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

STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR GEOGRAFI

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Liyusri . ◽  
Julaga Situmorang
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Sampling Technique ◽  
Student Acheivement ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan: (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi pembelajaran ekspositori (SPE), (2) perbedaan hasil belajar siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar siswa terhadap hasil belajar Geografi siswa. Populasi penelitian adalah siswa kelas XI Ilmu Sosial SMA Negeri 1 Pinangsori. Pengambilan sampel dilakukan dengan Cluster Random Sampling. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2x3. Teknik analisa data yang digunakan teknik ANAVA dua jalur pada taraf signifikan α = 0,05. Hasil penelitian menunjukkan (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi ekspositori (SPE); (2) Terdapat perbedaan hasil belajar Geografi siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik; (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar mempengaruhi hasil belajar  Geografi siswa.   Kata Kunci: strategi pembelajaran berbasis masalah dan ekspositori, gaya belajar visual, auditorial, dan kinestetik, hasil belajar geografi   Abstract: This research was aimed to: (1) the student acheivement of Geography who were tought by problem based instructional strategy is higher than that taugh by exspository instruction strategy, (2) the differences of the students acheivements of Geography who have Visual, Auditory and Kinesthetic learning style, (3) the interaction between instructional strategy and learnig style of student acheivement. The population  in this research is all of student grade XI social sciences at Senior High School 1 Pinangsori of Tapanuli Tengah. The sampling technique use in this research is cluster random sampling technique. The research method used was quasi exsperiment with 2x3 factorial designs. Tecnique analyses data was two way ANOVA testing at significance 0,05. The result showed that: (1) student acheivement of Geography who were taught by problem based instructional strategy is higher than that student acheivement who were taught by exspository instruction strategy; (2) there are differences of students acheivements which is as has Visual, Auditory, dan Kinesthetic learning style; (3) there are interaction between instructional strategy and learnig style of student acheivement. Keywords: problem-based learning strategies and expository, visual learning styles, auditory, and kinesthetic learning outcomes geography

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.

PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

2019 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Mul Iadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Scientific Approach

<p>The purpose of this study was to find out: (1) differences in Akidah<br />Akhlak learning outcomes of students taught with scientific approaches<br />with students taught with contextual approaches, (2) differences in<br />learning outcomes Akidah Akhlak students who have visual, auditory and<br />kinesthetic learning styles, and (3) the influence of the scientific approach<br />and student learning styles on the learning outcomes of Akidah Akhlak.<br />This research method is quasi-experimental with the population of this<br />study are students of class VII (Seven). The sample was chosen into two<br />classes with cluster random sampling technique, in this case selected for<br />the experimental class with a scientific approach is class VIIa with the<br />number of students 31, while for the control class that is the contextual<br />approach is class VIId with the number of students 34. Instruments of data<br />collection is a questionnaire and test of learning outcomes. The technique<br />by analysis of variance (Anava) at "α" = 0.05. The results of this study are:<br />(1) student learning outcomes taught with scientific approach (= 33.5)<br />higher than student learning outcomes taught with contextual approaches<br />(= 28,7), with Fcount = 68,10&gt; Ftable = 3.988 , (2) student learning<br />outcomes with visual learning style (= 34.21) higher than student learning <br />outcomes with kinesthetic learning styles (= 28.38) and auditory learning <br />styles (= 27.69), with Fcount = 79,32 &gt; Ftable = 3.988. And (3) there is an<br />interaction between learning strategies and learning styles towards<br />learning outcomes with statistical calculations known F count = 30,16&gt;<br />Ftable = 3.988. Further test calculations using the Scheffe test also showed<br />a significant difference between student learning outcomes taught by the<br />scientific approach and the contextual approach (CTL) as well as student<br />learning outcomes with visual, auditory and kinesthetic learning styles.</p>

scholarly journals PENGARUH STRATEGI PEMBELAJARAN MIND MAP DAN EKSPOSITORI DENGAN GAYA BELAJAR TERHADAP HASIL BELAJAR TEKNOLOGI PERKANTORAN

2020 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Darmauli .
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Map Learning ◽  
Technology Learning ◽  
Kinesthetic Learning ◽  
Technology Students

