scholarly journals Pengaruh Model Pembelajaran Guided Discovery dengan Pendekatan Kontekstual terhadap Hasil Belajar Kognitif

2019 ◽  
Vol 4 (6) ◽  
pp. 747
Author(s):  
Yulisya Zuriatni ◽  
Endang Budiasih ◽  
Sumari Sumari
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
T Test ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Guided Discovery ◽  
Gain Score ◽  
Group Design ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong> This study aims to determine the effect of guided discovery learning model with a contextual approach to cognitive learning outcomes. The research used was a quasi-experimental with pretest-posttest control group design. The research sample was taken from two 11<sup>th</sup><sub> ­</sub>year classes SMAN 7 Malang. The experimental class was taught using the guided discovery model of the contextual approach and the control class using a conventional model with a contextual approach. The hypothesis test used is the Independent T-Test. The results showed that the guided discovery model with a contextual approach had an effect on improving the cognitive learning outcomes of students with an average gain score of 0.7 with a very good category.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran <em>guided discovery</em> dengan pendekatan kontekstual terhadap hasil belajar kognitif. Penelitian yang digunakan yaitu eksperimen semu dengan <em>pretest-posttest control group design</em>. Sampel penelitian ini diambil dari dua kelas XI MIPA SMAN 7 Malang. Kelas eksperimen dibelajarkan menggunakan model <em>guided discovery</em> pendekatan kontekstual dan kelas kontrol menggunakan model konvensional dengan pendekatan kontekstual. Uji yang digunakan adalah <em>Independent T-Test.</em> Hasil penelitian menunjukkan bahwa model <em>guided discovery</em> dengan pendekatan kontekstual berpengaruh terhadap peningkatan hasil belajar kognitif peserta didik dengan hasil <em>gain score </em>rata-rata sebesar 0,7 dengan kategori tinggi.

scholarly journals Penerapan Model Application of Step Instruction and Elaboration (APPOSITE) untuk Meningkatkan Hasil Belajar Kognitif Siswa SMA pada Materi Suhu dan Kalor

2020 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Nur Kamila ◽  
Sri Handono Budi Prastowo ◽  
Lailatul Nuraini
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Cognitive Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Instruction Model ◽  
Cognitive Learning Outcomes

This study aims to determine the differences in the improvement of cognitive learning outcomes of students using the APPOSITE model and students using the direct instruction model. This research is an experimental study with a pretest-posttest control group design. The research subjects were students of class XI IPA at SMA Muhammadiyah 3 Jember. The sample in this study were students of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. Data collection techniques are carried out through tests, observation, interviews and documentation. The data analysis technique used the N-gain test and t-test. Based on the results of the N-gain analysis, it can be seen that the class that uses the APPOSITE model gets a score of 0.36 in the moderate category, while the N-gain class that uses the direct instruction model gets a score of 0.22 in the low category. Based on the results of hypothesis testing using the independent sample t-test can be concluded that there is a significant difference between the increase in cognitive learning outcomes of students using the APPOSITE learning model and the improvement of student cognitive learning outcomes using the direct instruction learning model.Keyword: APPOSITE model, cognitif learning outcomesABSTRAK.Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan hasil belajar kognitif siswa yang menggunakan model APPOSITE dengan siswa yang menggunakan model direct instruction. Penelitian ini merupakan penelitian eksperimen dengan desain Pretest-Posttest Control Group Design. Subjek penelitiannya adalah siswa kelas XI IPA di SMA Muhammadiyah 3 Jember. Sampel dalam penelitian ini adalah siswa kelas XI IPA 1 sebagai kelas eksperimen dan siswa kelas XI IPA 2 sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes, observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan uji N-gain dan uji t-test. Berdasarkan hasil analisis N-gain terlihat bahwa kelas yang menggunakan model APPOSITE memperoleh skor 0,36 dengan kategori sedang, sedangkan N-gain kelas yang menggunakan model direct instruction memperoleh skor 0,22 dengan kategori rendah. Berdasarkan hasil uji hipotesis menggunakan uji independent sample t-test dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara peningkatan hasil belajar kognitif siswa yang menggunakan model pembelajaran APPOSITE dengan peningkatan hasil belajar kognitif siswa yang menggunakan model pembelajaran direct instruction. Kata kunci: model APPOSITE, hasil belajar kognitif

scholarly journals IMPROVING COGNITIVE LEARNING OUTCOMES BY USING E-MODULES

2020 ◽  
Vol 23 (1) ◽  
pp. 44
Author(s):  
Dyah Aniza Kismiati
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Gain Score ◽  
Addie Model ◽  
Normalized Gain ◽  
Cognitive Learning Outcomes

