scholarly journals Pengaruh Strategi Pembelajaran Problem Based Learning (PBL) Dan Group Investigation (GI) Terhadap Keterampilan Proses Sains Di MAN Kabanjahe

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Iskandar Dinata Ginting ◽  
Ely Djulia ◽  
Tumiur Gultom
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Class A ◽  
Skill Test ◽  
Class B ◽  
Control Learning ◽  
Cluster Random Sampling

This study aims to determine the effect of learning strategies on the skills of the science process. The research method used quasi experiment with research sample of 3 classes determined randomly with cluster random sampling technique. Class A is taught by Problem Based Learning strategy, class B with Group Investigation and Class C (Control) learning strategy using Conventional learning strategy. The research instrument uses a science skill test in the form of a description of the observation sheet. Data analysis techniques with Covariate Analysis (ANACOVA) at significant level α = 0.05 with the help of SPSS 24. The results showed there is a significant influence of learning strategy on science process skills (F = 9,229; P = 0,000). As a follow-up of the results of this study is expected to teachers to be able to implement Problem Based Learning (PBL) strategy on Ecology material in an effort to improve the skills of science process.

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR BAHASA INDONESIA

2019 ◽  
Vol 12 (2) ◽  
pp. 126
Author(s):  
Farida Nurmalasari ◽  
Sahat Siagian ◽  
R. Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Random Sampling ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Accelerated Learning ◽  
Significance Level ◽  
Cluster Random Sampling ◽  
Bahasa Indonesia

Abstrak: Tujuan penelitian ini adalah: (1) mengetahui perbedaan hasil Pembelajaran kelompok siswa yang dibelajarkan dengan strategi pembelajaran berbasis Accelerated Learning dan strategi pembelajaran Direct Intructional pada mata pelajaran bahasa Indonesia, (2) mengetahui perbedaan hasil belajar bahasa Indonesia antara kelompok siswa yang memiliki motivasi berprestasi tinggi dan rendah, dan (3) interaksi antara strategi pembelajaran dan motivasi berprestasi siswa terhadap hasil belajar bahasa Indonesia. Populasi dalam penelitian ini adalah siswa kelas V SD Negeri No 106162 Medan Estate dan SDIT Al-Hijrah 2 Lau Dendang. Teknik penarikan sampel dilakukan dengan cluster random sampling. Teknis analisis ini adalah ANAVA dua jalur pada taraf signifikansi α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) rata-rata hasil belajar siswa yang dibelajarkan dengan strategi pembelajaran berbasis Accelerated Learning lebih tinggi daripada dengan strategi pembelajaran Direct, (2) rata-rata hasil belajar siswa dengan motivasi berprestasi tinggi lebih  tinggi dengan motivasi berprestasi rendah, dan (3) terdapat interaksi antara strategi pembelajaran dengan motivasi berprestasi terhadap hasil belajar bahasa Indonesia. Dari hasil analisis data disimpulkan bahwa siswa dengan karakteristik motivasi berprestasi tinggi maka strategi pembelajaran yang tepat digunakan adalah strategi pembelajaran berbasis Accelerated Learning dan siswa dengan karakteristik motivasi berprestasi rendah, maka strategi pembelajaran yang tepat digunakan adalah strategi pembelajaran Direct Instructional.            Kata Kunci: strategi pembelajaran, accelerated learning, direct instructional, motivasi berprestasi, bahasa  Abstract: The purpose of this study are: (1) to find out the difference in learning outcomes of groups of students who are taught with learning strategies based on Accelerated Learning and Direct Intructional learning strategies in Indonesian subjects, (2) find out the differences in Indonesian learning outcomes between groups of students who have motivation high and low achievers, and (3) the interaction between learning strategies and students' achievement motivation towards Indonesian learning outcomes. The population in this study were grade V students of SD Negeri No 106162 Medan Estate and SDIT Al-Hijrah 2 Lau Dendang. The sampling technique is done by cluster random sampling. The technical analysis is two-way ANOVA at the significance level α = 0.05 followed by the Scheffe test. The results showed: (1) the average learning outcomes of students who were taught with learning strategies based on Accelerated Learning were higher than those with Direct learning strategies, (2) the average learning outcomes of students with higher achievement motivation with higher achievement motivation, and (3) there is an interaction between learning strategies and achievement motivation on Indonesian learning outcomes. From the results of data analysis, it was concluded that students with high achievement motivation characteristics then the appropriate learning strategy used was Accelerated Learning based learning strategy and students with low achievement motivation characteristics, then the right learning strategy used was Direct Instructional learning strategy. Keywords: learning strategies, accelerated learning, direct instructional, achievement motivation, language

scholarly journals Effect of Problem-Based Learning Strategy to Students’ Ability in Writing Argumentative Text at Muhammadiyah University of Bengkulu