Abstrak: Tujuan penelitian adalah Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang diajar dengan strategi pembelajaran Mind Map dan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang memiliki gaya belajar visual dengan yang memiliki gaya belajar kinestetik, dan interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran. Populasi penelitian ini adalah seluruh siswa kelas X, berjumlah 145 orang yang berasal dari 4 kelas. Teknik penarikan sampel dilakukan dengan cluster random sampling. 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: hasil belajar Teknologi Perkantoran siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar Visual, terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran . Perhitungan uji lanjut dengan uji Scheffe menunjukkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar kinestetik lebih tinggi bila diajar dengan strategi pembelajaran Mind Map, sedangkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar visual lebih tinggi bila diajar dengan strategi pembelajaran ekspositori. Kata Kunci:strategi pembelajaran, mind map, ekspositori, teknologi perkantoran Abstract: The research objectives are: differences in office technology learning outcomes between students taught with mind map learning strategies and student learning outcomes taught with expository learning strategies, differences in office technology learning outcomes between students who have visual learning styles with which has a kinesthetic learning style, and the interaction between learning strategies and learning styles on the learning outcomes of office technology. The population of this study was all students of class X, totaling 145 people from 4 classes. The sampling technique is done by cluster random sampling. The research method that uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis techniques using two-way ANOVA at a significance level α = 0.05. The research findings show that: the learning outcomes of office technology students taught with mind map learning strategies are higher than the learning outcomes of students taught with expository learning strategies, learning outcomes of office technology students who have higher kinesthetic learning styles rather than student learning outcomes that have a visual learning style, there is an interaction between learning strategies and learning styles on learning outcomes of office technology. The calculation of further tests with the scheffe test shows the learning outcomes of office technology students who have higher kinesthetic learning styles when taught with mind map learning strategies, whereas office technology learning outcomes of students who have higher visual learning styles when taught with expository learning strategies. Keywords: learning strategies, mind maps, expository, office technology

scholarly journals PENGARUH MODEL PEMBELAJARAN INQUIRI DENGAN MASYARAKAT BELAJAR DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA

2020 ◽  
Vol 13 (1) ◽  
pp. 23
Author(s):  
Marianto Pardosi
Keyword(s):  
Learning Styles ◽  
Learning Communities ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Inquiry Learning ◽  
Learning Models ◽  
Auditory Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika antara siswa yang diajar dengan model  pembelajaran inkuiri dan yang diajar dengan model pembelajaran masyarakat belajar, (2) Perbedaan hasil belajar matematika  antara siswa yang memiliki gaya belajar visual dan gaya belajar auditorial, (3) interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Populasi penelitian ini adalah seluruh siswa kelas VI Sekolah Dasar Negeri 118299 Aek Raso, Teknik penarikan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan model pembelajarn inkuiri lebih tinggi daripada hasil belajar siswa yang diajar dengan model pembelajaran masyarakat belajar, (2) hasil belajar matematika siswa yang memiliki gaya belajar visual lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar auditorial, (3) terdapat interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Perhitungan uji lanjut dengan uji Scheffe menunjukkan perbedaan yang signifikan pada hasil belajar matematika antara model pembelajaran inkuiri dan masyarakat belajar, begitu pula anatara gaya belajar visual dan gaya belajar auditorial. Kata Kunci: model pembelajaran, inquiri, masyarakat belajar, gaya belajar visual, gaya belajar auditorial, matematika Abstract: This study aims to find out: (1) Differences in mathematics learning outcomes between students taught with inquiry learning models and those taught with learning communities learning models, (2) Differences in mathematics learning outcomes between students who have visual learning styles and auditory learning styles , (3) the interaction between learning models and learning styles on learning outcomes in mathematics. The population of this research is all students of grade VI of State Elementary School 118299 Aek Raso, withdrawal technique with cluster random sampling. The research method uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis technique uses two-way ANOVA at a significant level α = 0.05. The research findings show that: (1) the learning outcomes of students who are taught with inquiry learning models are higher than the learning outcomes of students taught with learning models of learning communities, (2) the results of learning mathematics students who have higher visual learning styles than student learning outcomes which has an auditory learning style, (3) there is an interaction between the learning model and learning style on learning outcomes in mathematics. Further test calculations with the Scheffe test show significant differences in mathematics learning outcomes between inquiry learning models and learning communities, as well as between visual learning styles and auditory learning styles. Keywords: learning model, inquiry, learning society, visual learning style, auditory learning style, mathematics