Abstract:This study aims to determine the effect of the use of e-modules in improving student cognitive learning outcomes. This type of research is a Research and Development study with ADDIE model with a nonequivalent pretest-posttest control group design. This product was validated by experts and was also limited to 21 class XI students. The research sample is 2 classes based on purposivesampling technique, class X MIPA 5 as a control class and class X MIPA 1 as an experimental class. The instrument used: a matter of cognitive learning outcomes. Data were analyzed through Independent Sample T-Test and Normalized Gain Score (N-Gain Score). The results showed that the developed E-module had a significant effect on students' cognitive learning outcomes as evidenced by the significance value of 0,000 <α 0.05 and the category of height increase from the N-Gain Score calculation of 0.846.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan e-modul dalam meningkatkan hasil belajar kognitif siswa. Jenis penelitian ini merupakan penelitian Research and Development dengan model ADDIE dengan desain nonequivalent pretest-posttest control group. Produk ini divalidasi oleh para ahli dan juga diujicobakan secara terbatas pada 21 siswa kelas XI. Sampel penelitian yaitu 2 kelas berdasarkan teknik purposive sampling, kelas X MIPA 5  sebagai kelas kontrol dan kelas X MIPA 1 sebagai kelas eksperimen. Instrumen yang digunakan adalah soal hasil belajar kognitif. Data dianalisis melalui Independent Sample T-Test dan Normalized Gain Score (N-Gain Score). Hasil  penelitian menunjukkan bahwa E-modul yang dikembangkan berpengaruh secara signifikan terhadap hasil belajar kognitif siswa yang dibuktikan dengan nilai signifikansi 0.000 <α 0.05 dan kategori peningkatan tinggi dari hasil penghitungan N-Gain Score sebesar 0.846.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe STAD terhadap Keterampilan Sosial dan Hasil Belajar Kognitif Siswa

2021 ◽  
Vol 2 (1) ◽  
pp. 19-28
Author(s):  
Dorkas Wini Ngailo ◽  
Agus Muliadi ◽  
Siti Rabiatul Adawiyah ◽  
Taufik Samsuri ◽  
Armansyah Armansyah
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Experimental Group ◽  
Cognitive Learning Outcomes

Tujuan penelitian ini adalah mendeskripsikan keterampilan sosial dan hasil belajar siswa setelah pembelajaran menggunakan model pembelajaran kooperatif tipe (STAD). Posttest control group design digunakan dalam penelitian eksperimen semu ini. Sampel penelitian ini adalah kelas VII A (kelompok eksperimen) dan kelas B (kelompok control) yang dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi keterlaksanaan RPP, lembar observasi keterampilan sosial, tes hasil belajar kognitif siswa dan lembar validasi soal. Data hasil penelitian dianalisis secara deskriptif dan statistic menggunakan uji-t. Hasil penelitian menunjukkan keterampilan sosial kelompok eksperimen dan kelompok control berkategori baik. Hasil uji statistic menunjukkan bahwa tidak terdapat perbedaan signifikan antara kelompok eksperimen dengan kelompok control (thitung= 1,53 < ttabel= 1,93) meskipun secara deskriptif skor rata-rata hasil belajar kelompok eksperimen lebih baik dari kelompok control (mean= 63,75 vs. mean= 50,52). Penelitian ini menyimpulkan bahwa tidak ada pengaruh signifikan model pembelajaran kooperatif tipe STAD terhadap keterampilan sosial dan hasil belajar kognitif siswa. The Effect of the STAD Type Cooperative Learning Model on Students' Social Skills and Cognitive Learning Outcomes Abstract The purpose of this study was to describe social skills and student learning outcomes after learning using the STAD type cooperative learning model. Posttest control group design was used in this quasi-experimental research. The samples of this study were class VII A (experimental group) and class B (control group) which were selected using purposive sampling technique. The instruments used in this study were the lesson plan implementation observation sheet, social skills observation sheet, student cognitive learning outcomes test and question validation sheets. The research data were analyzed descriptively and statistically using t-test. The results showed that the social skills of the experimental group and the control group were categorized as good. The results of the statistical test showed that there was no significant difference between the experimental group and the control group (tcount= 1.53 < ttable= 1.93) although descriptively the average score of the experimental group's learning outcomes was better than the control group (mean= 63.75 vs. mean = 50.52). This study concludes that there is no significant effect of the STAD type cooperative learning model on social skills and students' cognitive learning outcomes.

