scholarly journals Perbedaan Hasil Belajar Sejarah dengan Menggunakan Model Pembelajaran Student Facilitator and Explaining dan Mind Mapping Kelas X Di SMA Plus Bina Satria Rupit

2021 ◽  
Vol 5 (1) ◽  
pp. 15-25
Author(s):  
Getsah Afriweni ◽  
Ira Miyarni ◽  
Sarkowi Sarkowi
Keyword(s):  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Mapping Class ◽  
Mind Mapping ◽  
Learning History ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Treatment

This study aims to determine the differences in the results of learning history using the Student Facilitator And Explaining and Mind Mapping Class X learning model at SMA Plus Bina Satria Rupit. The research method used in this study was a quasi-experimental with random sampling method. The average result of the pre-test in the experimental class I was 55.18 and in the experimental class II was 54.3. while the post-test average value in the experimental class I after being given post-test treatment using the Student Facilitator And Expalinning model was 81.32, and in the experimental class II given Mind Mapping learning was 76.53. Based on the results of data analysis using the average difference test (Paired sample T test) obtained the final test value in sig. (2-Tiled) = 0.00 < 0.05, then Ho is rejected, Ha is accepted. Thus, it can be concluded that there are differences in the results of learning history using the Student Facilitator And Explaining and Mind Mapping Class X learning model at SMA Plus Bina Satria Rupit.

scholarly journals PERBEDAAN MODEL PEMBELAJARAN MIND MAPPING DAN KONVESIONAL TENTANG HASIL BELAJAR BIOLOGI KONSEP KEANEKARAGAMAN HAYATI PADA SISWA KELAS X SMA NEGERI WAEPUTIH KECAMATAN WAPLAU KABUPATEN BURU

2017 ◽  
Vol 3 (2) ◽  
pp. 101-106
Author(s):  
Lenta N Simbolon ◽  
Ine Arini
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Mapping Class ◽  
Model Learning ◽  
Mind Mapping ◽  
Test Analysis ◽  
Average Value ◽  
Quasi Experimental ◽  
The Right ◽  
The Mind

Background: The success of the learning process requires the motivation in the students themselves to be able to encourage them to do activities in the learning activities. In the implementation, appropriate learning model is needed that can generate student motivation to learn. The use of the right teaching model is to use the Mind Mapping learning model. Method: The type of research used in this study is a quasi-experimental study or Quasi experiment. The design of this study is non-equivalent pretest-posttest consisting of mind mapping class and conventional class. The population in this study is all students of grade X SMA Negeri Waeputih, which consists of 3 classes of 72 students. The sample in this study were students of class X-1 and X-3 with each student 21 people. Sampling is done randomly. Result: The result of the research used the learning model of Mind Mapping and Conventional average student value in Mind Mapping class 100% higher than the average value of conventional class of 80%. Conclusion: There is a difference of students' learning outcomes proven on the result of t-test analysis where thitung 5.14> ttabel 1.01. Keywords: Mind Mapping Learning Model, Learning Outcomes, Biodiversity

scholarly journals PENGARUH MODEL PEMBELAJARAN TWO STAY TWO STRAY TERHADAP HASIL BELAJAR SEJARAH DI SMA NEGERI 7 MEDAN

2019 ◽  
Vol 1 (2) ◽  
pp. 85
Author(s):  
Marcho Alex Samuel Silitonga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Great Influence ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
History Of

This study aims to determine the effect of the application of the Two Stay Two Stray learning model (TSTS) to the history of student learning outcomes at SMA Negeri 7 Medan. The research method used is quasi-experimental. The study population was students of class X IPS with a sample of 65 students consisting of 34 students of class X IPS 2 as an experimental class and 31 students of class X IPS 1 as a control class. Data collection techniques using observation and tests. The data obtained were analyzed using the t-test. The observation results showed that 91% of the experimental class students who took part in learning with the TSTS model got very good average scores. The average post-test value of the experimental class was 80.3, while the average value of the post-test of the control class that followed the learning with the conventional model was 63.70. T-test results for the post-test scores were obtained tcount > ttable (7,004 > 1,670).These results indicate that the TSTS learning model has a great influence in improving the history of student learning outcomes in class XI IPS 2 SMA Negeri 7 Medan.

