the standard α of 5% or 0.05 so it can be concluded that the null hypothesis is rejected and the relationship between learning interest and learning outcomes is stated to be significant. Meanwhile, the R Square value of 0.540 states that the x variable, namely learning interest, can explain the y variable, namely learning outcomes by 54%. The significance value of the output is 0.000. This figure is smaller than the standard α of 5% or 0.05 so it can be concluded that the null hypothesis is rejected and the relationship between learning interest and learning outcomes is stated to be significant. Meanwhile, the R Square value of 0.991 states that the x variable, namely interest in learning, can explain variable y namely learning outcomes of 99.1%.

CONCLUSION
Conclusion from study is a is that interest in learning can influence student learning outcomes positively and significantly with a significance value of 0.001.
Abraham Maslow's hierarchical theory can moderate the relationship between learning interest and student learning outcomes in a positive and significant manner with a significance value of 0.001. Interest in learning affects student learning outcomes by 54%. Abraham Maslow's hierarchical theory can moderate the relationship between learning interest and student learning outcomes so that it can increase the relationship between the two variables to 99.1%.