THE EFFECT OF LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES MADRASAH IBTIDAIYAH STATE 3 ACEH SOUTH

2019 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Fitri Wahyuni
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Outcome ◽  
Outcome Data ◽  
Competitive Learning ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Analysis Technique

<p>This study aims to find out: (1) the effect of the application of learning<br />strategies on students' Fikih learning outcomes, (2) the effect of learning<br />motivation on student Fikih learning outcomes, and (3) the interaction<br />between learning strategies and learning motivation towards Fikih<br />learning outcomes. The population of this study was all students in class V<br />MIN 3 Aceh Tenggara consisting of 3 classes. Based on Cluster Random <br />sampling techniques, one class as a collaborative learning class and one <br />competitive learning class. The research instrument is a test used to obtain<br />learning outcome data and questionnaires to obtain data on student<br />learning motivation. The normality test of the learning outcome data is the<br />Liliefors test and the homogeneity test is the Fisher test and the Bartlett<br />test. The analysis technique is two-way Anova at significance  = 0.05<br />followed by the Scheffe test. The results showed: (1) the average learning<br />outcomes of students taught with collaborative learning strategies X =<br />28.15 higher than the average learning outcomes of students taught with<br />competitive learning strategies X = 26.92, with Fcount = 29.57 &gt; Ftable =<br />3.968, (2) the average learning outcomes of students with high learning<br />motivation X = 29.93 higher than the learning outcomes of students with<br />low learning motivation X = 25.94 with Fcount = 4.43 &gt; Ftable = 3.968, and (3)<br />there is an interaction between learning strategies and learning motivation<br />towards Fikih learning outcomes with Fcount = 7.18 &gt; Ftable = 3.968.</p>

scholarly journals The Influence of Learning Strategies and Learning Motivation against Islamic Fikih Students Learning Results in MIN 2 Labuhanbatu

2020 ◽  
Vol 3 (2) ◽  
pp. 904-911
Author(s):  
Rusydi Ananda ◽  
Heri Caniago
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Competitive Learning ◽  
Learning Motivation ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Research Findings ◽  
Study Population

The purpose of this study was to determine and describe: (1) the effect of the application of learning strategies on the learning outcomes of Islamic Fikih, (2) the influence of learning motivation on the learning outcomes of Islamic Fikih, and (3) the interaction between strategies learning and learning motivation towards the learning outcomes of Islamic Fikih. The method used in this study is a quasi-experimental method. The study population was all students of class VI MIN 2 Labuhanbatu consisting of 3 classes. The sampling technique used was cluster random sampling, in which one group of classes was conducted using collaborative learning and the other class was conducted competitive learning. Data collection techniques used are lift and learning outcomes tests. The data analysis technique used is two-way analysis of variance.  The research findings show: (1) there is an influence of learning strategies on fiqh learning outcomes. In this case the average learning outcomes of Islamic Fikih taught with collaborative learning strategies are higher than the average learning outcomes of Islamic Fikih taught with competitive learning strategies, (2) there is an influence of learning motivation on learning outcomes of Fikih. In this case, the average learning outcomes of Islamic Fikih with higher learning motivation is higher than the average learning outcomes of Fikih with low learning motivation, and (3) there is an interaction effect between learning strategies with learning motivation, where students with high learning motivation are more precisely taught using collaborative learning strategies, while students with low learning motivation are more precisely taught with competitive learning strategies.

scholarly journals IMPLEMENTASI PEMBELAJARAN KOLABORATIF MENGGUNAKAN BREAKOUT ROOM ZOOM MEETING PADA PEMBELAJARAN JARAK JAUH

2021 ◽  
Vol 1 (3) ◽  
pp. 227-233
Author(s):  
FARAH FAUZIAH
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Test Technique ◽  
Gain Score ◽  
Analysis Technique ◽  
Normalized Gain ◽  
Experimental Group

This study was conducted to determine the effect of Collaborative learning strategies in online learning during distance learning. The method used is an experiment with a pretest-posttest research design. The online media used is the zoom meeting application. There are two groups, namely the experimental group and the control group which were selected randomly and have been tested for normality and homogeneity tests. The experimental group is the group that is given a collaborative learning strategy, while the control group uses the conventional method. The data analysis technique used is a test technique. Based on the results of the study, the N-gain score of the experimental group (collaborative) was 63.6904 or 63.7% and was categorized as quite effective. The average normalized gain (N-gain) of the experimental group students' learning outcomes was 0.63 which was included in the medium category. This means that the application of collaborative learning strategies is sufficient to improve student learning outcomes on the subject of Ideas and Business Opportunities in class X SMAN 82 Jakarta. ABSTRAKPenelitian ini dilakukan untuk mengetahui pengaruh strategi pembelajaran Kolaboratif dalam belajar online pada saat pembelajaran jarak jauh. Metode yang digunakan adalah eksperimen dengan desain penelitian pretest-posttest. Media Online yang digunakan adalah aplikasi zoom meeting. Terdapat dua kelompok yaitu kelompok eksperimen dan kelompok kontrol yang dipilih secara acak serta telah dilakukan uji normalitas dan uji homogenitas. Kelompok eksperimen adalah kelompok yang diberikan strategi pembelajaran kolaboratif, sedangkan kelompok kontrol menggunakan metode konvensional. Teknik analisis data yang digunakan adalah teknik tes. Berdasarkan hasil penelitian diperoleh N-gain score kelompok eksperimen (kolaboratif) adalah 63,6904 atau 63,7% dan masuk dalam kategori cukup efektif. Rata-rata gain ternormalisasi (N-gain) hasil belajar peserta didik kelompok eksperimen adalah 0,63 yang termasuk kategori sedang. Artinya penerapan strategi pembelajaran kolaboratif cukup dapat meningkatkan hasil belajar peserta didik pada pokok bahasan Ide dan Peluang Usaha di kelas X SMAN 82 Jakarta.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH ALIYAH NEGERI SIMALUNGUN