scholarly journals Analisis Pemecahan Masalah Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 6 (1) ◽  
pp. 50-65
Author(s):  
Hesti Febriyanti ◽  
Heni Pujiastuti
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Research Populations ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mengetahui pemecahan masalah dari masing-masing gaya belajar yang berbeda. Penelitian ini termasuk dalam penelitian deskriptif-kualitatif. Popuasi yang diambil dalam penelitian ini adalah siswa SMPN 1 Kibin tahun ajaran 2019/2020. Teknik pengambilan sampel penelitian menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini berupa kuesioner, tes, wawancara, dan peneliti. Data mengenai menganalisis pemecahan masalah diambil dari kuesioner dan tes. Hasilnya didapat gaya belajar visual mendominasi. Kemudian 1 siswa dari gaya belajar yang berbeda dijadikan sampel untuk di wawancara. Hasil analisis menunjukkan pemecahan masalah setiap siswa berbeda karena dipengaruhi oleh gaya belajar. Gaya belajar visual dalam pemecahan masalah cenderung menekankan pada soal tes dan mencari informasi yang mendetail untuk memecahkan masalah. Gaya belajar auditorial dalam memecahkan masalah cenderung mengandalkan ingatan ketika pembelajaran. Gaya belajar kinestetik dalam pemecahan masalah cenderung memahaminya terlebih dahulu, kemudian dikonstruksikan dalam kehidupan sehari-hari. Dari hasil tersebut dapat disimpulkan bahwa gaya belajar memegang peranan penting dalam pemecahan masalah. Kata kunci : Pemecahan masalah; Gaya belajar visual; Gaya belajar auditorial; Gaya belajar kinestetik   Abstract This study aims to determine the problem solving of each different learning style. This research is included in descriptive-qualitative research. Populations taken in this study were students of SMPN 1 Kibin 2019/2020 school year. The research sampling technique used cluster random sampling technique. The instruments used in this study were in the form of questionnaires, tests, interviews, and researchers. Data regarding analyzing problem solving is taken from questionnaires and tests. The result is that the visual learning style is dominated. Then 1 student from a different learning style is sampled to be interviewed. The analysis shows that each student's problem solving is different because it is influenced by learning styles. Visual learning styles in problem solving tend to emphasize test questions and look for detailed information to solve problems. Auditory learning styles in solving problems tend to rely on memories when learning. Kinesthetic learning styles in problem solving tend to understand them first, then constructed in daily life. From these results it can be concluded that the learning style plays an important role in problem solving. Keywords: Problem solving; Visual learning style; Auditory learning style; Kinesthetic learning style

scholarly journals Penerapan pembelajaran matematika realistik pada mata kuliah matematika II ditinjau dari gaya belajar mahasiswa Teknik Sipil

2021 ◽  
Vol 9 (2) ◽  
pp. 84
Author(s):  
Bq. Malikah Hr ◽  
Sukandi Sukandi ◽  
Ni Putu Ety Lismaya Dewi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Realistic Mathematics

The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.

scholarly journals The Influence of Stad Cooperative Strategies (Teaching AIDS and Multimedia Power Points) and Learning Style on Mathematics Learning Outcomes

2021 ◽  
Vol 12 (1) ◽  
pp. 40
Author(s):  
Meifi Sufanti ◽  
Cecep Anwar Hadi Firdos Santosa
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Kinesthetic Learning ◽  
Teaching Aids ◽  
Student Learning Styles

