Abstract

This study aimed to: (1) To determine the effect of differences in chemistry learning PBL models and models of SMT for high school student achievement in Grobogan. (2) To find out which is better student achievement with learning activity is high or low high school learning activities in Grobogan. (3) To understand the interaction model of learning by students' learning activities to the achievement of high school students studying chemistry in Grobogan. The research was conducted at several high schools in Grobogan including; SMA N 1Gabus, SMA N 1 Kradenan, SMA N 1 Wirosari. The model used in this research is experiment with 2X2 factorial design. The study design using experimental. The results showed that. (1) Differences Influence Model Model PBL with TPS on Learning Achievement in Chemistry. Results of Two-Way ANOVA analysis showed a significant difference in learning achievement chemical groups using PBL and group learning model TPS, with a value of F = 5.432, p <0.05 where student achievement in the subjects of Chemistry with PBL models better than the student who uses a model TPS. (2) Differences in Effects of High learning activities with learning activities Low toward achievement of learning chemistry. Results of Two-Way ANOVA analysis showed a significant difference in learning achievement Chemistry group of students with high learning activities and groups of students with low learning activity, with the value of F = 8.218, p <0.05 where learning achievement in the subjects of Chemistry students who have high learning activity is better than the students who have low learning activities . (3) Interaction Effect Model of learning and learning activities in relation to the achievement of learning chemistry. The result of the calculation of the Two-Way ANOVA analysis finds that there are interactions between the learning model with learning activities to learning achievement Chemistry with a value of F = 4.020, p <0.05 where the average value of learning achievement chemical group PBL models with high learning activity has the highest value of the interpretation of study with a mean of 84.41 while PBL model group with low learning activity have the lowest average value for 74.13.

Highlights

  • Psecara individu maupun kelompok dalam upaya mendewasakan manusia melalui pengajaran dan pelatihan

  • The research was conducted at several high schools in Grobogan including; SMA N 1Gabus, SMA N 1 Kradenan, SMA N 1 Wirosari

  • Results of Two-Way ANOVA analysis showed a significant difference in learning achievement chemical groups using Problem Based Learning (PBL) and group learning model Think Pair Share (TPS), with a value of F = 5.432, p

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Summary

HASIL PENELITIAN DAN PEMBAHASAN

Sesuai dengan analisis Two-Way Anova berarti dalam penelitian ini akan menunjukkan pebedaan pengaruh antara model pembelajaran, aktivitas belajar, dan interaksi model pembelajran dengan akivitas belajar. penelitian ini juga mengunakan desain faktorial 2x2 yang menjadikan sampel terbagi menjadi empat kelompok kombinasi dari kedua faktor tersebut. deskriptif nilai-nilai dari maingmasing kelompok ditunjukkan dalam tabel 1. Sesuai dengan analisis Two-Way Anova berarti dalam penelitian ini akan menunjukkan pebedaan pengaruh antara model pembelajaran, aktivitas belajar, dan interaksi model pembelajran dengan akivitas belajar. Penelitian ini juga mengunakan desain faktorial 2x2 yang menjadikan sampel terbagi menjadi empat kelompok kombinasi dari kedua faktor tersebut. Deskriptif nilai-nilai dari maingmasing kelompok ditunjukkan dalam tabel 1. Prestasi belajar kelompok model PBL menunjukkan rata-rata sebesar 81,37 dan kelompok model kooperatif tipe TPS sebesar 74,89. Hasil ini menunjukkan bahwa kelompok model PBL mencapai prestasi lebih baik dari pada kelompok model TPS

Minimum Maksimum Rerata SD
Interaksi AB
DAFTAR PUSTAKA
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