2019 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Nurhayatimah Sinaga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Outcome Data ◽  
High Learning ◽  
Scheffe Test ◽  
Analysis Technique ◽  
Cluster Random Sampling

This study aims to find out and to describe: (1) the learning outcomes of<br />SKI students taught using CIRC learning strategies are higher than the<br />learning outcomes of students taught using expository learning strategies,<br />(2) SKI learning outcomes between students with high learning<br />independence than results student learning with low learning<br />independence, and (3) the interaction between learning strategies and<br />learning independence towards learning outcomes of SKI. The population<br />of this research is all students of class X MAN Simalungun consists of 5<br />classes. Based on Cluster Random sampling technique. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning independence. The<br />analysis technique is two-way Anova at significance  = 0.05 followed by<br />the Scheffe test. The results showed: (1) the average SKI learning outcomes<br />of students taught with CIRC learning strategies ( X = 29.32) were higher<br />than the average SKI learning outcomes of students taught with<br />expository learning strategies ( X = 27) with Fcount = 13,32 &gt; Ftable = 4.00, (2)<br />the average SKI learning outcomes of students with high learning<br />independence ( X = 29.90) are higher than students' SKI learning outcomes<br />with low learning independence ( X = 26.20), with Fcount = 10.41 &gt; Ftable =<br />4.00, and (3) there is an interaction between learning and independence<br />learning strategies with Fcount = 12.51 &gt; Ftable = 4.00.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR AKIDAH AKHLAK SISWA MIN SEI MATI MEDAN

2019 ◽  
Vol 3 (1) ◽  
pp. 102
Author(s):  
Rini Sartika
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Outcome Data ◽  
Learning Motivation ◽  
Sampling Techniques ◽  
High Learning ◽  
Class V ◽  
Scheffe Test ◽  
Cluster Random Sampling

This study aims to find out and to stress: (1) the effect of the application of<br />learning strategies on students' Akidah Akhlah learning outcomes, (2) the<br />effect of learning motivation on student Akidah Akhlah learning<br />outcomes, and (3) the interaction between learning strategies and learning<br />motivation towards Akidah Akhlak learning outcomes. The population of<br />this study was all students in class V MIN Sei Mati Medan consisting of 3<br />classes. Based on Cluster Random sampling techniques. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning motivation. The analysis<br />technique is two-way Anova at significance  = 0.05 followed by the<br />Scheffe test. The results showed: (1) the average learning outcomes of<br />students taught with collaborative learning strategies X = 28.15 higher<br />than the average learning outcomes of students taught with competitive<br />learning strategies X = 26.92, with Fcount = 29.57 &gt; Ftable = 3.968, (2) the<br />average learning outcomes of students with high learning motivation X =<br />29.93 higher than the learning outcomes of students with low learning<br />motivation X = 25.94 with Fcount = 4.43 &gt; Ftable = 3.968, and (3) there is an<br />interaction between learning strategies and learning motivation towards<br />Akidah Akhlak learning outcomes with Fcount = 7.18 &gt; Ftable = 3.968.

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

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

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

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

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

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 104192 TANDEM HILIR II DELI SERDANG

2019 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Sufairi Sufairi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Islamic Education ◽  
Education Students ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Learning Interest

The purpose of this study was to find out: (1) learning outcomes of Islamic<br />Religious students taught with cooperative learning strategies think pair<br />share and expository learning strategies, (2) student learning interest after<br />using the think pair share learning strategy, and (3) the influence of<br />strategy learning and interest in learning about the learning outcomes of<br />Islamic Education. The research was conducted at 104192 Public<br />Elementary School Tandem Hilir II Deli Serdang. This type of research is<br />quasi-experimental. The study population was all class V students spread<br />in 3 classes. The sampling technique used is cluster random sampling. The<br />instruments of data collection are questionnaires and tests. The data<br />analysis technique used is the analysis of two-lane variants on the test α =<br />0.05. The results showed: (1) the average learning outcomes of Islamic<br />Religious Education students taught with TPS learning strategies ( X =<br />29.32) higher than the average learning outcomes of Islamic Religious<br />Education students taught with expository learning strategies ( X = 27)<br />with Fcount = 13.32 &gt; Ftable = 4.00, (2) the average learning outcomes of<br />Islamic Education students with high learning interest ( X = 29.90) higher<br />than the learning outcomes of Islamic Education students with low<br />learning interest ( X = 26.20), with Fcount = 10.41 &gt; Ftable = 4.00, and (3) there<br />is an interaction between learning strategies and interest in learning with<br />Fcount = 12.51 &gt; Ftable = 4.00.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Benard Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Design Data ◽  
Peer Tutor ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Information And Communication