Radiant ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 87-102
Author(s):  
Erlian Dwisnu
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Average Score ◽  
Study Program ◽  
Argumentative Text ◽  
Class B ◽  
Post Test ◽  
Positive Effect

The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject.  The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score  of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points.  So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.

PENGARUH STRATEGI PEMBELAJARAN DAN KREATIVITAS TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH USAHA PERIKANAN MENENGAH NEGERI PARIAMAN

2017 ◽  
Vol 10 (2) ◽  
pp. 139
Author(s):  
Halidayana Nasution
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Random Sampling ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Problem Posing ◽  
Choice Test ◽  
Measurement Instruments ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui : (1) Perbedaan hasil belajar matematika siswa yang diajar dengan strategi pembelajaran problem posing dengan hasil belajar matematika siswa yang diajar dengan strategi pembelajaran  ekspositori, (2) Perbedaan hasil belajar matematika  siswa yang memiliki kreativitas tinggi dengan hasil belajar matematika siswa yang memiliki kreativitas rendah, (3) interaksi antara strategi pembelajaran dan kreativitas terhadap hasil belajar matematika. Populasi penelitian adalah seluruh siswa kelas X dari  4 kelas. Teknik penarikan sampel dilakukan dengan cluster random sampling. Jumlah sampel penelitian  untuk strategi pembelajaran problem posing terdiri 34 siswa  dan 34 siswa untuk strategi pembelajaran ekspositori. Instrumen pengukuran untuk mengukur hasil belajar digunakan tes berbentuk pilihan ganda dengan 5 pilihan jawaban yang terdiri dari 35 soal. Untuk metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan a = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan strategi pembelajaran problem posing lebih tinggi daripada hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar matematika siswa yang memiliki kreativitas tinggi lebih tinggi daripada hasil belajar siswa yang memiliki kreativitas rendah, (3) terdapat interaksi antara strategi pembelajaran dan kreativitas terhadap hasil belajar matematika. Perhitungan uji lanjut dengan uji Scheffe menunjukkan perbedaan yang signifikan hasil belajar matematika untuk strategi pembelajaran problem posing dan strategi pembelajaran ekspositori begitu juga dengan kreativitas tinggi dan kreativitas rendah.    Kata Kunci: strategi pembelajaran, kreativitas, hasil belajar matematika Abstract: This study aims to find out: (1) The difference of mathematics learning result of students taught by learning problem posing strategy with mathematics learning result of students who are taught by expository learning strategy, (2) difference of mathematics learning result of students who have high creativity with learning result mathematics students who have low creativity, (3) the interaction between learning strategies and creativity to the results of learning mathematics. The study population was all students of class X of 4 classes. The sampling technique is done by cluster random sampling. The number of research samples for the problem posing learning strategy consisted of 34 students and 34 students for the expository learning strategy. Measurement instruments to measure learning outcomes were used multiple choice test with 5 answer choices consisting of 35 questions. For research method use quasi experimental method with 2 x 2 factorial research design. Technique of data analysis using two path ANOVA at significant level a = 0,05. The findings of the research indicate that: (1) the result of the students' mathematics learning taught by the problem posing strategy is higher than the students' learning result which is taught by the expository learning strategy, (2) the students' mathematics learning result which has higher creativity is higher than the student learning result have low creativity, (3) there is interaction between learning strategy and creativity toward mathematics learning result. Further test calculations by the Scheffe test show significant differences in mathematics learning outcomes for problem posing strategies and expository learning strategies as well as high creativity and low creativity. Keywords: learning strategy, creativity, learning result of mathematics

scholarly journals Pengaruh Strategi Pembelaharan Terhadap Hasil Belajar Matematika Siswa Kelas IV Di SDN 09 Kaba Wetan