scholarly journals PENGARUH MIND MAPPING TERHADAP KETERAMPILAN MENULIS PUISI KELAS VIII SMPN 1 LUMAR KABUPATEN BENGKAYANG

2020 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Liberta Liberta
Keyword(s):  
Data Collection ◽  
Junior High School ◽  
Measurement Techniques ◽  
Writing Skills ◽  
Learning Model ◽  
Mind Mapping ◽  
Poetry Writing ◽  
Post Test ◽  
Quasi Experimental ◽  
Class Viii

AbstractThe purpose of this study is to describe the average poetry writing skills in students with the application of the Mind Mapping Learning model, the average poetry writing skills in students with the application of the Learning Learning Model.The theory used in this research is a mind mapping learning model and writing poetry. The method used is an experimental method with a form of research Quasi Experimental Design. The design used is the Two-Group pretest-Posttest Only. The population in this study is class VIII A, VIII B, and VIII C while the samples are Class VIII A and VIII B. Data collection techniques used are direct observation techniques, measurement techniques, and documentation techniques as well as data collection tools namely guidelines or observation sheets poetry skills tests and documents.The results of data analysis show that the average pre-test experimental class with a total score of 69.38 while the post-test 76.38 and the pre-test control class with a total score of 60.96 while the post-test 66.88 and there is influence with evidence scores 1.13 and 1.28.The results of this study are expected to be useful for readers, especially Indonesian Language teachers in Lumar 1 Junior High School, Bengkayang Regency, students and subsequent researchers who use mind mapping learning object models. For teachers this mind mapping learning model can be used as a reference for teaching in class, especially in learning to write poetry. Keywords: Mind Mapping, Writing Poetry

scholarly journals PENGARUH MODEL PEMBELAJARAN VAK (VISUALISASI, AUDITORI, KINESTETIK) TERHADAP PRESTASI BELAJAR PAI PADA SISWA DI SDN TLOGOMULYO TEMANGGUNG

2017 ◽  
Vol 11 (1) ◽  
pp. 53-64
Author(s):  
Kartika Hartanti
Keyword(s):  
Learning Model ◽  
Islamic Education ◽  
Class V ◽  
Learning Achievement ◽  
Significance Level ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

This study aims to determine the effect of the application of VAK learning model on the learning achievement of PAI in class V Tlogomulyo Waterford Elementary School. This study was a quasi-experimental study (quasi-experimental). Subjects in this study consisted of 26 students of class V. The data was collected using VAK learning guidelines, test learning Islamic education, observation, documentation, and interviews. The validity of the instrument showing of 10 items proved to be valid all, are the results of the analysis show the reliability coefficient of 0.710 and otherwise reliable. Analysis of the data used in the form of comparative analysis using t-test. The results showed that there are significant implementation VAK learning model significantly to the learning outcomes of Islamic education. It can be seen from the difference in learning achievement Islam shortly before and after the given method VAK, the t value of 0.828 and significance level (p) of 0.05. In addition, an increase in the average acquisition value before application of VAK learning model (pre-test = 71.9) and after application of VAK learning model (post-test = 87.3). This shows an increase in the average value of 15.4. By looking at the difference in the score of the pre test and post test, shows that the VAK learning model is a model of effective learning for learning PAI.

scholarly journals EFEKTIVITAS BAHAN AJAR BERBASIS KEARIFAN LOKAL DALAM MODEL PEMBELAJARAN TEKNIK JIGSAW TERHADAP KETERAMPILAN MENULIS DESKRIPSI

2018 ◽  
Vol 9 (2) ◽  
pp. 385-395
Author(s):  
Krisna Anggraeni ◽  
Devi Afriyuni Yonanda
Keyword(s):  
Experimental Design ◽  
Learning Model ◽  
Teaching Materials ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
And Control

