Pengaruh Model Pembelajaran Means Ends Analysis (MEA) terhadap Kemampuan Proses Sains dan Hasil Belajar Kognitif Siswa

Abstract

This study aims to determine the effect of the Means Ends Analysis learning model on science process abilities and cognitive learning outcomes of grade VII students at Anugerah Harapan Bangsa Middle School in the 2020/2021 academic year. The type of research used in this research is a quasi-experimental research. The population in this study were all seventh grade students of Anugerah Harapan Bangsa Junior High School. The sample used in the study was class VIIA, which consisted of 30 people as the experimental class and class VIIB, which amounted to 29 people as the control class, which were taken using purposive sampling technique. The data in this study were taken by giving a final test to the sample students. Data collection techniques using observation sheets and formative tests that have been validated by experts in their fields. Based on the results of the scientific process ability obtained at the first meeting in the experimental class, the percentage was 52.6% in the bad category. While the control class at the first meeting obtained a percentage of 58.64% in the poor category. At the second meeting, the experimental class obtained a percentage of 57.34% in the unfavorable category. At the second meeting the control class obtained a percentage of 54.78% in the bad category. The results of the t-test for the unit value obtained a significant level value of 1.38 < 2,000 with an average value of the experimental class 58.93 which is lower than the average value of the control class 56.20 This is indicated by the value with the t-test of the magnitude of the difference. The use of the Means Ends Analysis learning model has no effect on the cognitive learning outcomes of Anugerah Harapan Bangsa Junior High School students in the Integrated Science class VII class of the 2020/2021 academic year.