scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Benard Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Design Data ◽  
Peer Tutor ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Information And Communication

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Hasil belajar TIK siswa yang diajarkan dengan strategi pembelajaran tutor sebaya lebih tinggi dari pada siswa yang diajarkan dengan strategi pembelajaran dengan modul. (2) Siswa yang mempunyai kemandirian tinggi memperoleh hasil belajar TIK yang lebih tinggi dari pada siswa yang mempunyai kemandirian rendah. (3) Terdapat interaksi antara strategi pembelajaran dan kemandirian dalam mempengaruhi hasil belajar TIK. Populasinya adalah seluruh siswa kelas VIII sebanyak  terdiri dari 3 kelas yakni Kelas VIII1, VIII2, dan VIII3, dimana setiap kelas 40 orang siswa maka jumlah populasi adalah 120 orang. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA  pada taraf signifikan a = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan StrategiPembelajaran Tutor Sebaya lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan Strategi Pembelajaran Modul, (2) terdapat perbedaan yang signifikan antara hasil belajar TIK siswa yang mempunyai Kemandirian tinggi dengan siswa yang mempunyai Kemandirian rendah, dan (3) terdapat interaksi antara Strategi Pembelajaran dan Kemandirian terhadap hasil belajar TIK siswa. Hasil penelitian dapat disimpulkan bahwa StrategiPembelajaran Tutor Sebaya lebih baik diajarkan kepada siswa yang mempunyai Kemandirian tinggi dan Strategi Pembelajaran Modul baik digunakan kepada siswa yang mempunyai Kemandirian rendah dan terdapat interaksi antara Strategi Pembelajaran dan Kemandirian. Kata Kunci: strategi pembelajaran, kemandirian, teknologi informasi dan komunikasi  Abstract: This study aims to find out: (1) The result of ICT learning of students taught by peer tutor learning strategy is higher than the students taught by the learning strategy with the module. (2) Highly self-reliant students gain higher ICT learning outcomes than students with low self-reliance. (3) There is an interaction between learning strategies and independence in influencing ICT learning outcomes. The population is all students of class VIII consisting of 3 classes namely Class VIII1, VIII2, and VIII3, where each class of 40 students then the population is 120 people. The research method used quasi experimental method with 2 x 2 factorial research design. Data analysis technique using ANOVA at significant level a = 0,05. The results of the research analysis showed that: (1) the results of ICT learning of students who were taught with Peer Tutor Strategy were higher than the results of ICT learning of students who were taught by Learning Strategy Module, (2) there was a significant difference between the learning outcomes of ICT students who have high independence with students who have low independence, and (3) there is an interaction between Learning Strategy and Independence on student learning outcomes. The result of this research can be concluded that Peer Tutor Teaching Strategy is better taught to students who have High Independence and Learning Strategy The module is good for students who have low independence and there is interaction between Learning Strategy and Independence. Keywords: learning strategy, independence, information and communication technology

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR SEJARAH SISWA JURUSAN IPS SMA NEGERI 2 PEMATANGSIANTAR

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Asnewastri . ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Material ◽  
Significance Level ◽  
Learning History ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dengan ekspositori, (2) hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi dengan berpikir logis rendah dan (3) interaksi antara strategi pembelajaran dengan kemampuan berpikir logis dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Scheffe. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi dengan strategi  ekspositori, (2) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi dengan berpikir logis rendah, dan (3) Interaksi antara strategi pembelajaran dan kemampuan berpikir logis akan memberikan efek yang tinggi dalam penguasaan materi pembelajaran sehingga hasil belajar Sejarah yang diperoleh tinggi. Kata Kunci: strategi pembelajaran, kemampuan berpikir logis terhadap hasil belajar sejarah Abstract: This study aims to determine: (1) the results of studying history students who are taught by learning strategy elaboration higher with expository, (2) the results of learning history students who have the ability to think logically high is higher by thinking logically low and (3) interaction between learning strategy and logical thinking skills in influencing student learning outcomes History. The method used is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use test Scheffe. The findings show: (1) there is a significant difference between the results of studying history students who are taught by learning strategies elaboration of the strategy expository, (2) there is a significant difference between the results of studying history students who have the ability to think logically high to think logically low, and (3) the interaction between the learning strategies and ability to think logically will give high effect in the mastery of learning material that learners' achievements obtained History high. Keywords: learning strategies, the ability to think logically to the learning outcomes of history

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 104192 TANDEM HILIR II DELI SERDANG

2019 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Sufairi Sufairi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Islamic Education ◽  
Education Students ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Learning Interest

