Abstract
This research aims to examine the effect of using the Quantum Teaching and Learning (QTL) model on students learning interests and outcomes on compound nomenclature material. The research was conducted in State Senior High School 8 Yogyakarta in the 10th grade of mathematics and natural science in the academic year of 2018/2019. This type of research was Quasi-Experimental Research Design with Nonequivalent Control Group Pretest and Posttest Design. The sampling technique was purposive sampling. The data collection instruments included interest questionnaires, pretest, and posttest results. The technique of analyzed on students learning interest using the Mann Whitney test because the data are abnormal distributed and learning outcomes using Independent T-Test. Based on the statistical tests, the result showed a good effect of using Quantum Teaching, and Learning (QTL) models influence the interest and learning outcomes of chemistry with experimental class getting learning outcomes was above 80.
Highlights
The success of an educational process can be seen from learning outcomes well achieved by the students (Mahirah, 2017)
There is a significant difference between applying the Quantum Teaching and Learning (QTL) and Direct Instruction learning model towards students' interests
The results of the analysis show that the learning model of Quantum Teaching and Learning (QTL) has a good effect on students' interests
Summary
The success of an educational process can be seen from learning outcomes well achieved by the students (Mahirah, 2017). The quality of learning outcomes is tightly related to students' learning interests (Slameto, 2003: 57). The reason is that a good interest in learning will influence students to study harder, and it will influence the implementation process without any coercion (Soleh, Pramono, & Suratno 2009). In reality, it is not uncommon for educators to use a learning model that has not been appropriate for students' characteristics so that it brings out boredom for students in pursuing the learning process; the material is difficult to be understood; and the learning process becomes monotonous so that students are less interested in learning (Wijanarko, 2017). The existence of boredom and lack of interest in learning are the factors that make students' learning outcomes weak (Maesaroh, 2013)
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