scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN SISWA TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 12 (2) ◽  
pp. 199
Author(s):  
Syaifullah . ◽  
Harun Sitompul ◽  
Mukhtar .
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Random Sampling ◽  
Homogeneity Test ◽  
Education Students ◽  
Normality Test ◽  
Islamic Religion ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui hasil belajar Pendidikan Agama Islam siswa yang diajar dengan strategi pembelajaran portofolio lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) mengetahui hasil belajar  Pendidikan Agama Islam siswa yang memiliki Kemandirian Tinggi Dan kemandirian rendah. (3) mengetahui interaksi antara strategi pembelajaran dengan kemandirian terhadap hasil belajar Pendidikan Agama Islam. Penelitian ini dilaksanakan di SMA Negeri 2 Takengon Kabupaten Aceh Tengah. Populasi berjumlah 207 orang. Pengambilan sampel dilakukan dengan cluster random sampling berjumlah 55 orang yang terdiri dari  kelas A.1 dan A.2. 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 normalitas dan uji homogenitas. Hasil penelitian menunjukan: (1) hasil belajar Pendidikan Agama Islam siswa yang diajarkan dengan strategi pembelajaran portofolio lebih tinggi dari pada hasil belajar  siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar Pendidikan Agama Islam  siswa yang memiliki kemandirian tinggi dari pada hasil belajar Pendidikan Agama Islam siswa yang memiliki kemandirian rendah; (3) terdapat interaksi antara strategi pembelajaran dengan kemandirian dalam mempengaruhi hasil belajar siswa. Kata Kunci: portopolio, ekspositori, kemandirian, agama islam Abstract: This study aims to: (1) find out the learning outcomes of Islamic Religious Education students who are taught with portfolio learning strategies are higher than students who are taught with expository learning strategies. (2) knowing the learning outcomes of Islamic Religious Education students who have High Independence and Low Independence. (3) find out the interaction between learning strategies and independence of learning outcomes of Islamic Religious Education. This research was conducted at SMA Negeri 2 Takengon, Central Aceh District. The population is 207 people. Sampling was done by cluster random sampling totaling 55 people consisting of classes A.1 and A.2. The research method used was a quasi-experimental with 2 x 2 factorial design. The statistical test used was descriptive statistics to present data and continued with inferential statistics using two-way ANOVA with a significant level α = 0.05 followed by the Scheffe test. Previously conducted an analysis test in the form of a normality test and a homogeneity test. The results showed: (1) the learning outcomes of Islamic Religious Education students who were taught with portfolio learning strategies were higher than the learning outcomes of students who were taught with expository learning strategies; (2) learning outcomes of Islamic Religious Education students who have high independence than the learning outcomes of Islamic Religious Education students who have low independence; (3) there is an interaction between learning strategies and independence in influencing student learning outcomes. Keywords: portfolio, expository, independence, Islamic religion

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN TERHADAP HASIL BELAJAR EKONOMI