The purpose of this study was to describe the effectiveness of a teaching materials based on local wisdom in jigsaw learning model to skill of writing description. The method used in this study is a quasi experimental design with two groups: the experimental class and control class. The results showed differences in the skills of writing description between the two classes. In the control class tend to not experience a significant increase, while the experimental class increased. The average value of the current skill of writing description in control class pretest to post-test by 61.25 to 71.40, increased 15.57% with average value of n-gain 0.274 in low category. Meanwhile, the average value in experimental class pretest to post-test by 61.22 to 83.31, increased 36.08% with average value of n-gain 0.570 in medium category. The difference of gain indicates that a teaching materials based on local wisdom in jigsaw learning model effectively used to improve the skills of writing description.   Abstrak Tujuan penelitian adalah untuk mendeskripsikan keefektifan bahan ajar berbasis kearifan lokal dalam model pembelajaran teknik jigsaw terhadap keterampilan menulis deskripsi. Metode penelitian menggunakan eksperimen kuasi dengan desain dua kelompok yaitu kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan pada kelas kontrol cenderung tidak mengalami peningkatan yang signifikan, sedangkan pada kelas eksperimen terjadi peningkatan. Nilai rata-rata keterampilan menulis deskripsi kelas kontrol pada prates 61.25 pascates 71.40 peningkatan sebesar 16.57% dengan rata-rata n-gain 0.274 termasuk kategori rendah. Sementara itu, nilai rata-rata keterampilan menulis deskripsi kelas eksperimen saat prates 61,22 pada pascates menjadi 83,31 peningkatan sebesar 36.08% dengan rata-rata n-gain 0.570 termasuk kategori sedang. Perbedaan peningkatan tersebut mengindikasikan bahwa bahan ajar berbasis kearifan lokal dalam model pembelajaran teknik jigsaw efektif digunakan untuk meningkatkan keterampilan menulis deskripsi. Kata Kunci:  Bahan Ajar Berbasis Kearifan Lokal, Model Pembelajaran Teknik Jigsaw, Keterampilan Menulis Deskrispi

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TIPE JIGSAW TERHADAP HASIL BELAJAR FISIKA DITINJAU DARI MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Aris Doyan ◽  
Wayan Gunada ◽  
Susilawati ◽  
Ida AYu Desy Adriani
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Analysis Technique ◽  
Two Samples ◽  
Quasi Experimental ◽  
Class Viii ◽  
Learning Analysis

The research is aimed to finding difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, difference of effect the students whose achievement motivation on result of physic learning and interaction of effect between the learning model implementation and the achievement motivation on the result of physic learning. This type of research is quasi experimental with Factorial Design of 2x2. The population in this research is all Class VIII SMPN 12 Mataram with used technique cluster random sampling. There are two samples that are class VIII C as an experiment class I and class VIII D as experiment class II. The experiment class I used the treatment STAD cooperative learning model and the experiment class II used the treatment Jigsaw cooperative learning. Analysis technique using analysis of variance (ANOVA) two way different cells. Based on by calculation hypothesis testing obtained that, FA hint (6,37) > Ftable (4,02) then Ho1 rejected, FB hint (12,37) > Ftable (4,02) then Ho2 rejected,, FAB hint (0,96) < Ftable (4,02) then Ho3accepted. With significant level 0,05 obtained that there is a difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, there is a difference of effect the students whose achievement is high and low motivation on the result of physic learning and there is no interaction between of cooperative learning model STAD and Jigsaw type with achievement motivation towards of physics learning.

scholarly journals STUDI KOMPARASI HASIL BELAJAR KIMIA PADA MATERI KOLOID MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS PROYEK DAN MODEL PEMBELAJARAN BERBASIS MASALAH SISWA KELAS XI IPA MAN 2 MATARAM TAHUN AJARAN 2013/2014

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Eka Hesti Safitri ◽  
Jeckson Siahaan ◽  
Syarifa Wahidah Al Idrus
Keyword(s):  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Purposive Sampling ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year ◽  
Year 2013