scholarly journals Studi hasil belajar kognitif pada materi udara bersih bagi pernapasan melalui model numbered heads together

2020 ◽  
Vol 5 (1) ◽  
pp. 106-113
Author(s):  
Agusta Kurniati ◽  
Hendrikus Julung ◽  
Fitri Lestari
Keyword(s):  
Learning Outcomes ◽  
Hypothesis Test ◽  
Cognitive Learning ◽  
Learning Model ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Clean Air ◽  
Cognitive Learning Outcomes

Masih banyak siswa yang memperoleh hasil belajar kognitif dibawah nilai KKM. Studi ini bertujuan mengkaji studi hasil belajar kognitif pada materi udara bersih bagi pernapasan melalui model Numbered Heads Together (NHT). Pendekatan yang digunakan adalah kuantitatif dengan rancangan berupa nonequivalent control group design. Sampel adalah  siswa kelas V SDN 23 Menyumbung yang berjumlah 35 siswa. Instrumen berupa soal tes pilihan ganda sebanyak 24 soal yang terkait indikator kognitif. Hasil uji hipotesis menunjukkan nilai probalilitas (0,000) dan lebih kecil dari alpha (0,05) sehingga dapat disimpulkan bahwa model NHT  berpengaruh signifikan terhadap hasil belajar kognitif pada materi pentingnya udara bersih bagi pernapasan di SDN 23 Menyumbung tahun pelajaran 2019/2020.Kata kunci: Numbered heads together, hasil belajar kognitif, pembelajaran tematik Study of cognitive learning outcomes in clean air material for breathing through the numbered heads together model. There are still many students who get cognitive learning outcomes below the KKM score. This study aims to examine cognitive learning outcomes in clean air material for breathing through the Numbered Heads Together (NHT) learning model. The approach is quantitative with a design in the form of nonequivalent control group design. The sample is students in class V SDN 23 Menyumbung, totaling 35 students. The instrument using was a multiple choice test item by 24 questions related to cognitive indicators. Hypothesis test results obtained a significant value (0,000) and greater than alpha (0.05) so it can be concluded that the NHT learning model has a significant effect on cognitive learning outcomes on the material importance of clean air for breathing in SDN 23 Menyumbung to the 2019/2020 academic year.Keywords: Numbered heads together, cognitive learning outcomes, thematic  learning

scholarly journals PERBANDINGAN PENERAPAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN TAI TERHADAP HASIL BELAJAR RANAH KOGNITIF KELAS VIII [A COMPARISON OF THE IMPLEMENTATION OF COOPERATIVE LEARNING METHODS JIGSAW AND TAI ON COGNITIVE LEARNING OUTCOMES OF GRADE 8 STUDENTS]

2017 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Yuni Eka Susilawati ◽  
Desri Kristina Silalahi ◽  
Melda Jaya Saragih
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Cognitive Learning Outcomes

<p>One of the factors affecting student learning outcomes is the learning process in the classroom. A teacher-centered learning process provides little learning experience for students. Student-centered learning needs to be developed so that students may experience meaningful learning and achieve good outcomes. The purpose of this study was to see the different cognitive learning outcomes caused by the implementation of two cooperative learning methods: jigsaw and TAI. The research method used is a quantitative quasi experiment with Nonequivalent Control Group Design. Student learning outcomes were measured by a post test. The difference in the learning outcomes were tested using a t-test. The research concludes that there is a significant difference of cognitive learning outcomes between students who are given cooperative learning jigsaw type (mean 43.14) and TAI (mean 47.85).</p><p><strong>ABSTRAK BAHASA INDONESIA: </strong>Salah satu faktor yang memengaruhi hasil belajar siswa adalah proses pembelajaran di kelas. Pembelajaran yang berpusat kepada guru cenderung memberikan sedikit pengalaman belajar kepada siswa. Pembelajaran yang berpusat kepada siswa perlu dikembangkan agar siswa dapat mengalami pembelajaran yang bermakna dan mendapatkan hasil belajar yang baik. Tujuan penelitian ini untuk melihat perbedaan hasil belajar kognitif karena penerapan dua jenis pembelajaran kooperatif yaitu <em>jigsaw</em> dan <em>TA</em>I pada dua kelas yang berbeda. Metode penelitian yang digunakan adalah kuantitatif <em>quasi eksperimen </em>dengan desain penelitian <em>Nonequivalent Control Group Design</em>. Hasil belajar siswa diukur menggunakan nilai <em>post-test</em>. Perbedaan hasil belajar  dianalisis menggunakan uji t.  Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan (hasil belajar ranah kognitif antara siswa yang diberikan pembelajaran kooperatif tipe <em>jigsaw</em> (mean 43.14) dengan tipe <em>TAI</em> (mean 47.85).</p>

