PENGARUH STRATEGI PEMBELAJARAN DAN APRESIASI TERHADAP HASIL BELAJAR SENI MUSIK SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 60
Author(s):  
Testi Bazarni Zebua ◽  
Julaga Situmorang ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Higher Learning ◽  
Discovery Learning ◽  
Music Students ◽  
Art Students ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
High Level

Abstrak: Tujuan penelitian ini adalah: (1) untuk mengetahui apakah belajar seni musik siswa yang diajar dengan menggunakan strategi pembelajaran discovery learning lebih tinggi dari strategi ekspositori, (2) untuk mengetahui apakah hasil belajar seni musik siswa yang memiliki tingkat apresiasi tinggi lebih tinggi dari tingkat apresiasi rendah, dan (3) Untuk mengetahui apakah ada interaksi antara strategi pembelajaran dan apresiasi dalam memberikan pengaruh terhadap hasil belajar seni musik siswa. Metode penelitian menggunakan quasi eksperimen dengan desain penelitian penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan : (1) Hasil belajar seni musik siswa yang diajar dengan strategi pembelajaran discovery learning dari konstruktivisme (79,67) lebih tinggi dibandingkan siswa yang diajar dengan strategi pembelajaran ekspositori (76,67). (2) Hasil belajar seni musik siswa yang memiliki tingkat apresiasi tinggi (79,50) lebih tinggi dibandingkan siswa yang memiliki tingkat apresiasi rendah (74,93). (3) Terdapat interaksi antara strategi pembelajaran dan tingkat apresiasi dalam mempengaruhi hasil belajar seni musik siswa. Siswa dengan apresiasi tinggi akan memperoleh hasil belajar yang lebih tinggi jika diajar dengan strategi pembelajaran discovery learning dari konstruktivisme. Demikian pula dengan siswa yang memiliki apresiasi rendah, akan memperoleh hasil belajar yangg lebih tinggi jika diajar dengan strategi pembelajaran ekspositori. Kata Kunci: strategi pembelajaran, apresiasi, hasil belajar seni musik Abstract: The purpose of this study are: (1) to find out whether learning music art students taught by using discovery learning learning strategies is higher than expository strategies, (2) to find out whether the results of students learning music are higher than low level of appreciation, and (3) To find out if there is an interaction between learning strategies and appreciation in influencing students' learning outcomes in music. The research method uses quasi-experimental research design with 2 x 2 factorial research. Data analysis techniques using two-way ANAVA at a significant level α = 0.05. The findings of the study show: (1) The results of learning the music arts of students taught by discovery learning learning strategies of constructivism (79.67) are higher than students taught with expository learning strategies (76.67). (2) The results of learning the music arts of students who have a high level of appreciation (79.50) are higher than students who have a low appreciation level (74.93). (3) There is an interaction between learning strategies and the level of appreciation in influencing students' learning outcomes in music. Students with high appreciation will obtain higher learning outcomes if taught with discovery learning learning strategies from constructivism. Likewise with students who have low appreciation, will get higher learning outcomes if taught with an expository learning strategy. Keywords: learning strategies, appreciation, learning outcomes of music art

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 INFLUENCE OF LEARNING STRATEGIES AND SOCIAL INTERACTIONS ON THE LEARNING OUTCOMES PKn OF GRADE V STUDENTS AT SD NEGERI 014711 SIPARE-PARE IN BATUBARA DISTRICT

2020 ◽  
Vol 1 (2) ◽  
pp. 193-201
Author(s):  
Dimas Agung Prasetyo ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Discovery Learning ◽  
Interaction Data ◽  
Strategy Research ◽  
Analysis Techniques ◽  
Level Of Significance ◽  
Student Team

This study aims to find out: (1) differences in students' PKn learning outcomes using Discovery Learning learning strategies with Student Team Achievement Division (STAD) learning strategies, (2) differences in student PKn learning outcomes have cooperative social interactions with competitive social interactions, and (3) interactions between learning strategies and social interactions with students' PKn learning outcomes. The population of this research is grade V students of SD Negeri Negeri 014711 Sipare-Pare and grade V of SD Negeri 013869 Indrapura with a total of 58 people. The sample of this study was determined grade V SD Negeri 014711 Sipare-Pare = 30 following the learning strategy of Discovery Learning and grade V SD Negeri 013869 Indrapura = 28 following the learning using the STAD strategy. Research instruments to measure learning outcomes used multiple-choice form tests and questionnaires for student social interaction. Data analysis techniques use a two-track ANAVA at the level of ? significance = 0.05. The conclusion of the study is (1) The learning outcomes of PKn students in Discovery Learning class are higher than the Student Team Achievement Division class, (2) PKn students' learning outcomes have higher cooperative social interactions than students' learning outcomes have competitive social interactions, (3) There are interactions between learning strategies and social interactions of students in influencing students' PKn learning outcomes.

STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR BAHASA INGGRIS

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Lily . ◽  
Efendi Napitupulu
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Learning ◽  
Significance Level ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Learning English

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui hasil belajar bahasa Inggris siswa yang dibelajarkan dengan strategi pembelajaran genius lebih tinggi daripada ekspositori; (2) mengetahui hasil belajar bahasa Inggris siswa dengan komunikasi interpersonal terbuka lebih tinggi daripada komunikasi interpersonal tertutup; dan (3) mengetahui adanya interaksi strategi pembelajaran dengan komunikasi interpersonal dalam mempengaruhi hasil belajar bahasa Inggris siswa. Metode penelitian menggunakan quasi eksperimen dengan disain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian: (1) hasil belajar Bahasa Inggris siswa yang dibelajarkan dengan menggunakan strategi pembelajaran genius lebih tinggi dibandingkan dengan ekspositori; (2) hasil belajar bahasa Inggris siswa yang memiliki komunikasi interpersonal terbuka lebih tinggi dibandingkan dengan tertutup; (3) Terdapat interaksi antara strategi pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar Bahasa Inggris.   Kata Kunci: Strategi Pembelajaran genius dan ekspositori, komunikasi interpersonal, hasil belajar bahasa inggris     Abstract: This research was aimed to: (1) to determine the results of English learning students who learned with the learning strategy genius higher than expository; (2) To determine the results of English learning students with interpersonal communication open is higher than the closed interpersonal communication , and (3) to investigate the interaction of learning strategy and interpersonal communication in influencing students' English learning outcomes. The method uses quasi-experimental study with a 2x2 factorial design study , while data analysis techniques using ANOVA two lanes at a significance level of a = 0.05 level. Results of the study: (1) the results of English learning students who learned with the genius use of learning strategies is higher than the expository, (2) the results of English learning students who have interpersonal communication open is higher than the closed, (3) There is an interaction between strategy learning and interpersonal communication in influencing the outcome of learning English .   Keywords : Learning Strategies and expository genius , interpersonal communication , the results of learning English

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.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Sabda Hidayah ◽  
. Mukhtar ◽  
Rosmawaty Harahap
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Communication Strategies ◽  
Higher Learning ◽  
Bahasa Indonesia

Abstrak: Penelitian ini bertujuan  (1) untuk mengetahui hasil belajar bahasa Indonesia siswa yang diajar dengan menggunakan strategi pembelajaran pemodelan lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran komunikatif, (2) untuk mengetahui hasil belajar bahasa Indonesia siswa yang komunikasi interpersonal tinggi lebih tinggi daripada siswa yang komunikasi interpersonal rendah, (3) untuk mengetahui interaksi antara strategi pembelajaran dengan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia. Temuaan penelitian menunjukkan bahwa (1) hasil belajar bahasa Indonesia siswa yang diajar dengan strategi pembelajaran pemodelan lebih tinggi dari hasil belajar siswa yang diajar dengan strategi pembelajaran komunikatif, dengan Fhitung = 3,38 > Ftabel = 2,6 , (2) hasil belajar bahasa Indonesia siswa komunikasi interpersonal tinggi lebih tinggi dari hasil belajar siswa  komunikasi interpersonal rendah, dengan Fhitung = 29,62 > Ftabel  = 2,67, (3) terdapat interaksi antara strategi pembelajaran dan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia, dengan Fhitung  = 29,62 > Ftabel = 2,67.  Kata Kunci: Strategi Pembelajaran, Komunikasi Interpersonal, Hasil Belajar Bahasa Indonesia Abstract: This study aims (1) to find out the learning outcomes of Indonesian students who are taught using higher learning learning strategies than students who are taught using communicative learning strategies, (2) to find out the learning outcomes of Indonesian students who have higher interpersonal communication than students with low interpersonal communication, (3) to find out the interaction between learning strategies and interpersonal communication on the learning outcomes of Indonesian. Temuaan showed that (1) the results of Indonesian language learning students who are taught by modeling of higher learning strategy of learning outcomes of students taught by communicative learning strategy, with Fcount = 3.38> Ftable = 2.6, (2) the results of learning Indonesia high interpersonal communication students is higher than the results of students' interpersonal communication is low, with Fcount = 29.62> F table = 2.67, (3) there is no interaction between learning and interpersonal communication strategies towards learning outcomes Indonesian, with F count = 29, 62> Ftable = 2.67. Keywords: Learning Strategy, Interpersonal Communication, Indonesian Language Learning Results

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 The Effect of Brain Based Learning Strategies and Project Based Learning on Mathematics Learning Outcomes in Students of the Kinesthetic Learning Style Group

2019 ◽  
Vol 8 (6S3) ◽  
pp. 373-377
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Kinesthetic Learning ◽  
Quasi Experimental ◽  
Brain Based Learning

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

scholarly journals Pembelajaran Missouri Mathematics Project dan Penemuan Terbimbing terhadap Hasil Belajar Matematika Ditinjau dari Kemampuan Awal di SMK

2017 ◽  
Vol 28 (2) ◽  
pp. 150-160
Author(s):  
Istiqomah Subagya
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Discovery Learning ◽  
Cluster Sampling ◽  
Ability Level ◽  
Guided Discovery ◽  
Quasi Experimental ◽  
Scheffe Method ◽  
Better Than

The aims of this study are to test: 1) the differences of the influences between MMP learning strategy and Guided Discovery learning strategy towards mathematics learning outcomes, 2) the differences of the influences between students’ initial ability level towards mathematics learning outcomes, and 3) the interaction between MMP learning strategy and students’ initial ability level towards mathematics learning outcomes. The Quasi-experimental research design used the population of all students from class XI of SMKN 3 Klaten. This research uses cluster sampling. Data were collected by documentation and tests. Technical analysis used anava, different two way cells, and then followed by Scheffe method. The results of this study showed: 1) the students’ learning outcomes by using MMP learning strategy are better than by guided discovery learning strategy, 2) the students’ learning outcomes of high initial ability level students is better than middle and low initial ability level students, and the students’ learning outcomes of middle initial ability level students is better than low initial ability level students, and 3) MMP learning strategy is more effective than guided discovery learning strategy towards middle initial ability level students. MMP learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students, the learning outcomes of middle initial ability level students is better than low initial ability level students. Meanwhile, guided discovery learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students. As for,  in guided discovery learning strategy, the learning outcomes between middle and low initial ability level students gets the same learning outcomes.

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