PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR PELESTARIAN LINGKUNGAN HIDUP

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar pelestarian lingkungan hidup antara siswa yang diajar dengan menggunakan strategi pembelajaran inkuiri lebih lebih unggul daripada hasil belajar mengolah pelestarian lingkungan hidup yang diajar dengan menggunakan strategi ekspositori; (2) Mengetahui keunggulan hasil belajar pelestarian lingkunganhidup antara siswa yang memiliki motivasi berprestasi tinggi lebih unggul daripada hasil belajar pelestarian lingkungan hidup siswa yang memiliki motivasi berprestasi rendah; dan (3) Mengetahui interaksi antara strategi pembelajaran dan motivasi berprestasi siswa dalam memberikan pengaruh terhadap hasil belajar pelestarian lingkungan hidup. Metode yang digunakan adalah metode eksperimental gunanya untuk membandingkan mana yang lebih baik antara strategi pembelajaran inkuiri dan strategi pembelajaran ekspositori. Kesimpulan dari penelitian ini adalah: (1). Hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi inkuiri lebih tinggi dari pada hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi ekspositori; (2) Hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi tinggi lebih tinggi dari hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi rendah; dan (3). Terdapat interaksi antara strategi mengajar dan motivasi berprestasi terhadap hasil belajar pelestarian lingkungan hidup. Kata Kunci: strategi pembelajaran inkuiri, motivasi berprestasi, pelestarian lingkunagn hidup Abstract: This study aims to find out: (1) learning outcomes of environmental preservation among students taught using inquiry learning strategies are superior to the results of learning to process environmental preservation taught by using expository strategies; (2) Knowing the superiority of learning outcomes in environmental preservation among students who have high achievement motivation are superior to learning outcomes of environmental preservation of students who have low achievement motivation; and (3) Knowing the interaction between learning strategies and student achievement motivation in influencing learning outcomes for environmental preservation. The method used is an experimental method to compare which is better between inquiry learning strategies and expository learning strategies. The conclusions of this study are: (1). The results of learning to conserve the environment taught by inquiry strategies are higher than the results of learning to conserve the environment taught by expository strategies; (2) Learning outcomes of environmental conservation that have high achievement motivation are higher than learning outcomes of environmental conservation that have low achievement motivation; and (3). There is an interaction between teaching strategies and achievement motivation towards learning outcomes of environmental preservation. Keywords: inquiry learning strategy, achievement motivation, environmental preservation

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP KEMAMPUAN MEMBACA TEKS NARATIF BAHASA INGGRIS SISWA SMP NEGERI DI KABUPATEN LABURA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i1.4891 ◽

2016 ◽

Vol 9 (1) ◽

Author(s):

Rika Syahmewah Munthe ◽

Keysar Panjaitan

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

Learning Strategy ◽

Homogeneity Test ◽

High Achievement ◽

English Learning ◽

Low Achievement ◽

Test Analysis ◽

Significance Level

Abstrak:Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Bahasa Inggris siswa yang diajar dengan strategi pembelajaran Quantum dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori; (2) hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi tinggi dengan hasil belajar siswa yang memiliki Motivasi berprestasi rendah; (3) ada tidaknya interaksi antara strategi pembelajaran dan Motivasi berprestasi siswa terhadap hasil belajar Bahasa Inggris.Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Sebelumnya dilakukan uji analisis berupa uji nornalitas dan uji homogenitas.Hasil penelitian menunjukkan: (1) hasil belajar Bahasa Inggris siswa yang diajarkan dengan strategi pembelajaran Quantum lebih tinggi dari pada hasil belajar Bahasa Inggris siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi tinggi lebih tinggi dari pada hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi rendah; (3) terdapat interaksi antara strategi pembelajaran dengan Motivasi berprestasi dalam mempengaruhi hasil belajar siswa. Kata Kunci:strategi pembelajaran, motivasi berprestasi, membaca teks naratif bahasa inggris Abstract: This study aims to determine: (1) the results of English learning students who are taught by Quantum learning strategies than students taught by expository strategy; (2) the results of English learning students who have high achievement motivation with learning outcomes of students who have low achievement motivation; (3) whether there is interaction between the learning strategies and achievement motivation of students to learn English results. The method used is a quasi-experimental design with 2 x 2 factorial statistical test used is descriptive statistics to present data and continued with inferential statistics by using ANOVA two paths with significance level α = 0.05, followed by Scheffe test. Previous test analysis form nornalitas test and homogeneity test. The results showed: (1) the results of English learning students taught with instructional strategies Quantum higher than the results of English learning students taught by expository strategy; (2) the results of English learning students who have high achievement motivation is higher than the results of English learning students who have low achievement motivation; (3) there is interaction between learning strategy and achievement motivation in influencing student learning outcomes. Keywords: learning strategies, achievement motivation, reading the narrative text english

