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

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

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

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

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

2019 ◽  
Vol 12 (1) ◽  
pp. 62
Author(s):  
Jonson Hulman Siburian ◽  
Samsidar Tanjung ◽  
Abdul Hasan Saragih
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Environmental Conservation ◽  
High Achievement ◽  
Low Achievement ◽  
Environmental Preservation

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

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

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.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR BAHASA INDONESIA

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

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

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

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

PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR FISIKA

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

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

scholarly journals The Effect of Participative Learning Strategy and Interpersonal Communication on Results of Civic Learning Education

2020 ◽  
Vol 2 (2) ◽  
pp. 515-524
Author(s):  
Robinson Hutagaol ◽  
Abdul Hasan Saragih ◽  
Sahat Siagian
Keyword(s):  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Choice Test ◽  
Homogeneity Test ◽  
Significance Level ◽  
Civic Learning ◽  
Data Analyst ◽  
Participative Learning

The purpose of this study is to determine the differences in civic learning outcomes of students who are taught with participatory group and individual learning strategies, know the differences in civic learning outcomes that have high interpersonal communication and who have low interpersonal communication and know the interactions between learning strategies and interpersonal communication learning outcomes of Civics. To test the hypothesis the learning outcomes used are civic learning outcomes that have high interpersonal communication and learning outcomes that have low interpersonal communication. The statistical test used in this research descriptive statistics presents the statistical data used by ANAVA, the data analyst requirements test, namely the normality test, the lilifors and the Variance homogeneity test with the Bartlett test. The research instrument of civic learning outcomes using a multiple choice test consists of 35 items and has a reliability of 0.761 using the Kuder-Richardson formula (KR-20). For students who have high and low interpersonal communication using interpersonal communication tests using a standard Likert scale. The results of hypothesis testing show that being taught with a participatory group strategy has a higher PKn learning outcome than the individual participatory strategy learning outcomes. This is indicated by the count = 1.20> table = 4.02, at the significance level α = 0.05. High interpersonal communication higher Civics learning outcomes that have low interpersonal communication. This is indicated by F arithmetic = 48.46> table = 4.06 on Significant level α = 0.05 with dk = (1.76), and the interaction between learning strategies and students' interpersonal communication towards learning outcomes of Civics. This shows the count = 48.46> table = 4.06 at a significant level α = 0.05.

scholarly journals The Effect of the Everyone is a Teacher Here Learning Strategy on the Learning Outcomes of Programming Algorithms Course

2020 ◽  
Vol 8 (5) ◽  
pp. 1786-1789
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Programming Algorithm ◽  
Homogeneity Test ◽  
Significance Level ◽  
Average Value ◽  
Normality Test ◽  
Programming Algorithms

This study aims to determine the effect of the "Everyone is a teacher here" learning strategy on the learning outcomes of programming algorithm course in the STMIK Logika Medan. The research sample was determined by 30 students with the Random Sampling Clusters technique. The learning strategy used in this study is the " Everyone is a teacher here" learning strategy, for this type of research is experimental (quantitative) research. The data collection tool used is a test of learning outcomes. The technical analysis of the data by means of the normality test and the homogeneity test and to test the hypothesis is carried out by means of the t-test. After investigating and calculating the results, the average value of the experimental class is 13 and the control class is 11.86. After making significant calculations using the test at a significance level of 5% with dk = 30 + 30-2 = 58 obtained the price of table 1.67, it turns out that the price of tcount> ttable (2.19> 1.67) can be concluded the influence of the learning strategies " Everyone is a teacher here" on the learning outcomes of programming algorithm course in STMIK Logika Medan

STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR BAHASA INGGRIS

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

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

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR SEJARAH SISWA JURUSAN IPS SMA NEGERI 2 PEMATANGSIANTAR

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Asnewastri . ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Material ◽  
Significance Level ◽  
Learning History ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dengan ekspositori, (2) hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi dengan berpikir logis rendah dan (3) interaksi antara strategi pembelajaran dengan kemampuan berpikir logis dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Scheffe. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi dengan strategi  ekspositori, (2) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi dengan berpikir logis rendah, dan (3) Interaksi antara strategi pembelajaran dan kemampuan berpikir logis akan memberikan efek yang tinggi dalam penguasaan materi pembelajaran sehingga hasil belajar Sejarah yang diperoleh tinggi. Kata Kunci: strategi pembelajaran, kemampuan berpikir logis terhadap hasil belajar sejarah Abstract: This study aims to determine: (1) the results of studying history students who are taught by learning strategy elaboration higher with expository, (2) the results of learning history students who have the ability to think logically high is higher by thinking logically low and (3) interaction between learning strategy and logical thinking skills in influencing student learning outcomes History. The method used is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use test Scheffe. The findings show: (1) there is a significant difference between the results of studying history students who are taught by learning strategies elaboration of the strategy expository, (2) there is a significant difference between the results of studying history students who have the ability to think logically high to think logically low, and (3) the interaction between the learning strategies and ability to think logically will give high effect in the mastery of learning material that learners' achievements obtained History high. Keywords: learning strategies, the ability to think logically to the learning outcomes of history

Sign in / Sign up

Export Citation Format

Share Document