2019 ◽  
Vol 12 (2) ◽  
pp. 186
Author(s):  
Ruth Melarty Simarmata ◽  
Efendi Napitupulu ◽  
Abdul Hasan Saragih
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Random Sampling ◽  
Personality Types ◽  
Homogeneity Test ◽  
Bartlett Test ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui perbedaan hasil belajar Ekonomi siswa yang dibelajarkan dengan strategi pembelajaran kooperatif tipe STAD dengan strategi pembelajaran ekspositori. (2) Mengetahui perbedaan hasil belajar Ekonomi siswa yang memiliki tipe kepribadian eksovert dan tipe kepribadian introvert, dan (3) Mengetahui interaksi antara strategi pembelajaran dan tipe kepribadian siswa terhadap hasil belajar Ekonomi. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi penelitian 267 orang yang berasal dari 6 kelas. sampel seluruhnya terdiri dari dua kelas dengan menggunakan cluster random sampling. Teknik analisis data penelitian dengan statistik deskriptif menyajikan data statistik inferensial untuk menguji hipotesis penelitian. Hipotesis penelitian diuji dengan menggunakan Anava 2 jalur yang sebelumnya, terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas data dengan uji Lilliefors dan uji homogenitas varians dengan uji Fisher dan uji Bartlett dan dilanjutkan dengan uji Scheffe. Hasil analisis data diperoleh; (1) hasil belajar Ekonomi siswa yang dibelajarkan dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi daripada yang dibelajarkan dengan strategi pembelajaran ekspositori. (2) hasil belajar Ekonomi siswa yang memiliki tipe kepribadian ekstrovert lebih tinggi daripada tipe kepribadian introvert, dan (3) terdapat interaksi antara strategi pembelajaran dan tipe kepribadian siswa dalam mempengaruhi hasil belajar Ekonomi. Hasil penelitian menunjukkan bahwa untuk meningkatkan hasil belajar Ekonomi, strategi pembelajaran kooperatif tipe STAD tepat digunakan bagi siswa yang memiliki tipe kepribadian ekstrovert. Siswa yang memiliki tipe kepribadian introvert lebih efektif dibelajarkan dengan strategi pembelajaran ekspositori. Kata Kunci: strategi pembelajaran, kooperatif tipe STAD, ekspositori, kepribadian, ekonomi Abstract: This study aims to: (1) Know the differences in students' economic learning outcomes taught by STAD type cooperative learning strategies and expository learning strategies. (2) Knowing the differences in students' economic learning outcomes that have ecsovert personality types and introverted personality types, and (3) Knowing the interaction between learning strategies and student personality types on economic learning outcomes. This research is a quasi-experimental research. The study population was 267 people from 6 classes. The sample consists entirely of two classes using cluster random sampling. Research data analysis techniques with descriptive statistics present inferential statistical data to test research hypotheses. The research hypothesis was tested using the Anava 2 path previously, the data analysis requirements were tested first, namely the data normality test with the Lilliefors test and the variance homogeneity test with the Fisher and Bartlett test and continued with the Scheffe test. The results of data analysis are obtained; (1) Economic learning outcomes of students who are taught with STAD type cooperative learning strategies are higher than those taught by expository learning strategies. (2) Economic learning outcomes of students who have extroverted personality types are higher than introverted personality types, and (3) there is an interaction between learning strategies and student personality types in influencing Economic learning outcomes. The results showed that to improve economic learning outcomes, STAD type cooperative learning strategies are appropriate for students who have extroverted personality types. Students who have introverted personality types are more effectively taught with expository learning strategies. Keywords: learning strategies, cooperative STAD type, expository, personality, economics

scholarly journals PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR AKUNTANSI

2019 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Flora Miranti L. Tobing ◽  
Efendi Napitupulu ◽  
Abdul Hasan Saragih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Total Sample ◽  
Logical Thinking ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui hasil belajar akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah dan pembelajaran ekspositori, (2) Mengetahui hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi dan berpikir logis rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa terhadap hasil belalajar Akuntansi. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi penelitian adalah 102 orang yang berasal dari tiga kelas yaitu kelas XI (sebelas) IPS SMA Negeri 3 Medan, sedangkan sampel seluruhnya 67 orang yang terdiri dari dua kelas dengan menggunakan cluster random sampling. Hasil penelitian menuunjukkan bahwa; (1) hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi daripada hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran ekspositori. (2) hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi daripada hasil belajar Akuntansi siswa dengan kemampuan berpikir logis rendah. dan (3) terdapat interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa dalam mempengaruhi hasil belajar Akuntansi. Kata Kunci: strategi pembelajaran, berbasis masalah, berpikir logis, akuntansi  Abstract: This study aims to: (1) Know the accounting learning outcomes of students taught with problem-based learning strategies and expository learning, (2) Know the accounting learning outcomes of students who have high logical thinking ability and low logical thinking, and (3) Know the interaction between learning strategies and students' logical thinking abilities towards the results of Accounting learning. This research is a quasi-experimental research. The study population was 102 people from three classes, namely class XI (eleven) IPS SMA Negeri 3 Medan, while a total sample of 67 people consisting of two classes using cluster random sampling. The research results show that; (1) Accounting learning outcomes of students taught with problem-based learning strategies are higher than accounting learning outcomes of students taught with expository learning strategies. (2) Accounting learning outcomes of students who have high logical thinking ability are higher than accounting learning outcomes of students with low logical thinking ability. and (3) there is an interaction between learning strategies and students' logical thinking abilities in influencing accounting learning outcomes. Keywords: learning strategies, problem based, logical thinking, accounting

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 MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