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

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v6i1.4986 ◽

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

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Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

Asian Social Science ◽

10.5539/ass.v13n9p137 ◽

2017 ◽

Vol 13 (9) ◽

pp. 137

Author(s):

Achmad Buchori ◽

Punaji Setyosari ◽

I Wayan Dasna ◽

Saida Ulfa ◽

I Nyoman Sudana Degeng ◽

...

Keyword(s):

Augmented Reality ◽

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

Direct Instruction ◽

Cognitive Learning ◽

High Achievement ◽

Mobile Augmented Reality ◽

Low Achievement ◽

Cognitive Learning Outcomes

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes.Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group. (C) There is an interaction between learning strategies and achievement motivation toward cognitive learning outcomes.

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“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

Psychology and Education Journal ◽

10.17762/pae.v58i1.1735 ◽

2021 ◽

Vol 58 (1) ◽

pp. 5139-5152

Author(s):

Bilqis Firyal Nabilah Et al.

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

Creative Thinking ◽

Science Achievement ◽

Thinking Skills ◽

Control Group ◽

High Achievement ◽

Low Achievement ◽

Study Results ◽

Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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DEVELOPING LEARNING MATERIALS BASED ON TRAINING WITHIN INDUSTRY (TWI) TO IMPROVE THE BUILDING CONSTRUCTION STUDENT’S LEARNING OUTCOMES

Jurnal Ilmu Pendidikan ◽

10.17977/um048v24i2p80-85 ◽

2019 ◽

Vol 24 (2) ◽

pp. 80

Author(s):

Sugiyanto Sugiyanto ◽

Made Wena ◽

Isnandar Isnandar

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

Conventional Method ◽

Hypothesis Test ◽

Building Construction ◽

High Achievement ◽

Low Achievement ◽

Teaching Materials ◽

Learning Materials ◽

Academic Year

Abstract: Developing Learning Materials Based on Training Within Industry (TWI) to Improve the Building Construction Student’s Learning Outcomes.This second study aims to test significances differences between (1) using teaching materials with TWI method and the conventional method; (2) the high achievement motivation students and the low achievement motivation students; and (3) learning structures (TWI method and conventional method) and the high achievement motivation and the low achievement motivation toward the students’ learning outcomes. This study is an experimental research for students who take the Bricklaying and Concrete Practice lesson in an academic year. The hypothesis test uses two-way variance analysis (ANAVA) to find out the differences in the mean between cells (A and B). The results showed that there were significant differences in the students’ learning outcome between (1) the TWI teaching materials and conventional method; (2) the students who have the high achievement motivation and the students who have the low achievement motivation. Furthermore, there were significant interactions between factor of giving the vocational work practices and motivation toward the students’ learning outcomes.

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Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

Kappa Journal ◽

10.29408/kpj.v5i1.3548 ◽

2021 ◽

Vol 5 (1) ◽

pp. 80-87

Author(s):

Tsamarul Hizbi ◽

◽

Sapiruddin Sapiruddin ◽

Badrul Wajdi ◽

◽

...

Keyword(s):

High School ◽

High School Students ◽

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

High Achievers ◽

Low Achievement ◽

School Students ◽

Physics Learning ◽

The Difference

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR BAHASA INDONESIA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v12i2.15227 ◽

2019 ◽

Vol 12 (2) ◽

pp. 126

Author(s):

Farida Nurmalasari ◽

Sahat Siagian ◽

R. Mursid

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

Random Sampling ◽

Learning Strategy ◽

Sampling Technique ◽

Accelerated Learning ◽

Significance Level ◽

Cluster Random Sampling ◽

Bahasa Indonesia

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

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PENGARUH STRATEGI PEMBELAJARAN DENGAN PENGGUNAAN MEDIA EXELEARNING DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR IPA SISWA KELAS VIII SMP NEGERI DI KECAMATAN LIMA PULUH