The Effect of Guided Discovery Model with LKS of Mind Mapping on Learning Outcomes and Learning Activities in Physics Learning at SMA 1 Cluring

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Mia Eka Lestari ◽  
Subiki Subiki ◽  
Albertus Djoko Lesmono
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Guided Discovery ◽  
Post Test ◽  
Cognitive Learning Outcomes

This article reported the results of an experimental research about the effect of guided discovery with LKS mind mapping the results of teaching and learning of physics activities learning in SMAN 1 Cluring. The objectives of this research were to describe the learning activities during guided discovery with LKS mind mapping. Thie guided discovery’s model with LKS mind mapping measured the cognitive learning outcomes. The data of the cognitive learning outcomes in elasticity was collected by using post test. Then, the data collected was analyzed by using independent sample t-test (SPSS 22). The difference of the achievement between experiment class and control class was did by obtained significant value of 0.759 and 0.895 It means the result of this research proved that the use of guided discovery model with LKS mind mapping significantly affected the cognitive learning outcomes at eleventh grade SMAN 1 Cluring. The design of this research was post test only control group design. The data of the learning activities was collected by using observation. Based on the data, the average of the learning activities was 85,76% which means active.

scholarly journals EFEKTIFITAS PEMBELAJARAN BERBASIS MASALAH (PBM) DAN STRATEGI KOOPERATIF TERHADAP KEMAMPUAN MENYELESAIKAN MASALAH DAN HASIL BELAJAR KOGNITIF BIOLOGI DITINJAU DARI KEMAMPUAN AKADEMIK AWAL SISWA KELAS X SMA NEGERI 3 MATARAM

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
I Gst Ayu Suartini Gayatri ◽  
Dwi Soelistya Dyah Jekti ◽  
A. Wahab Jufri
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Group Design ◽  
Cognitive Learning Outcomes

Abstrak: Saat ini sekolah belum menerapkan suasana belajar yang mengembangkan kemampuan siswa, terutama dalam kemampuan menyelesaikan masalah dan hasil belajar kognitif siswa. Sehingga tingkatan kemampuan berpikir siswa hanya berada pada tataran berpikir tingkat rendah yang tidak memiliki penalaran dan kemampuan menyelesaikan  masalah yang nyata. Pendekatan pembelajaran berbasis masalah dan strategi pembelajaran kooperatif menjadi alternatif pendekatan pembelajaran yang dapat meningktakan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui adanya pengaruh penerapan pembelajaran (PBM terintegrasi STAD, PBM dan STAD), kemampuan akademik siswa dan interaksi antara strategi pembelajaran dengan tingkat kemampuan akademik siswa terhadap kemampuan menyelesaikan masalah dan hasil belajar kognitif biologi siswa kelas X SMAN 3 Mataram. Penelitian ini merupakan penelitian quasi experiment  dengan Pretest-Posttes Nonequivalent Control Group Design, perlakuan dengan seting faktorial 2 x 3. Populasi penelitian sebanyak 480 siswa yang tersebar dalam 12 kelas. Teknik sampling dipilih dengan cluster random sampling dan diperoleh 120 siswa yang tersebar dalam 3 kelas. Hasil uji statistik menunjukkan  adanya pengaruh yang signifikan (p<0,05) pada penerapan strategi pembelajaran (PBM terintegrasi STAD, PBM dan STAD) terhadap kemampuan menyelesaikan masalah  dan hasil belajar kognitif siswa.  Tingkat kemampuan akademik siswa (tinggi dan rendah) juga menunjukkan pengaruh yang signifikan (p<0,05) terhadap kemampuan menyelesaikan masalah  dan hasil belajar kognitif siswa. Namun interaksi antara srategi pembelajaran dengan kemampuan akademik siswa tidak berpengaruh terhadap kemampuan menyelesaikan masalah  dan hasil belajar kognitif siswa (p>0,05). Kata kunci: Pembelajaran berbasis masalah, strategi kooperatif, kemampuan menyelesaikan masalah, hasil belajar kognitif. Abstract: Currently the school has not implemented a learning environment that develops students' skills, particularly in the ability to solve problems and cognitive learning outcomes of students. So the level of students' thinking skills are only at the level of the low-level thinking and reasoning that does not have the ability to solve real problems. Approach to problem-based learning and cooperative learning strategies into alternative learning approach that can drive the students' learning outcomes. This study aimed to investigate the effect of the application of learning (STAD integrated PBL, PBL and STAD), academic ability of students and interaction between learning strategy and academic level of students' ability to problem-solving ability and cognitive learning outcomes biology class X student of SMAN 3 Mataram. This research is a quasi-experiment with pretest Posttes Nonequivalent Control Group Design, treatment with 2 x 3 factorial setting. The study population of 480 students in 12 classes spread. Sampling technique selected by random cluster sampling and obtained 120 students spread into 3 classes. Statistical test results showed a significant effect (p <0.05) on the application of learning strategies (STAD integrated PBL, PBL and STAD) the ability to solve problems and cognitive learning outcomes of students. Students' level of academic ability (high and low) also showed a significant effect (p <0.05) to the problem-solving skills and cognitive learning outcomes of students. However, the interaction between the strategy of learning with students' academic abilities do not affect the ability to solve problems and cognitive learning outcomes of students (p> 0,05).Keywords:      Problem-based learning, cooperative strategies, problem-solving skills, cognitive learning outcomes.