The purpose of this study was to find out: (1) learning outcomes of Islamic<br />Religious students taught with cooperative learning strategies think pair<br />share and expository learning strategies, (2) student learning interest after<br />using the think pair share learning strategy, and (3) the influence of<br />strategy learning and interest in learning about the learning outcomes of<br />Islamic Education. The research was conducted at 104192 Public<br />Elementary School Tandem Hilir II Deli Serdang. This type of research is<br />quasi-experimental. The study population was all class V students spread<br />in 3 classes. The sampling technique used is cluster random sampling. The<br />instruments of data collection are questionnaires and tests. The data<br />analysis technique used is the analysis of two-lane variants on the test α =<br />0.05. The results showed: (1) the average learning outcomes of Islamic<br />Religious Education students taught with TPS learning strategies ( X =<br />29.32) higher than the average learning outcomes of Islamic Religious<br />Education students taught with expository learning strategies ( X = 27)<br />with Fcount = 13.32 &gt; Ftable = 4.00, (2) the average learning outcomes of<br />Islamic Education students with high learning interest ( X = 29.90) higher<br />than the learning outcomes of Islamic Education students with low<br />learning interest ( X = 26.20), with Fcount = 10.41 &gt; Ftable = 4.00, and (3) there<br />is an interaction between learning strategies and interest in learning with<br />Fcount = 12.51 &gt; Ftable = 4.00.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN INTERAKSI SOSIAL TERHADAP HASIL BELAJAR SEJARAH SISWA SMA NEGERI 1 PADANG TUALANG KABUPATEN LANGKAT

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Muhammad Nuh ◽  
Sahat Siagian
Keyword(s):  
Social Interaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Homogeneity Of Variance ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk : (1) mengetahui perbedaan hasil belajar siswa yang diajar dengan strategi pembelajaran berbasis masalah dan strategi pembelajaran ekspositori, (2) mengetahui perbedaan hasil belajar Sejarah  antara siswa yang memiliki interaksi  sosial kompetitif  dan interaksi  sosial koperatif , (3) mengetahui interaksi antara strategi pembelajaran dan interaksi  sosial dalam mempengaruhi hasil belajar Sejarah  siswa. Metode penelitian quasi eksperimen dengan Anava 2 jalur yang sebelumnya, terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas dengan uji Lilliefors dan uji homogenitas varians dengan uji Bartlett dan Uji Fisher. Hasil pengujian hipotesis menunjukkan bahwa: (1) hasil belajar Sejarah  siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dibandingkan dengan siswa yang dibelajarkan dengan strategi pembelajaran ekspositori; (2) siswa yang memiliki interaksi  sosial kompetitif  memperoleh hasil belajar Sejarah  yang lebih tinggi dibandingkan dengan siswa yang memiliki interaksi  sosial koperatif, dan (3) terdapat interaksi antara strategi pembelajaran dan interaksi  sosial dalam mempengaruhi hasil belajar Sejarah  siswa. Kata Kunci: strategi pembelajaran berbasis masalah, interaksi social, hasil belajar sejarah Abstract: This study aimed to: (1) determine differences in learning outcomes of students who are taught by a strategy problem-based learning and learning strategies expository, (2) determine differences in learning outcomes history between students who have social interaction competitive and social interaction co-operative, (3) the interaction between the learning strategies and social interaction in influencing student learning outcomes History. Quasi experimental research methods with Anova 2 previous track, first tested the data analysis requirements that normality test test test Lilliefors and homogeneity of variance with Bartlett's test and Fisher test. Hypothesis testing results show that: (1) The history of student learning outcomes that learned with problem-based learning strategy is higher than students that learned with expository teaching strategy; (2) students who have gained a competitive social interaction learning outcomes Historical higher than students who have social interaction co-operative, and (3) there is no interaction between the learning strategies and social interaction in influencing student learning outcomes History. Keywords: strategy of problem-based learning, social interaction, learning outcomes history

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN EFIKASI DIRI TERHADAP HASIL BELAJAR MENGOLAH MAKANAN KONTINENTAL PROGRAM STUDI TATA BOGA