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Hasil belajar TIK siswa yang diajarkan dengan strategi pembelajaran tutor sebaya lebih tinggi dari pada siswa yang diajarkan dengan strategi pembelajaran dengan modul. (2) Siswa yang mempunyai kemandirian tinggi memperoleh hasil belajar TIK yang lebih tinggi dari pada siswa yang mempunyai kemandirian rendah. (3) Terdapat interaksi antara strategi pembelajaran dan kemandirian dalam mempengaruhi hasil belajar TIK. Populasinya adalah seluruh siswa kelas VIII sebanyak  terdiri dari 3 kelas yakni Kelas VIII1, VIII2, dan VIII3, dimana setiap kelas 40 orang siswa maka jumlah populasi adalah 120 orang. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA  pada taraf signifikan a = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan StrategiPembelajaran Tutor Sebaya lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan Strategi Pembelajaran Modul, (2) terdapat perbedaan yang signifikan antara hasil belajar TIK siswa yang mempunyai Kemandirian tinggi dengan siswa yang mempunyai Kemandirian rendah, dan (3) terdapat interaksi antara Strategi Pembelajaran dan Kemandirian terhadap hasil belajar TIK siswa. Hasil penelitian dapat disimpulkan bahwa StrategiPembelajaran Tutor Sebaya lebih baik diajarkan kepada siswa yang mempunyai Kemandirian tinggi dan Strategi Pembelajaran Modul baik digunakan kepada siswa yang mempunyai Kemandirian rendah dan terdapat interaksi antara Strategi Pembelajaran dan Kemandirian. Kata Kunci: strategi pembelajaran, kemandirian, teknologi informasi dan komunikasi  Abstract: This study aims to find out: (1) The result of ICT learning of students taught by peer tutor learning strategy is higher than the students taught by the learning strategy with the module. (2) Highly self-reliant students gain higher ICT learning outcomes than students with low self-reliance. (3) There is an interaction between learning strategies and independence in influencing ICT learning outcomes. The population is all students of class VIII consisting of 3 classes namely Class VIII1, VIII2, and VIII3, where each class of 40 students then the population is 120 people. The research method used quasi experimental method with 2 x 2 factorial research design. Data analysis technique using ANOVA at significant level a = 0,05. The results of the research analysis showed that: (1) the results of ICT learning of students who were taught with Peer Tutor Strategy were higher than the results of ICT learning of students who were taught by Learning Strategy Module, (2) there was a significant difference between the learning outcomes of ICT students who have high independence with students who have low independence, and (3) there is an interaction between Learning Strategy and Independence on student learning outcomes. The result of this research can be concluded that Peer Tutor Teaching Strategy is better taught to students who have High Independence and Learning Strategy The module is good for students who have low independence and there is interaction between Learning Strategy and Independence. Keywords: learning strategy, independence, information and communication technology

scholarly journals THE EFFECT OF GROUP INVESTIGATION BY SIGIL AND LEARNING MOTIVATION TOWARD BIOLOGY LEARNING OUTCOMES

2020 ◽  
Vol 6 (7) ◽  
pp. 46-51
Author(s):  
Budi Rahayu ◽  
Mieke Miarsyah ◽  
Ratna Komala
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Group Discussion ◽  
Sampling Technique ◽  
Total Sample ◽  
Learning Motivation ◽  
Cluster Sampling ◽  
Homogeneity Test ◽  
Biology Learning

The purpose of this study was to determine the effect of group investigation by sigil and learning motivation toward biology learning outcomes. This research is a quantitative research with an experimental method. The population of this study was all X grade students of IPA of SMA Negeri 61 Jakarta with a total of 140 students, the study sample was determined by a cluster sampling technique of 2 classes with a total sample of 70 students. The learning strategy in the experimental class used the group investigation by sigil with group discussion method while the control class used the lecture method. The research hypothesis test used two-way analysis of variance with a 2x2 factorial design and a significant level of 5%. The analysis prerequisite test that is carried out is the normality test using Kolmogorov Smirnov and homogeneity test using Barlett test. From the results of the analysis it can be concluded that (1) there was an influence of group investigation by sigil toward biology learning outcomes, (2) there was effect between the level of learning motivation in biology learning outcomes; 3) there was no interaction between group investigation by sigil and learning motivation toward biology learning outcomes.

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