2021 ◽  
Vol 3 (2) ◽  
pp. 141-158
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals INFLUENCE OF LEARNING STRATEGIES AND SELF-RELIANCE ON PPKN LEARNING OUTCOMES IN FIFTH GRADE AT SDN 060931 MEDAN

2021 ◽  
Vol 2 (1) ◽  
pp. 11-20
Author(s):  
Putri Indaayu ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Difference

This study aims to: knowing the difference the result of learning PPKn students taught with the learning strategy problem-based learning and concept map of learning strategies, knowing the difference result of learning PPKn students who have learning independence high with students who have learning independence is low, determine the interaction between learning strategies and self-regulated learning is affecting the learning outcomes PPKn. This research is experimental research. The population in this research is all students of class V SD Negeri No. 060931 Medan academic year 2020/2021 which consists of two classes. The sample selected by total sampling technique. The instrument used is the questionnaire of independence in student learning and tests the learning outcomes of students. Data obtained from the research instrument were then analyzed using two-way ANAVA on SPSS 23.0 for Windows. The results showed that: There is a significant difference between the result of learning PPKn students taught with the learning strategy of problem-based learning compared with the learning strategies concept map (Fcount = 23,476 and the value of sig. 0,000 < 0,05), the result of learning PPKn students who have learning independence higher compared with students who have to learn independence low (Fcount = 7,673 and the value of sig. Are 0.008 < 0.05), and there is an interaction between learning strategy and self-regulated learning in influencing the result of learning PPKn students (Fcount = 13,003 and the value of sig. 0,001 < 0,05).

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK)

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Etsas Brema Sinulingga ◽  
Harun Sitompul ◽  
Asih Menanti
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Communication Technology ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Information And Communication ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Strategi Pembelajaran dan Motivasi Berprestasi terhadap hasil belajar TIK siswa. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 1 Bilah Hulu, yang terdiri dari 4 kelas dengan jumlah 163 siswa.  Teknik pengambilan sampel dengan cluster random sampling. Data penelitian dikumpul dengan menggunakan tes untuk hasil belajar TIK dan angket Motivasi Berprestasi. Analisis data dilakukan dengan anava dua jalur pada taraf signifikansi 5%. Hasil penelitian diperoleh hasil sebagai berikut: (1) hasil belajar TIK kelompok siswa yang diberi pembelajaran dengan Strategi Pembelajaran Problem Based Learning lebih tinggi dibandingkan hasil belajar kelompok siswa yang diberi pembelajaran dengan Strategi Pembelajaran Think Pair Share dengan nilai Fhitung  7,30 > FTabel 3,96; (2) hasil belajar TIK kelompok siswa yang memiliki Motivasi Berprestasi Tinggi lebih tinggi dibandingkan hasil belajar kelompok siswa yang memiliki Motivasi Berprestasi Rendah dengan nilai Fhitung =  16,79 > FTabel = 3,96; (3) terdapat interaksi antara Strategi Pembelajaran dan Motivasi Berprestasi dalam mempengaruhi hasil belajar TIK dengan nilai FHitung kolom – baris (interaksi) lebih besar dari FTabel (FHitung =  12,64 > FTabel = 3,96) pada taraf signifikansi 5%. Kata Kunci: problem based learning, preview question read reflect recite review, motivasi berprestasi,  teknologi informasi dan komunikasi  Abstract: This study aims to determine the effect of Learning Strategies and Achievement Motivation on students' ICT learning outcomes. The population of this study was all students of class XI of SMA Negeri 1 Bilah Hulu, consisting of 4 classes with a total of 163 students. The sampling technique is cluster random sampling. Research data were collected using tests for ICT learning outcomes and the Achievement Motivation questionnaire. Data analysis was performed with two-way anova at a significance level of 5%. The results obtained are as follows: (1) ICT learning outcomes of groups of students who are given learning with Problem Based Learning Learning Strategies are higher than the learning outcomes of groups of students who are taught learning with Think Pair Share Learning Strategies with Fcount value of 7.30> FTabel 3, 96; (2) ICT learning outcomes of groups of students who have High Achievement Motivation are higher than learning outcomes of groups of students who have Low Achievement Motivation with Fcount = 16.79> FTabel = 3.96; (3) there is an interaction between Learning Strategies and Achievement Motivation in influencing ICT learning outcomes with the F value of column count (row) is greater than FTabel (Fcount = 12.64> FTabel = 3.96) at the 5% significance level. Keywords: problem based learning, preview question read reflect recite review, achievement motivation, information and communication technology

scholarly journals Pengaruh Strategi Pembelajaran Kooperatif (Cooperatif Learning) dan Kecerdasan Intrapersonal terhadap Perilaku Prososial Anak Usia 5-6 Tahun di Kelurahan Umban Sari Pekanbaru