2019 ◽  
Vol 12 (2) ◽  
pp. 114
Author(s):  
Elfrida Nababan ◽  
Julaga Situmorang ◽  
Abdul Muin Sibuea
Keyword(s):  
Data Analysis ◽  
Hypothesis Testing ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Analysis Of Variance ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Experimental Methods ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui hasil belajar mengolah makanan kontinental antara siswa yang diajar dengan menggunakan strategi pembelajaran latihan lebih tinggi lebih unggul dari pada menggunakan strategi demonstrasi, (2) Mengetahui keunggulan hasil belajar mengolah makanan kontinental antara siswa yang memiliki efikasi diri tinggi lebih unggul dari pada yang memiliki efikasi diri rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan efikasi diri siswa dalam memberikan pengaruh terhadap hasil belajar mengolah makanan kontinental. Populasi penelitian ini adalah seluruh siswa kelas XI Tata Boga, sampel sebanyak 64. Metode eksperimental semu. Uji hipotesis dengan analisis varians (ANAVA), dan uji lanjut dengan uji-Tuckey. Hasil penelitian menunjukkan: (1). Hasil belajar mengolah makanan kontinental yang diajar dengan strategi latihan lebih tinggi dari pada yang diajar dengan strategi demonstrasi, (2) Hasil belajar mengolah makanan kontinental yang memiliki efikasi diri tinggi  lebih tinggi dari yang memiliki efikasi diri rendah rendah,  dan (3). Terdapat interaksi antara strategi mengajar latihan dan efikasi diri tinggi terhadap hasil belajar mengolah makanan kontinental lebih tinggi dari pada strategi mengajar demonstrasi dengan efikasi diri rendah. Hasil analisis data menunjukkan bahwa  siswa yang memiliki efikasi diri tinggi lebih efektif di ajar dengan menggunakan strategi latihan, sedangkan siswa yang mempunyai efikasi diri rendah, lebih efektif diajar dengan menggunakan strategi demonstrasi. Kata Kunci: strategi pembelajaran, latihan, demonstrasi, efikasi diri, mengolah makanan kontinental, tata boga Abstract: This study aims to: (1) find out the results of learning to process continental food between students who are taught using a learning strategy of higher training is superior than using a demonstration strategy, (2) Knowing the advantages of learning outcomes in processing continental food among students who have efficacy high self is superior than those who have low self-efficacy, and (3) Knowing the interaction between learning strategies and student self-efficacy in influencing learning outcomes in processing continental food. The population of this study was all students of class XI Catering, a sample of 64. Quasi-experimental methods. Hypothesis testing with analysis of variance (ANAVA), and further testing with the Tuckey-test. The results showed: (1). The results of learning to process continental food taught with training strategies are higher than those taught with demonstration strategies, (2) The learning outcomes of processing continental food that have high self-efficacy are higher than those having low self-efficacy, and (3). There is an interaction between the strategy of teaching exercise and high self-efficacy towards learning outcomes in processing continental food is higher than the teaching strategy of demonstration with low self-efficacy. The results of data analysis show that students who have high self-efficacy are more effectively taught by using a strategy of training, while students who have low self-efficacy are more effectively taught by using a demonstration strategy. Keywords: learning strategies, exercises, demonstrations, self-efficacy, processing continental food, catering

STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Timbul Purba ◽  
Harun Sitompul
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
High Achievement ◽  
Low Achievement ◽  
Significance Level ◽  
Achievement Motive ◽  
Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa.   Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik   Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

EFEKTIVITAS STRATEGI CLOZE STORY MAPPING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS V DI SD 2 PADOKAN KASIHAN BANTUL

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Danuri Danuri ◽  
Dwendha Lahitani
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
T Test ◽  
Effective Learning ◽  
Average Value ◽  
Story Mapping ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Class Average

This study aims to determine the effectiveness of CSM strategies on comprehension reading skills in classes V Padokan 2 Elementary School. The research method used is a quasi-experimental method. In this study the subjects of the study were VA class students as the control class and V C as the experimental class with 28 VA and VC class students. Quantitative data analysis technique used is the calculation of independent sample t-test. Based on data analysis and discussion, researchers can conclude that CSM strategies are more effective than conventional methods of reading comprehension learning. The results of this study indicate that there is a significant difference between the experimental class and the control class as evidenced by the results of the independent sample t-test obtained by the value of Asymp. Sig (2-Tailed) 0.014 <0.05. CSM strategy is an effective learning strategy seen from the average value of the experimental class posstest which is 81.61 higher than the control class average value of 72.96.

PENGARUH STRATEGI PEMBELAJARAN E-LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI

Akademika ◽  
2019 ◽  
Vol 8 (01) ◽  
pp. 81-100
Author(s):  
Eva Kristiyani ◽  
Iffah Budiningsih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Group ◽  
Design Factor ◽  
Significant Difference ◽  
E Learning ◽  
Learning Interest ◽  
Equivalent Class

The aim of this research is to know the influence of e-learning learning strategy and interest in learning to accounting learning result. This research was conducted at SMK Permata Bangsa Kelurahan Jakasetia, South Bekasi Subdistrict, Bekasi City involving 56 samples taken with random sampling technique to the equivalent class. Instrument used in this research is the accounting test and questionnaire interest in student learning; and the data analysis using two-way ANAVA and Tukey Test. The results of this study obtained: (1) there is a significant difference between the learning outcomes of students who are taught with e-learning learning strategies and expository strategies in which the results of student accounting learning taught by e-learning strategy is higher than the students taught by strategy expository learning. (2) There is an interaction between students who are taught using learning strategies with interest in learning on accounting learning outcomes. (3) This means that the result of group accounting learning which is taught using e-learning learning strategy is significantly higher than that taught using expository learning strategy in students who have high learning interest. (4) While the learning result of student group accounting that is taught using e-learning strategy is same as learning result which is taught using expository learning strategy to students who have low learning interest, influenced by student environment factor and learning design factor in research.

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.

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