Abstrak: Penelitian ini merupakan penelitian quasi experimental (eksperimen semu) menggunakan Post-test Only Nonequivalent Control Group Design yang bertujuan untuk mengetahui ada atau tidaknya perbedaan hasil belajar kimia siswa menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah di kelas XI IPA MAN 2 Mataram Tahun Ajaran 2013/2014.Sampel penelitian diambil dengan teknik Purposive Sampling dan terpilih dua kelas sebagai kelas eksperimen, yaitu kelas XI IPA U1 (kelas ekperimen 1) dan kelas XI IPA U2 (kelas ekperimen 2).Data hasil belajar kognitif diperoleh melalui tes tertulis (post test) yang dianalisis menggunakan uji beda (uji t). Hasil penelitian menunjukkan bahwa pada kelas eksperimen I diperoleh nilai rata-rata 67 dengan ketuntasan klasikal 7,69%sedangkan pada kelas eksperimen II diperoleh nilai rata-rata 70 dengan ketuntasan klasikal 28,57%. Hasil uji-t dua pihak pada taraf signifikan 5% diperoleh thitung = -0,4709dan ttabel = 2,060, sehingga thitungberada pada daerah penerimaan adalah Ho diantara -2,060 dan +2,060 yang berarti Ho pada penelitian ini diterima. Hal ini menunjukkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar kimia antara siswa yang diterapkan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah siswa kelas XI IPA MAN 2 Mataram Tahun Ajaran 2013/2014.Kata kunci: Koloid, Model pembelajaran berbasis proyek,Model pembelajaran berbasis masalah Abstract: The aims of this quasi experimental research  is  to compare the chemistry study result by using the project based learning model and problem based learning model at class XI science of MAN 2 Mataram in academic year 2013/2014. Sample of this research were class XI science U1 as experiment I class and class XI science U2 as experiment II class which taken by using purposive sampling technique.Data cognitive of the result study obtained through a written test (post-test) were analyzed using a different test (t test). The results showed that the experimental class I obtained an average value of 67 with classical completeness of 7.69% while the experimental class II obtained an average value of 70 with classical completeness 28.57%. T-test results of the unequal sample at the significant level of 5% was obtained  tcalculation =-0,4709 andttable= 2,060, with the result that tcalculationin the range from to -2,060 and +2,060which means that the Ho in this research is approved. In conclusion, there is no significant difference in result study between students who are taught chemistry using project-based learning model and the problem based learning model students of class XI IPA 2 Mataram MAN in  Academic Year 2013/2014.Key words: Colloid, project based learning model, the problem based learning model.

scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIK SISWA YANG MEMPEROLEH PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION DAN TEAMS GAMES TOURNAMENT BERBANTUAN GEOGEBRA DI KELAS VII SMP MUHAMMADIYAH 3 MEDAN

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Nurhakiki . . ◽  
Katrina . Samosir
Keyword(s):  
Cooperative Learning ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Reasoning Ability ◽  
Post Test ◽  
The Difference ◽  
Essay Test ◽  
Student Team

