THE RELATIONSHIP BETWEEN TEACHING STYLES AND TEACHER PROFESSIONAL COMPETENCE WITH STUDENTS' COGNITIVE LEARNING OUTCOMES AT MTS TANWIRUL QULUB
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Madrasah education faces challenges in ensuring that teacher characteristics, particularly teaching styles and professional competencies, truly contribute to students' cognitive learning outcomes, while initial observations at MTs Tanwirul Qulub indicate variations in learning practices and Fiqh achievement without sufficient empirical evidence regarding the relationship between the two. This study aims to analyze the relationship between teacher teaching styles and students' cognitive learning outcomes, the relationship between teacher professional competencies and students' cognitive learning outcomes, and the relationship between these two variables simultaneously with students' cognitive learning outcomes at MTs Tanwirul Qulub. The study used a quantitative correlational approach with a total sampling technique of 83 students, data on teaching styles and professional competencies were collected through a Likert scale questionnaire, while data on cognitive learning outcomes were obtained through documentation of Fiqh. The results of the study showed that Teacher Teaching Style had a correlation of ? = 0.135 (Sig. = 0.224) and Teacher Professional Competence had a correlation of ? = 0.167 (Sig. = 0.130) with learning outcomes, while the simultaneous relationship between the two produced R = 0.153 with R² = 0.023 (Sig. F = 0.382), so that the three research hypotheses were declared unsupported. The conclusion of the study confirmed that teaching style and teacher professional competence have not been proven to be significantly related to students' cognitive learning outcomes, indicating the dominance of students' internal factors in determining academic achievement.
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