scholarly journals Effect of Hypnoteaching Methods Toward Cognitive Learning Outcomes to Nervous System Subject in SMAN 97 Jakarta

Biosfer ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 46-54
Author(s):  
Yolanda Holinda Sari ◽  
Rusdi Rusdi ◽  
Sri Rahayu
Keyword(s):  
Nervous System ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
External Factors ◽  
Control Group ◽  
Control Group Design ◽  
Cognitive Learning Outcomes

Learning results are influenced by 2 factors; internal and external factors. Method of learning is one of external factors. This study aimed to determine the effect of Hypnoteaching method toward application the cognitive learning outcomes on Nervous System Topic at SMAN 97 Jakarta. The research was conducted in the second semester of Academic Year 2014/2015. The method was a quasi-experimental with pretest-posttest control group design. A total sample of 74 students of class XI MIA was selected by simple random sampling technique. This research used a cognitive learning. Test instrument data was analized by analysis of variance of the path of non-parametric Kruskal Wallis. The result showed a significance value 0.07> 0.05 so that it was conclude that Hypnoteaching method had no effect on students cognitive learning outcomes Nervous System Topic.

scholarly journals Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Kognitif dan Literasi Sains Siswa

2021 ◽  
Vol 6 (1) ◽  
pp. 40-54
Author(s):  
Safnowandi Safnowandi
Keyword(s):  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Contextual Teaching ◽  
Cognitive Learning Outcomes

The objectives of this research are to: 1) determine the effect of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes; and 2) to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy. This type of research is a quasi experiment. The research design of pre-test-post-test non equivalent control group design. The population in this study were all class VII students of SMPN 1 Tanjung North Lombok Regency in the academic year 2017/2018 which consisted of 6 classes. The sampling technique used purposive sampling, in order to obtain class VII 3 as the experimental class and class VII 1 as the control class. The instruments used to collect data were multiple choice questions totaling 20 items to measure student cognitive learning outcomes and essay questions to measure content and the scientific context. Meanwhile, worksheets are used to measure the scientific process. The data analysis technique used two-way ANOVA with a significance level of 0.05% using SPSS 16 for Windows. The results showed that: 1) there was an effect of the application of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes (p <0.05); and 2) there is an effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy (p <0.05).

scholarly journals Penerapan E-Modul Berbasis Project Based Learning Terhadap Hasil Belajar Dan Motivasi Siswa

2017 ◽  
Vol 6 (3) ◽  
pp. 356
Author(s):  
Made Delina Rusnawati . ◽  
I Gede Partha Sindu, S.Pd., M.Pd. . ◽  
Nyoman Sugihartini, S.Pd., M.Pd. .
Keyword(s):  
Learning Outcomes ◽  
Project Based Learning ◽  
T Test ◽  
Higher Learning ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Database Administration

