The effectiveness of applying contextual approach based on environment toward chemistry learning achievement and scientific attitude

Abstract

This research aimed to know the effectiveness of applying contextual approach based on environment toward chemistry learning achievement and scientific attitude students in aspect (a) differences of students chemistry learning achievement if the early knowledge chemistry uses statistically (b) differences of students scientific attitude in experiment class after the teaching-learning process with contextual approach based on environment (c) differences of students scientific attitude between experiment and control class. The method of this research is to experiment with one-factor design (chemistry learning), two samples (control and experiment class) and one covariable (early knowledge students). In the experiment class using a contextual approach based on the environment while in control class using a conventional approach. Chemistry learning achievement measured with an achievement test and then analyzed with one way ANCOVA. Scientific attitude measured with scientific attitude questionnaire and then analyzed with one sample and two-sample t-test. Base on the ANCOVA analysis get value F0 = 4,431 with Ftable = 3.96. This matter shows that significant differences in students chemistry learning achievement with the contextual base on environment approach if the early knowledge chemistry uses statistically. Result of one sample t-test shows that the value t = 0,465 with t table = 1,67, it can be concluded that is no significant differences of students scientific attitude in experiment class after teaching-learning process with the contextual base on environment approach. Result of two-sample t-test shows that the value t = 0,05 with t table = 1,67, it can be concluded that is no significant differences of students scientific attitude between experiment and control class.