PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR FISIKA

2017 ◽  
Vol 10 (2) ◽  
pp. 114
Author(s):  
Abdul Halim
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Visual Learning ◽  
Homogeneity Test ◽  
Physics Learning ◽  
Significance Level

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa.  Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar fisika Abstract: This study aims to determine the effect of STAD type cooperative learning strategies and cooperative learning strategies of TPS type to the results of physics learning, the influence of learning styles on the learning outcomes of physics, and the interaction between learning strategies and learning styles tehadap the results of physics learning. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategies, learning styles, physics learning outcomes

PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR FISIKABAHASA INDONESIA SISWA SMA

2017 ◽  
Vol 10 (2) ◽  
pp. 127
Author(s):  
Bastian Manurung
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Visual Learning ◽  
Homogeneity Test ◽  
Physics Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa.  Kata Kunci: strategi pembelajaran, motivasi berprestasi, bahasa indonasia. Abstract: This study aims to determine the effect of STAD type cooperative learning strategy and cooperative learning strategy of TPS type to physics learning result, influence of learning style to physics learning result, and interaction between learning strategy and learning style to physics learning result. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategy, achievement motivation, indonasia language.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MENGGAMBAR TEKNIK

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Novidawaty Tambunan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Visual Learning ◽  
Map Learning ◽  
Significance Level ◽  
Quasi Experimental ◽  
Drawing Technique

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar Menggambar teknik 1 antara siswa yang diajar dengan strategi pembelajaran Mind Map dan strategi pembelajaran ekspositori, (2) Perbedaan hasil belajar Menggambar teknik 1 antara siswa yang memiliki gaya belajar visual dengan kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Menggambar teknik 1. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: (1) hasil belajar Menggambar teknik 1 siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada strategi pembelajaran ekspositori; (2) hasil belajar Menggambar teknik 1 siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada gaya belajar Visual; (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Menggambar teknik 1. Kata Kunci: strategi pembelajaran, gaya belajar, menggambar teknik Abstract: This study aims to determine: (1) Differences in learning outcomes Drawing techniques 1 between students taught with Mind Map learning strategies and expository learning strategies, (2) Differences in learning outcomes Drawing techniques 1 between students who have visual learning styles with kinestetik, (3) interaction between learning strategy and learning style to learning result Drawing technique 1. Method research using quasi experimental method with 2 x factorial research designs 2. Data analysis technique using two-way ANOVA at significance level α = 0,05. The results showed that: (1) learning result Drawing technique 1 students taught by Mind Map learning strategy, higher than expository learning strategy; (2) learning outcomes Drawing techniques 1 students who have a higher learning style Kinesthetic than Visual learning style; (3) there is an interaction between learning strategies and learning styles on learning outcomes Drawing technique 1. Keywords: learning strategy, learning style, drawing technique

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR GAMBAR TEKNIK MESIN SISWA SMK DI MEDAN

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
R Mursid
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Strategy ◽  
Visual Learning ◽  
Significance Level ◽  
Quasi Experimental

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui: (1) hasil belajar gambar teknik mesin antara siswa yang diajar dengan strategi pembelajaran Mind Map dan ekspositori, (2) hasil belajar gambar teknik mesin antara siswa yang memiliki gaya belajar visual dengan kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Gambar teknik mesin. Populasi penelitian ini adalah seluruh siswa kelas X Program keahlian teknik mesin SMK Negeri 2 dan SMK Negeri 5 Medan. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar gambar teknik mesin siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada ekspositori, (2) hasil belajar gambar teknik mesin siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada gaya belajar Visual, (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Gambar teknik mesin. Perhitungan uji lanjut dengan uji Scheffe menunjukkan hasil belajar Gambar teknik mesin siswa yang memiliki gaya belajar kinestetik lebih tinggi bila diajar dengan strategi pembelajaran Mind Map, sedangkan hasil belajar Gambar teknik mesin siswa yang memiliki gaya belajar visual lebih tinggi bila diajar dengan strategi pembelajaran ekspositori. Kata Kunci: strategi pembelajaran mind map dan ekspositori, gaya belajar, gambar teknik mesin Abstract: The purpose of this study is to determine: (1) the results of studying images of mechanical engineering among students who are taught by learning strategies Mind Map and expository, (2) the results of studying images of mechanical engineering among students who have a visual learning style with kinesthetic, (3 ) interaction between the learning strategies and learning styles on learning outcomes Figure engineering. The population of this research is all class X students of mechanical engineering expertise program SMK Negeri 2 and SMK Negeri 5 Medan. The research method using quasi-experimental research design 2 x 2 factorial ANOVA Analysis using two lanes at significance level α = 0.05. The findings show that: (1) the results of studying images of mechanical engineering students who are taught by learning strategy Mind Map, higher than in the expository, (2) the results of studying images of mechanical engineering students who have learning style Kinesthetic higher than learning styles Visual, (3) there is no interaction between the learning strategies and learning styles on learning outcomes Figure engineering. Further test calculations with Scheffe test showed learning outcomes Figure engineering students who have a kinesthetic learning style higher when taught by Mind Map instructional strategies, while learning outcomes Picture mechanical engineering students who have a visual learning style higher when taught by expository strategy. Keywords: learning strategies mind map and expository, learning styles, mechanical engineering drawings