2021 ◽  
Vol 8 (1) ◽  
pp. 80
Author(s):  
Catur Ayu Wulandari ◽  
Efendi Napitupulu ◽  
Keysar Panjaitan
Keyword(s):  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Religious Education ◽  
Random Sampling ◽  
Positive Impact ◽  
Learning Model ◽  
Islamic Education ◽  
Education Students ◽  
Analytical Technique ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: Apakah  hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and  match, Apakah hasil belajar pendidikan agama Islam siswa yang  memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD. Teknik pengambilan sampel digunakan dengan Cluster Random Sampling berdasarkan masing-masing terdiri dari 30 untuk kelas ekperimen pertama dan 30 orang untuk kelompok ekperimen kedua. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan: hasil belajar Pendidikan agama Islam siswa yang ajar dengan  model  pembelajaran Jigsaw lebih tinggi daripada  pembelajaran model Make and Match dengan  nilai Fhitumg > Ftabel.  dengan nilai Fhitung  12.94 > FTabel 4,00, hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung =  11.86 > Ftabel = 4,00, terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam  dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel.  Fhitung =  10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Dengan demikian semakin baik model pembelajaran yang digunakan dalam pembelajaran, maka semakin tinggi hasil belajar siswa dalam pembelajaran pendidikan agama Islam, atau  semakin tinggi komunikasi interpersonal siswa dengan model Jigsaw, maka semakin tinggi hasil belajar yang diperoleh siswa interaksi antara model pembelajaran dan komunikasi interpersonal akan memberikan dampak positif dalam hasil belajar. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam.Abstract: This study aims to determine: Is the result of learning Islamic religious education students using jigsaw model is higher than the result of learning Islamic education using make and match model Based on interactive media, Is the result of learning Islamic religious education students who have High interpersional communication is higher than the result of learning of Islamic education which has low interpersional communication, is there any interaction between model of learning and  interpersonal communication to result of learning of Islam religion student. This research was conducted on Elementary School. The sampling technique was used with Cluster Random Sampling based on each of 30 for the first experimental class and 30 for the second experimental group. The research method used is quasi experiment with factorial 2 x 2. Analytical technique used is a two-lane variance analyst with a significant level α = 5% with F test, further testing using Sccheffe Test. The result showed that : the learning result of the Islamic Religious Education students who were given the Jigsaw learning model is higher than the learning model of Make and Match with Fcount> Ftable value. With value Fcount 12.94 > Ftable 4.00, the result of learning Islamic religious education students who have high Interpersonal Communication is higher than student learning outcomes that have low interpersonal communication with the value Fcount = 11.86> Ftable = 4.00, (3) there is interaction between Learning Model and interpersonal communication in influencing the result of learning of Islamic education with the value of Fcount column - the interaction is bigger than Ftable (Fcount = 1.39> Ftable = 4.00) at significance level 5% . There is the better the learning model used in learning, the higher the learning outcomes of students in learning Islamic religious education, or the higher interpersonal student communication with Jigsaw model, the higher the learning outcomes obtained by students interaction between learning models and interpersonal communication will provide Positive impact in learning outcomes. Keywords: learning model, interpersonal communication and learning outcomes islamic religious education.

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.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECK DENGAN TIPE THINK PAIR SQUARE DI SMA

2017 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Nurul Huda Arianti ◽  
Syubhan Annur ◽  
Mastuang Mastuang
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Achievement Test ◽  
Quasi Experimental ◽  
Study Population ◽  
Model Pair ◽  
Cluster Random Sampling

Student learning outcomes is still less than optimal or unsatisfactory, it can be known through the data replication midterm class XI IPA at SMAN 9 Banjarmasin. This happens because the learning methods and models used by teachers based on observations during the learning tend to be monotonous and less engaging students, so that students are less enthusiastic and less active in the following study. This study aims to determine whether there are differences in learning outcomes of students using cooperative learning model Pair Check with the type of Think Pair Square in class XI SMA Negeri 9 Banjarmasin. This type of research used in this research is quantitative quasi-experimental research design. This study population is all students in grade XI IPA at SMAN 9 Banjarmasin. Samples were taken using cluster random sampling. Data collection techniques are techniques achievement test and documentation. The results showed that there are differences in learning outcomes of students using cooperative learning model Pair Check with the type of Think Pair Square in class XI SMA Negeri 9 Banjarmasin.

scholarly journals Penerapan Model Pembelajaran ARCS dan Active Learning Terhadap Hasil Belajar Matematika Ditinjau Dari Motivasi Belajar Siswa

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Yudhi Hanggara ◽  
Irwan Juniman Zendato
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Normality Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Low Motivation