Abstrak— Penelitian ini bertujuan untuk mengetahui (1) hasil belajar yang lebih tinggi antara siswa yang belajar menggunakan e-modul berbasis project based learning dengan siswa yang belajar tanpa menggunakan e-modul berbasis project based learning pada mata pelajaran Administrasi Basis Data kelas XII RPL SMK Negeri 1 Negara (2) Motivasi siswa kelas XII RPL di SMK Negeri 1 Negara setelah menggunakan e-modul berbasis project based learning pada mata pelajaran Administrasi Basis Data (3) Respon siswa kelas XII RPL di SMK Negeri 1 Negara setelah menggunakan e-modul berbasis project based learning pada mata pelajaran Administrasi Basis Data. Jenis penelitian ini adalah eksperimen semu (quasi eksperimen) dengan desain Post Test Only Control Group Design. Populasi penelitian mencakup seluruh siswa kelas XII RPL SMK Negeri 1 Negara Tahun Pelajaran 2017/2018. Sampel yang digunakan yaitu kelas XII RPL 2 yang digunakan sebagai kelas ekperimen dan XII RPL 3 yang digunakan sebagai kelas kontrol dengan jumlah 92 orang. Metode pengumpulan data yang digunakan yaitu metode tes uraian untuk mengukur hasil belajar dan metode angket untuk menganalisis motivasi belajar siswa dan respon siswa. Data hasil belajar kemudian dianalisis dengan melakukan uji prasyarat yang meliputi uji normalitas, uji homogenitas dan uji- t. Hasil penelitian menunjukkan bahwa (1) Terdapat hasil belajar yang lebih tinggi dalam penerapan e-modul berbasis Project Based Learning pada mata pelajaran administrasi basis data kelas XII RPL di SMK Negeri 1 Negara. Hasil analisis uji-t memperoleh thitung = 7.7497 dan ttabel = 1.66196 untuk dk sebesar 90 dengan taraf signifikan 5%. Berdasarkan kreteria pengujian diperoleh thitung > ttebel, ini berarti H0 ditolak. (2) Motivasi belajar siswa yang menggunakan e-modul dikatakan tinggi dilihat dari rata-rata motivasi belajar kelas eksperimen yaitu sebesar 98.30. (3) Respon siswa dari penerapan e-modul berbasis project based learning pada mata pelajaran Administrasi basis data adalah positif dilihat rata – rata skor hasil angket respon siswa yaitu 58.47. Kata Kunci : Quasi Eksperimen, E-Modul, Administrasi Basis Data, Project Based Learning Abstract- This objectives of this research are to know: (1) higher learning outcomes between students who learn to use project based learning e-modules with students who learn without using e-module based project based learning on subjects Database Administration class XII RPL SMK 1 Negara (2) students’ motivation in XII RPL class at SMK Negeri 1 Negara after using e-module based on project based learning on Database Administration course (3) students’ response after using e-module based on project based learning in Database Administration course of XII RPL class at SMK Negeri 1 Negara. This research was quasi experiment research with Post Test Only Control Group design. Research’s population covered all XII RPL classes at SMK N 1 Negara in the academic year 2017/2018. The samples of this research were XII RPL 2 class as the experimental class and XII RPL 3 as the control class with total of 92 students. The data was obtained trough essay test to measure students’ achievement and questionnaire method which was used to analyze students’ motivation and students’ response. The data, then, was analyzed through prerequisite test which included normality test, homogeneity test, and t-test. The results showed that (1) There is higher learning outcomes in the implementation of e-module based on Project Based Learning in the subjects of class XII database administration RPL in SMK Negeri 1 Negara. The result of t-test analysis obtained tcount = 7.7497 and ttable = 1.66196 for dk equal to 90 with 5% significant level. Based on test criteria obtained tcount > ttebel, this means H0 rejected. (2) Students’ motivation that used e-module was considerably high based on students’ learning motivation mean value of 98.30 (experiment). (3) Students’ response toward the application of project based learning e-modul on the Database Administration subject are positive that can be noticed from the average score of students' responses through questionnaire which is 59.47. keyword : Quasi Experiments, E-Modules, Database Administration, Project Based Learning.

Sign in / Sign up

Export Citation Format

Share Document