THE INFLUENCE OF STUDENTS LEARNING STYLE AND LEARNING INTEREST ON THE LEARNING OUTCOMES OF PHYSICS CLASS X IPA DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 132-143
Author(s):  
Albert Lumbu ◽  
Bonefasius Y Boy ◽  
Muhamad Akbar
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Significant Influence ◽  
Pearson Correlation ◽  
Physics Learning ◽  
Significance Level ◽  
Pearson Correlation Test ◽  
Learning Interest ◽  
Learning Together

This study aims to determine whether there are: 1) the influence of learning styles on physics learning outcomes, 2) the influence of interest in learning on physics learning outcomes, 3) the influence of learning styles and interest in learning together on physics learning outcomes in class X SMA Negeri 1 Nimboran . This research was conducted at SMA Negeri 1 Nimboran in April - May 2021. The subjects in this study were all 52 students of class X majoring in science and the objects of research were learning styles, interest in learning and physics learning outcomes. The instruments used are questionnaires and documentation. Data analysis was carried out using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. The results showed that, 1) there was a significant influence of learning style on physics learning outcomes with a contribution of 50.8%, 2) there was a significant influence of interest in learning on physics learning outcomes with a contribution of 60.9%, 3) there were significant influence of learning style and interest in learning, together on the learning outcomes of physics with a contribution of 64.3% influence

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

2020 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Kadek Suryati ◽  
I Gede Adnyana
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Material ◽  
Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

scholarly journals Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika terhadap Hasil Belajar Matematika

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Leny Hartati
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Cognitive Learning ◽  
Negative Attitude ◽  
Math Learning ◽  
Significance Level ◽  
Learning Mathematics

<p>This study aims to determine the effect of learning styles and attitudes of <br />students in math on math learning outcomes. The method used is the method Expose Facto. The study sample drawn from a population with affordable proportional random technique, as many as 60 students. The instrument used in this study is a questionnaire instrument to measure learning style variables and variable attitudes of students in math, and test instruments, to measure the outcomes of learning mathematics. The research design used in this study is a 3 x 2 factorial design with three variables consisting of two independent variables, namely cognitive learning styles and attitudes of students in math, as well as the dependent variable, which is the result of learning mathematics. From the <br />data processing obtained the following results: (1) There are differences in mathematics learning outcomes of students who have a visual learning style, auditory and kinesthetic. It is in the show by the price of the F - count of 2,494 with a probability of 0.047 sig (sig &lt; 0.05) at significance level ? = 5 %. (2) The results of the mathematical learning of students who have a positive attitude at a higher math than students who have a negative attitude on math. It is in the show by the price of the F - count of 3,124 with a probability <br />of 0.018 sig (sig &lt; 0.05) at significance level. (3) There is no interaction between the learning styles of students in math attitudes toward math learning outcomes. It is in the show by the price of the F - calculated interaction probability value was 1.621 while sig. for interaction (learning styles * attitude of students in math) of 0.140 (sig &gt; 0.05). </p>

scholarly journals WEB-BASED COOPERATIVE LEARNING, LEARNING STYLES, AND STUDENT’S LEARNING OUTCOMES

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Bambang Hariadi
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Achievement ◽  
Web Based ◽  
The Web

Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies) and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69) students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA) with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily) in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks) dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol. Data yang terkumpul diolah secara statistik dengan menggunakan teknik analisis varian dua jalur dengan menggunakan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar mata kuliah Manajemen Umum yang signifikan antara kelompok mahasiswa yang dibelajarkan dengan strategi kooperatif tipe STAD berbasis web dan strategi kooperatif tipe STAD berbasis teks. Berdasarkan temuan penelitian ini disarankan untuk menerapkan strategi pembelajaran kooperatif tipe STAD dan menggunakannya secara bersamaan (saling melengkapi) antara yang berbasis web dengan yang berbasis teks dalam bentuk blended learning. Kata Kunci: strategi pembelajaran, kooperatif tipe STAD, web base learning, gaya belajar, hasil belajar