ABSTRAK Penelitian yang dilakukan di SMP Muhammadiyah 3 Medan ini bertujuan untuk mengetahui perbedaan kemampuan penalaran matematik siswa dengan menggunakan model pembelajaran kooperatif tipe Student Team Achievement Division berbantuan GeoGebra dan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan GeoGebra di kelas. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Muhammadiyah 3 Medan yang terdiri dari 7 kelas. Sedangkan yang menjadi sampel dalam penelitian ini ada dua kelas, yaitu kelas VII-B yang berjumlah 27 orang yang memperoleh pembelajaran koooperatif tipe STAD sebagai kelas eksperimen I dan kelas VII-A yang berjumlah 24 orang yang memperoleh pembelajaran koooperatif tipe TGT sebagai kelas eksperimen II. Penentuan sampel dilakukan secara acak. Instrumen yang digunakan dalam penelitian ini adalah tes berbentuk uraian sebanyak 5 soal yang telah dinyatakan valid. Berdasarkan hasil penelitian dan pengujian hipotesis dapat disimpulkan bahwa kemampuan penalaran matematik siswa yang memperoleh pembelajaran koooperatif tipe STAD berbantuan GeoGebra lebih tinggi daripada siswa yang memperoleh pembelajaran koooperatif tipe TGT berbantuan GeoGebra pada materi jajargenjang dan belah ketupat, dengan  dan   pada taraf nyata α = 0,05 dan dk = 49. Karena  yaitu maka dapat disimpulkan bahwa  diterima yang berarti kemampuan penalaran matematik siswa yang memperoleh pembelajaran kooperatif tipe STAD berbantuan GeoGebra  lebih tinggi daripada siswa yang memperoleh pembelajaran kooperatif tipe TGT berbantuan GeoGebra pada materi jajargenjang dan belah ketupat. Rata-rata nilai postes kelas eksperimen I lebih tinggi daripada rata-rata nilai postes kelas eksperimen II yaitu 75,67 dengan standar deviasi  dan  dengan standar deviasi . Kata Kunci : Kemampuan Penalaran Matematik, Student Team Achievement Division, Teams Games Tournament, GeoGebra ABSRACTThis study is conducted in SMP Muhammadiyah 3 Medan aims to know the difference of a mathematic reasoning ability by using cooperative learning model types Student Team Achievement Division and GeoGebra and cooperative learning model types Teams Games Tournament and GeoGebra in grade VII. The population of this study is all students grade VII SMP Muhammadiyah 3 Medan consistings of 7 classes. While the sample of this study is two classes namely grade VII-B consistings of 27 students whom got cooperative learning typed STAD as an experimental class I and grade VII-A consistings of 24 students whom got cooperative learning typed TGT as an experimental class II. The determination of the sample is randomly conducted. The instrument used in this study is essay test as many as 5 tests which are claimed valid. Based on the result of the study and testing the hypothesis can be concluded that students’ mathematic reasoning ability which get cooperative learning typed STAD and GeoGebra are higher than students who get cooperative learning typed TGT and GeoGebra at array and belah ketupat, tcount = 3,15 and ttable = 1,68 taraf nyata α = 0,05 dan dk = 49. Because  yaitu, thus can be concluded that  is accepted, means students’ mathematic reasoning ability who get cooperative learning model typed STAD and GeoGebra are higher than the students who get cooperative learning typed TGT and  GeoGebra at array and belah ketupat array. The average of experimental class I post-test is higher than the average of  experimental class II namely 75,67 and its deviation standard is   while  and its deviation standard is .      Keywords : mathematic reasoning ability, Student Team Achievement Division, Teams Games Tournament, GeoGebraa

scholarly journals The Effectiveness of RADEC as a Distance Learning Model to Improve the Understanding of Class XI SHS Students on Dynamic Fluid Materials

2021 ◽  
Vol 1 ◽  
pp. 223-228
Author(s):  
Salsabila Indana Zulfa ◽  
Monica Widyaswari ◽  
Ulya Aziza Fitriya
Keyword(s):  
Distance Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Cognitive Test ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to determine the RADEC learning model's effectiveness in improving understanding of dynamic fluid material to XI students of Senior High School (SHS) in distance learning (distance learning). This study used a quasi-experimental method with a nonequivalent control group design. The research population was all students of XI SHS classes, totalling 154 people. The sampling technique used purposive sampling. The sample is XI-3 class as the control group and XI-4 class as the experimental group. The instrument used was a cognitive test. The data analysis technique used descriptive statistics and inferential statistics. The results showed that the two groups' average value is that the pre-test control group was 58.12, and the post-test was 78.13, while the pre-test and post-test experimental group were 76.72 and 87.19. Thus, it can be concluded that the RADEC learning model is more effective than the conventional learning model.

scholarly journals PENGARUH MODEL PEMBELAJARAN PEMECAHAN MASALAH VERSI POLYA TERHADAP KEMAMPUAN BERPIKIR RASIONAL PADA MATA PELAJARAN EKONOMI DI SMA KECAMATAN PANYIPATAN