This study aims to determine the effect of STAD learning strategies assisted by teaching aids and multimedia assisted PowerPoint with auditory and kinesthetic learning styles on mathematics learning outcomes. Sampling was chosen randomly (random class). This type of research used quasi-experimental with a 2x2 factorial research design. The instruments use a test of learning outcomes in the form of multiple-choice questions and a questionnaire for student learning styles. Data were analyzed using two-way ANOVA and multiple comparison tests. Based on the data analysis, it is concluded that: (1) there are differences in the mathematics learning outcomes of students in classes who receive STAD learning assisted by teaching aids between STAD learning assisted by multimedia PowerPoint (2) there are differences in learning outcomes between students with auditory and kinesthetic learning styles students with audio learning styles, student mathematics learning outcomes are not higher when taught with STAD learning assisted by PowerPoint multimedia compared to STAD learning assisted by teaching aids (4) For students with kinesthetic learning styles student mathematics learning outcomes are higher when taught with STAD learning assisted by teaching aid, compared to PowerPoint multimedia-assisted STAD learning and (5) there is an interaction between STAD learning strategies and auditory and kinesthetic learning styles. Therefore, it is concluded that with there is an interaction between learning strategies and learning styles, student learning outcomes are not only influenced by learning strategies. In this case, the STAD learning strategy assisted with teaching aids and STAD assisted with multimedia PowerPoint is not the only factor in making students understand mathematical concepts but must be based on learning styles. For auditory student learning styles, the appropriate learning strategy is to use STAD assisted by Power Point multimedia, while for students who have a kinesthetic learning style using STAD assisted by teaching aids.

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

2018 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
Sudianto Panggabean ◽  
Efendi Napitupulu ◽  
Abdul Hasan Saragih
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Higher Learning ◽  
Test Results ◽  
Cooperative Strategy ◽  
Kinesthetic Learning

Abstrak: Tujuan penelitian ini adalah untuk mengetahui hasil belajar PKn antara siswa yang diajar dengan strategi kooperatif tipe jigsaw dan siswa yang diajar dengan strategi ekspositori, mengetahui perbedaan hasil belajar PKn antara siswa yang memiliki gaya belajar visual dan siswa yang memiliki gaya belajar kinestetik serta mengetahui apakah ada interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar PKn. Hasil pengujian menunjukkan bahwa siswa yang diajar dengan  strategi kooperatif tipe jigsaw memiliki hasil belajar PKn yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Ini ditunjukkan dari Fhitung  = 5,31 > Ftabel(0,05) = 3,96. Siswa yang memiliki  gaya belajar visual akan memperoleh hasil belajar yang lebih tinggi daripada siswa yang memiliki gaya belajar kinestetik. Ini ditunjukkan dari Fhitung  = 40,27 > Ftabel (0,05) = 3,698. Terdapat interaksi antara strategi pembelajaran dan gay belajar siswa terhadap hasil belajar PKn. Ini ditunjukkan dari Fhitung  = 7,61 > dari Ftabel (0,05) = 3,698. Hipotesis telah menunjukkan bahwa siswa yang diajar dengan  stategi kooperatif tipe jigsaw akan mendapat hasil belajar yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Siswa yang memiliki gaya belajar visual akan memberikan hasil belajar yang lebih tinggi jika diajarkan dengan strategi kooperatif tipe jigsaw dibandingkan siswa yang diajarkan dengan strategi ekpositori. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar pkn Abstract: The purpose of this study was to determine Civics learning outcomes between students taught with a jigsaw cooperative strategy and students taught with an expository strategy, knowing the differences in Civics learning outcomes between students who have visual learning styles and students who have kinesthetic learning styles and know whether there is an interaction between learning strategies and learning styles on Civics learning outcomes. The test results show that students taught with a jigsaw cooperative strategy have higher Civics learning outcomes compared to students taught with an expository strategy. This is shown from Fcount = 5.31> Ftable (0.05) = 3.96. Students who have a visual learning style will get higher learning outcomes than students who have a kinesthetic learning style. This is shown from Fcount = 40.27> Ftable (0.05) = 3.698. There is an interaction between learning strategies and gay student learning towards Civics learning outcomes. This is shown from Fcount = 7.61> from Ftable (0.05) = 3.698. The hypothesis has shown that students who are taught with a jigsaw cooperative strategy will get higher learning outcomes than students taught with an expository strategy. Students who have a visual learning style will provide higher learning outcomes if taught with a jigsaw cooperative strategy compared to students who are taught by an expository strategy. Keywords: learning strategies, learning styles, learning outcomes

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

2019 ◽  
Vol 12 (1) ◽  
pp. 88
Author(s):  
Mendarissan Aritonang ◽  
Abdul Hamid K ◽  
Julaga Situmorang
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Business Students ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar  pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar  terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 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 pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar  dalam mempengaruhi hasil belajar mahasiswa.  Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis.  Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

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