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v3i2.5011 ◽

2016 ◽

Vol 3 (2) ◽

Cited By ~ 1

Author(s):

Ardiles Lubis ◽

Efendi Napitupulu

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Interpersonal Communication ◽

Learning Strategies ◽

Science Learning ◽

Learning Strategy ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Online Media ◽

Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa yang diajarkan strategi pembelajaran inkuiri menggunakan media exelearning online dibandingkan siswa yang diajarkan strategi pembelajaran inkuiri menggunakan media exelearning offline; (2) hasil belajar siswa yang memiliki komunikasi interpersonal terbuka dibandingkan siswa yang memiliki komunikasi interpersonal tertutup; dan (3) interaksi antara strategi pembelajaran menggunakan media exelearning dan komunikasi interpersonal terhadap hasil belajar siswa. Metode penelitian adalah metode quasi eksperimen. Hasil penelitian menunjukkan: (1) hasil belajar IPA siswa yang diajarkan dengan strategi pembelajaran inkuiri menggunakan media exelearning online lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran inkuiri menggunakan media exelearning offline dengan besarnya pengaruh; (2) hasil belajar IPA siswa yang memiliki komunikasi interpersonal terbuka lebih tinggi dibandingkan hasil belajar IPA siswa yang memiliki komunikasi interpersonal tertutup dengan besarnya pengaruh; dan (3) terdapat interaksi antara strategi pembelajaran inkuiri menggunakan media exelearning dan komunikasi interpersonal terhadap hasil belajar IPA siswa. Kata Kunci: strategi pembelajaran inkuiri, media exelearning online, strategi pembelajaran inkuiri, media exelearning offline, komunikasi interpersonal, IPA Abstract: This study aims to determine: (1) the learning outcomes of students who are taught strategies exelearning inquiry learning using online media than students taught using the inquiry learning strategy exelearning offline media; (2) the learning outcomes of students who have interpersonal communication open than students who have closed interpersonal communication; and (3) the interaction between the learning strategy use exelearning media and interpersonal communication on student learning outcomes. The research method was quasi-experimental methods. The results showed: (1) the learning outcomes of students who were taught science by inquiry learning strategies using online media exelearning higher than student learning outcomes are taught strategies exelearning inquiry learning using offline media to the magnitude of influence; (2) Science learning outcomes of students who have interpersonal communication open higher than science learning outcomes of students who have interpersonal communication covered by the magnitude of the effect; and (3) there is no interaction between the strategy of inquiry learning using exelearning media and interpersonal communication on science student learning outcomes. Keywords: inquiry learning strategies, online media exelearning, inquiry learning strategy, exelearning offline media, interpersonal communication, IPA

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The Effect of Learning and Metacognition on Mathemathics Learning Outcomes in Vocational School by Controlling Initial Mathemathical Knowledge

Journal of Computational and Theoretical Nanoscience ◽

10.1166/jctn.2020.8724 ◽

2020 ◽

Vol 17 (2) ◽

pp. 820-824

Author(s):

Arum Setyowati ◽

Zulfiati Syahrial ◽

Diana Nomida Musnir ◽

Jhoni Lagun Siang

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Mathematics Learning ◽

Inquiry Learning ◽

Vocational High School ◽

Result Show ◽

Mathematics Knowledge ◽

Quasi Experimental ◽

Level 2

The research is to determined the effect of instructional strategies and metacognition on mathematics learning outcomes with initial mathematics knowledge as covariat variable. This research conducted at state vocational high school 7 Bekasi during March to May 2018 an used a quasi experimental method with treatment by level 2×2. A sample of 64 students was randomly chosen. Analysis Covariat (ANCOVA) and Tukey tes applied to analyzed the data. The result show that: (1) Mathematics learning outcomes between groups of students were given an inquiry learning strategy was higher than the group of students who were given conventional strategy controlled by initial mathematics knowledge; (2) There is an interaction effect between learning strategies and metacognition on mathematics learning outcomes with initial mathematics knowledge; (3) For a group of students who have a tendency to metacognition high, mathematics learning outcomes between groups of students taught inquiry learning strategies higher than those students who are taught by an expository strategy controlled by initial mathematics knowledge; (4) For a group of students have a tendency metacognition low, the result of studying mathematics between groups of students taught using inquiry learning strategy is not different with group of students taught by an expository learning strategy controlled by initial mathematics knowledge.

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

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8726 ◽

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.

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