2018 ◽  
Vol 2 (01) ◽  
pp. 91-102
Author(s):  
Siti Fadillah
Keyword(s):  
Cooperative Learning ◽  
Prosocial Behavior ◽  
Learning Strategies ◽  
Random Sampling ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Sample Collection ◽  
Intrapersonal Intelligence ◽  
Cluster Random Sampling ◽  
Teacher Centered

Abstrak Perilaku Prososial adalah perilaku sukarela kepada orang lain yang merupakan keterampilam sosial anak usia dini. Adapun tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh pembelajaran kooperatif (cooperatif learning) dan kecerdasan intrapersonal terhadap perilaku prososial pada anak kelompok B taman kanak-kanak di kelurahan umban sari. Metode penelitian ini menggunakan penelitian eksperimen dengan desain treatment by level 2x2t. Populasi adalah seluruh TK di Kelurahan Umban Sari. Sampel dalam penelitian ini adalah TK Dayyinah Kids dengan jumlah anak sebanyak 38 Orang. Teknik pengumpulan sampel menggunakan teknik stratified multistage cluster random sampling. Teknik analisis data menggunakan ANAVA dua jalur. Instrumen yang diguakan adalah lembar observasi kecerdasan intrapersonal. Hasil penelitian yang diperoleh adalah:   1) Perilaku prososial anak yang diberikan strategi pembelajaran kooperatif (cooperatif learning) memiliki pengaruh yang lebih tinggi dari pada pembelajaran  yang berpusat pada guru 2) Terdapat pengaruh interaksi antara pembelajaran kooperatif (cooperatif learning) dan kecerdasan intrapersonal terhadap perilaku prososial, 3) Kemampuan prososial anak yang memiliki kecerdasan intrapersonal tinggi yang diberikan pembelajaran kooperatif (cooperatif learning) memiliki pengaruh yang lebih tinggi dari skor perilaku prososial anak yang diberikan pembelajaran dengan strategi berpusat pada guru, 4) Kemampuan prosoial anak yang memiliki kecerdasan intrapersonal rendah yang diberikan strategi pembelajaran berpusat pada guru memiliki pengaruh yang lebih tinggi nilainya dibandingkan dengan perilaku prososial anak yang diberikan pembelajaran kooperatif (cooperatif learning).   Kata Kunci: Strategi Pembelajaran, Pembelajaran Kooperatif (Cooperatif Learning), Kecerdasan Intrapersonal, Kemampuan Sosial   Abstract Prosocial behavior is voluntary behavior to others as a result of early childhood social skills. The purpose of this study is to determine whether there is an influence of cooperative learning and intrapersonal intelligence on prosocial behavior in children in group B of kindergarten in the village of umban sari. This research method uses experimental research with 2x2t treatment by level design. The population is all kindergartens in Umban Sari Village. The sample in this study was Dayyinah Kids Kindergarten with 38 children. The sample collection technique uses stratified multistage cluster random sampling technique. Data analysis techniques using two-way ANAVA. The instrument used is an intrapersonal intelligence observation sheet. The results obtained are: 1) child prosocial behavior that is given cooperative learning strategies (cooperative learning) has a higher influence than teacher-centered learning 2) There is an effect of interaction between cooperative learning and intrapersonal intelligence on prosocial behavior, 3) Ability prosocial children who have high intrapersonal intelligence who are given cooperative learning (cooperative learning) have a higher influence than the scores of prosocial behavior of children who are given learning with a teacher-centered strategy, 4) prosoial ability of children who have low intrapersonal intelligence given learning strategies centered on The teacher has a higher influence than the prosocial behavior of children who are given cooperative learning.   Keywords: Learning Strategy, Cooperative Learning, Intrapersonal Intelligence, Social

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

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