Abstrak. Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) Perbedaan hasil belajar matematika siswa yang memiliki motivasi belajar tinggi, sedang dan rendah. (3) Interaksi antara model pembelajaran (ARCS dan Active Learning) dengan motivasi belajar siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain faktorial 2 x 3. Populasi pada penelitian ini adalah seluruh siswa kelas X SMKN 2 Batam tahun pelajaran 2016/2017. Sampel diperoleh kelas X Akutansi-2 sebagai kelas eksperimen-1 dan kelas X Akutansi-4 sebagai kelas eksperimen-2. Instrumen pada penelitian ini adalah tes dan angket Uji prasyarat meliputi uji normalitas dengan metode Lilliefors dan uji Homogenitas dengan metode Bartlett. Pengujian hipotesis pada penelitian ini menggunakan analisis variansi dua jalan dengan sel tak sama. Hasil penelitian menyimpulkan bahwa: (1) tidak terdapat perbedaan hasil belajar matematika antara siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) terdapat perbedaan hasil belajar metematika antara siswa yang memiliki motivasi belajar tinggi dan rendah. (3) tidak terdapat interaksi antara model pembelajaran dengan motivasi belajar siswa.Kata Kunci: ARCS, Active Learning, motivasi belajar, hasil belajar matematika Abstract. This study aims to determine: (1) The difference in learning outcomes of student who study mathematics using ARCS learning model with Active learning model. (2) The difference in mathematics learning outcomes in student who have hight, medium and low motivation. (3) Interaction between learning model (ARCS and Active Learning) with student learning motivation. This research is quasi-experimental study with factorial design 2 x 3. The population in this research is all of students class X SMKN 2 Batam with academic year 2016/2017. The Sample in this research from class X accountant-2 is used as sampling for 1st experiment and class X accountant-4 for 2nd experiment. Instrument of research are mathematics achievement test and questionnaire student motivation. The test requirement is normality test using Lilliefors method and homogeneity test using Bartlett method. Hypothesis testing in this study uses two-way analisis of variance with defferent cells. Conclusion in this study: (1) there is no difference between student math result between ARCS learning model with Active learning model. (2) there is difference between result of student math between learning high motivation with low motivation. (3) there is no interaction between the learning model with student motivation.Keywords: ARCS, Active Learning, Motivation learning, Study of Math

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 MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW-STAD DAN KECERDASAN INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA KATOLIK

2019 ◽  
Vol 12 (1) ◽  
pp. 101
Author(s):  
Saidi Perri Marbun ◽  
Mukhtar . ◽  
R. Mursid
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Religious Education ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Education Students ◽  
Quasi Experimental ◽  
The Difference ◽  
Better Than

Abstrak: tujuan penelitian ini adalah (1) untuk mengetahui perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran kooperatif tipe STAD dalam mata pelajaran Pendidikan Agama Katolik; (2) untuk mengetahui perbedaan hasil belajar siswa yang memiliki kecerdasan interpersonal tinggi  dengan siswa yang memiliki kecerdasan interpersonal rendah; (3) untuk mengetahui interaksi antara model pembelajaran dan kecerdasan interpersonal dalam mempengaruhi hasil belajar Pendidikan Agama Katolik. Metode dalam penelitian quasi-eksperimen. Desain penelitian faktorial 2 x 2. Hasil penelitian menunjukkan bahwa: (1) Hasil belajar Pendidikan Agama Katolik siswa dengan model pembelajaran kooperatif tipe jigsaw lebih baik dibandingkan dengan model pembelajaran kooperatif tipe STAD; (2) Hasil belajar siswa yang memiliki kecerdasan interpersonal tinggi lebih baik dibandingkan dengan hasil belajar siswa yang memiliki kecerdasan interpersonal rendah; dan (3)             Terdapat nteraksi antara model pembelajaran kooperatif dengan kecerdasan interpersonal dalam mempengaruhi hasil belajar PAK.  Kata Kunci: model pembelajaran, kooperatif tipe JIGSAW dan STAD, kecerdasan interpersonal, pendidikan agama katolik Abstract: the objectives of this study are (1) to find out the differences in student learning outcomes that are taught using the Jigsaw type cooperative learning model and the STAD type cooperative learning model in Catholic Religious Education subjects; (2) to find out the difference in learning outcomes of students who have high interpersonal intelligence and students who have low interpersonal intelligence; (3) to determine the interaction between learning models and interpersonal intelligence in influencing the learning outcomes of Catholic Religious Education. Methods in quasi-experimental research. 2 x 2 factorial research design. The results showed that: (1) The learning outcomes of Catholic Religious Education students with a jigsaw type cooperative learning model were better than the STAD type cooperative learning model; (2) The learning outcomes of students who have high interpersonal intelligence are better than the learning outcomes of students who have low interpersonal intelligence; and (3) There is interaction between cooperative learning models and interpersonal intelligence in influencing PAK learning outcomes. Keywords: learning models, JIGSAW and STAD cooperative types, interpersonal intelligence, catholic religious education

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

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