Jurnal Socius ◽  
2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Mirna Mirna
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Test Results ◽  
Rational Thinking ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Conventional Models ◽  
And Control

AbstractThe research conducted aims to analyze how the economic learning model that has been applied by the teacher and its influence on students' rational thinking skills. Furthermore, how the influence of the learning model emphasizes solving problems with Polya's version of students' rational thinking skills, because previously this model was never used in economic learning. This research was conducted in one of the private high schools in Panyipatan sub-district, namely Abdul Kadir High School. The research method used is quantitative method with quasi-experimental design of pre-test and post-test, the class chosen is class X semester 2 with the subject of inflation. The results of the research and hypothesis testing show that there are significant differences in students' rational thinking abilities taught through the Polya problem solving learning model with students taught with conventional models. Based on the results of the post-test it can be seen that there are differences in mean learning outcomes, where the experimental class has an average value of 74.26, and control class 41.47. This difference is also seen from the results of the two index gain index, where the control class shows a gain index of 0.26 or <0.30 with low criteria. While the experimental class has a gain index of 0.66 with the criteria being. In addition to the gain index, differences in students' rational thinking skills are also seen from the results of different test results (t), from the above calculation, it is obtained thitung = 8.121 while t table = 2.131. So that if it is included in the hypothesis formula, t count> t table, H0 is rejected and H1 is accepted. Based on these results it can be concluded that the ability to think rationally by using the Polya version of problem solving learning model is better or increased than conventional learning models that have been applied in every economic learning, especially in inflation material.Keywords: Polya's version of problem solving learning model, economics, rational thinking.AbstrakPenelitian yang dilakukan bertujuan untuk menganalisis bagaimana model pembelajaran ekonomi yang selama ini diterapkan oleh guru serta pengaruhnya terhadap kemampuan berpikir rasional peserta didik. Selanjutnya bagaimana pengaruh model pembelajaran yang menekankan pada pemecahan masalah dengan versi Polya terhadap kemampuan berpikir rasional peserta didik, karena sebelumnya model ini tidak pernah digunakan dalam pembelajaran ekonomi. Penelitian ini dilakukan di salah satu SMA swasta di kecamatan Panyipatan, yakni SMA Abdul Kadir. Metode penelitian yang digunakan adalah metode kuantitatif dengan kuasi eksperimen desain pre test dan post test, kelas yang dipilih adalah kelas X semester 2 dengan bahasan pokok inflasi. Hasil penelitian dan pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan dalam kemampuan berpikir rasional peserta didik yang diajar melalui model pembelajaran pemecahan masalah Polya dengan peserta didik yang diajar dengan model konvensional. Berdasarkan hasil post test terlihat adanya perbedaan rerata hasil belajar, dimana kelas eksperimen memiliki nilai rerata 74,26, dan kelas kontrol 41,47. Perbedaan ini juga terlihat dari hasil hitung indeks gain kedua kelas, dimana kelas kontrol menunjukkan indeks gain sebesar 0,26 atau < 0,30 dengan kriteria rendah. Sedangkan kelas ekperimen memiliki indeks gain sebesar 0,66 dengan kriteria sedang. Selain indeks gain, perbedaan kemampuan berpikir rasional peserta didik juga terlihat dari nilai hasil uji beda (t), dari perhitungan di atas didapatkan thitung= 8,121 sedangkan ttabel= 2,131. Sehingga bila dimasukkan pada rumus hipotesis thitung > ttabel, H0 ditolak dan H1 diterima. Berdasarkan hasil ini maka dapat disimpulkan bahwa kemampuan berpikir rasional dengan menggunakan model pembelajaran pemecahan masalah versi Polya lebih baik atau meningkat dari pada model pembelajaran konvensional yang selama ini diterapkan disetiap pembelajaran ekonomi, khususnya pada materi inflasi.Kata kunci: Model pembelajaran pemecahan masalah versi Polya, ekonomi, berpikir rasional

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