No abstract

The background of this study is the low productivity of teachers in school. This is influenced by several things, one of which is the lack of teacher preparation in preparing the learning process in class, and there are still many school programs that have not been completed in accordance with the specified targets. The role of the principal as a leader is very important to increase teacher productivity in school.

The objectives of this research are to know: 1) the effectiveness of the application of inquiry methods compared with the expository method in Islamic history learning to develop students' social integration attitude MAN Surakarta; 2) differences in the influence of Students' interest in Islamic history learning (high, medium and low) in learning Islamic history in order to develop students' social integration attitude MAN Surakarta students; 3) the influence of interaction between the application of methods and students' interest in learning Islamic history in the development of social integration attitude of MAN Surakarta students. This research used experimental method. The population of study were all students of class XI MAN I and II Surakarta. The sampling technique which used was proportional stratified random sampling method for 150 respondents. There were 84 students for the experimental group and 66 students in the control group. Questionnaire about social integration attitudes and interest in Islamic history learning was used as data collection technique in this research. The Instrument validity test was done by using item validity with product moment formula while the instrument reliability test was done by using split half method with product moment formula of Spearman Brown. The data were analyzed using two analytical variants (ANAVA) which determined by multiple comparisan text. The results of research showed; 1) Inquiry learning method was more effective than expository method in learning Islamic history in developing social integration attitude of MAN Surakarta students. 2) Students who have high interest in learning Islamic history had better social integration attitudes than those with moderate or low learning interests. 3) Furthermore, there was a significant interaction and influence between the application of those teaching method (inquiry and expository) and students' interest in learning (high, medium and low) Islamic history to develop the social integration attitude of MAN Surakarta.