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR SISWA TERHADAP HASIL BELAJAR MATEMATIKA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 86
Author(s):  
Winner Macson Pandiangan ◽  
Sahat Siagian ◽  
Harun Sitompul
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Homogeneous Population ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar Matematika antara siswa yang dibelajarkan dengan menggunakan Strategi TGT dan Strategi Ekspositori, (2) mengetahui perbedaan hasil belajar siswa yang memiliki Gaya Belajar Kinestetik dan Gaya Berpikir Visual (3) interaksi antara penggunaan Strategi pembelajaran dan Gaya belajar dalam mempengaruhi hasil belajar Matematika siswa. Populasi penelitian ini adalah siswa kelas XI SMK Pharmaca Medan sebanyak 3 kelas dengan jumlah 122 orang. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan disain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Syarat ANAVA adalah data berdistribusi normal dengan Lilifors dan data harus memiliki varians populasi homogen dengan uji Bartlett dan uji Fisher. Hasil penelitian diperoleh: (1) hasil belajar Matematika siswa yang dibelajarkan dengan menggunakan Strategi Pembelajaran TGT lebih tinggi dibandingkan dengan menggunakan Strategi Ekspositori, (2) hasil belajar Matematika siswa yang memiliki Gaya belajar Kinestetik lebih tinggi dibandingkan dengan Gaya belajar Visual dan (3) terdapat interaksi antara penggunaan Strategi pembelajaran dengan Gaya belajar dalam mempengaruhi hasil belajar Matematika.  Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar matematika Abstract: This study aims to determine: (1) differences in mathematics learning outcomes between students who are taught using the TGT Strategy and Expository Strategy, (2) knowing the differences in learning outcomes of students who have Kinesthetic Learning Styles and Visual Thinking Styles (3) interactions between uses Learning strategies and learning styles in influencing students' mathematics learning outcomes. The population of this study were 3 class students of Pharmaca Medan Vocational High School as many as 3 classes with a total of 122 people. The sampling technique was carried out by cluster random sampling. The research method uses a quasi-experimental method with 2x2 factorial research design, while the data analysis technique uses two-way ANOVA at a significance level a = 0.05. ANOVA requirements are normally distributed data with Lilifors and data must have homogeneous population variance with the Bartlett test and Fisher's test. The results of the study were obtained: (1) the students 'mathematics learning outcomes that were learned using the TGT Learning Strategy were higher than using the Expository Strategy, (2) the students' mathematics learning outcomes who had a Kinesthetic Learning Style were higher than the Visual learning styles and (3) there were interaction between the use of learning strategies and learning styles in influencing mathematics learning outcomes. Keywords: learning strategies, learning styles, mathematics learning outcomes

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR FISIKA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 99
Author(s):  
. Zulhamdi ◽  
Abdul Muin Sibuea ◽  
. Syarifuddin
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Homogeneity Test ◽  
Generative Learning ◽  
Normality Test ◽  
High Intelligence ◽  
Study Population ◽  
Biology Learning

Abstrak: Penelitian ini bertujuan untuk mengetahuti: (1) apakah hasil belajar biologi antara siswa yang diajarkan dengan strategi pembelajaran diskoveri lebih tinggi dibandingkan strategi pembelajaran generatif, (2) apakah hasil belajar biologi siswa yang memiliki kecerdasan tinggi lebih tinggi dibandingkan dengan yang memiliki kecerdasan rendah, (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan terhadap hasil belajar biologi. Populasi penelitian adalah seluruh siswa kelas XI SMA Negeri 1 Sei Suka dan SMA Negeri 1 Air Putih, sebanyak 6 kelas  dengan jumlah siswa sebanyak 214 siswa. Metode penelitian menggunakan metode eksperimen dengan desain penelitian faktorial 2x2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan   = 0,05 dimana terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas dengan uji Liliefors dan uji homogenitas varians dengan uji F. Dari hasil penelitian ditemukan bahwa: (1) hasil belajar biologi siswa yang memiliki kecerdasan tinggi yang diajarkan dengan strategi pembelajaran diskoveri lebih tinggi dari strategi pembelajaran generatif dengan Fhitung = 16,02 > Ftabel 3,96 (2) hasil belajar biologi siswa yang memiliki kecerdasan rendah yang diajarkan dengan strategi generatif lebih tinggi dari strategi pembelajaran diskoveri dengan Fhitung = 7,88 > Ftabel 3,96 (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan terhadap hasil belajar biologi dengan Fhitung = 8,33 > Ftabel 3,96. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar fisikaAbstract: This study aims to find out: (1) whether the results of biology learning between students who are taught with a diskover learning strategy is higher than generative learning strategies, (2) whether the results of biology learning students who have high intelligence are higher than those who have low intelligence , (3) there is an interaction between learning strategies and intelligence on learning outcomes of biology. The study population was all students of class XI of SMA Negeri 1 Sei Suka and SMA Negeri 1 Air Putih, as many as 6 classes with a total of 214 students. The research method uses an experimental method with a 2x2 factorial research design. The data were analyzed using two-way ANAVA at a significant level = 0.05, where the requirements for data analysis were first tested, namely the normality test with the Liliefors test and the homogeneity test of variance by F test. The results of the study found that: have high intelligence taught by the learning strategy is higher than generative learning strategies with Fcount = 16.02> Ftable 3.96 (2) the results of biology learning students who have low intelligence are taught with a generative strategy higher than the learning strategy covered with Fitung = 7.88> Ftable 3.96 (3) there is an interaction between learning strategies and intelligence on biology learning outcomes with Fcount = 8.33> Ftable 3.96. Keywords: learning strategies, learning styles, physics learning outcomes

Sign in / Sign up

Export Citation Format

Share Document