PENGEMBANGAN MODUL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA PADA PENGAJARAN HIDROKARBON

Sinaga, Rudyanto (2013) PENGEMBANGAN MODUL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA PADA PENGAJARAN HIDROKARBON. Undergraduate thesis, UNIMED.

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Abstract

Pengembangan modul pembelajaran inovatif untuk pengajaran hidrokarbon sesuai tuntutan KTSP dijelaskan dalam skripsi ini. Penelitian dilakukan untuk mengembangkan dan menstandarisasi modul pembelajaran hidrokarbon dan untuk mengetahui efektivitas peningkatakan hasil dan motivasi belajar kimia siswa. Standarisasi modul pembelajaran diketahui dari pemberian angket terhadap dosen, guru, dan siswa. Efektivitas modul pembelajaran dalam pengajaran hidrokarbon diketahui dari kemampuan siswa mengerjakan soal kimia sebelum dan sesudah proses pengajaran yang dilakukan sebanyak dua kali dalam selang waktu satu bulan. Motivasi belajar siswa diketahui dari pemberian angket di akhir proses pembelajaran. Setelah melakukan uji coba modul hidrokarbon, hasil penilaian dari tim ahli terhadap modul sangat baik di kisaran 3,26-4,00, tepatnya pada 3,32 yang berarti modul valid, tidak perlu revisi, dan memenuhi standar sebagai media pembelajaran. Modul pembelajaran inovatif diintegrasikan dengan media molymod untuk mempermudah penyampaian konsep modul. Pembelajaran dengan modul sangat efektif untuk meningkatkan hasil dan motivasi belajar siswa. Hal ini dapat dilihat dari nilai rata-rata post-tes siswa di kelas eksperimen yang menggunakan modul pembelajaran inovatif dan di kelas kontrol yang menggunakan buku teks kimia. Nilai rata-rata post-tes 1 siswa pada kelompok tinggi di kelas eksperimen adalah (86,33 ± 6,36) lebih tinggi dari kelas kontrol (78,83 ± 7,35) dengan thitung> ttabel yaitu 4,273 > 1,319. Nilai rata-rata post-tes 1 siswa pada kelompok rendah di kelas eksperimen (78,50 ± 7,64) lebih tinggi dari kelas kontrol (72,83 ± 7,69) dengan thitung > ttabel yaitu 2,830 > 1,319. Persen peningkatkan hasil belajar siswa di kelas eksperimen pada kelompok tinggi adalah 59,07% dan kelompok rendah adalah 62,42%. Sedangkan di kelas kontrol pada kelompok tinggi adalah 53,48% dan kelompok rendah adalah 59,49%. Nilai rata-rata post-tes 2 siswa pada kelompok tinggi di kelas eksperimen adalah (88 ± 6,30) lebih tinggi dari kelas kontrol (70,17 ± 12,46) dengan thitung > ttabel yaitu 6,960 > 1,319. Nilai rata-rata post-tes 2 siswa pada kelompok rendah di kelas eksperimen (78,67 ± 6,80) lebih tinggi dari kelas kontrol (65,17 ± 11,22) dengan thitung > ttabel yaitu 5,766 > 1,319. Efektivitas modul pembelajaran hidrokarbon di kelas eksperimen pada kelompok tinggi adalah 101,93% dan kelompok rendah adalah 100,21%. Sedangkan di kelas kontrol pada kelompok tinggi adalah 89,01% dan kelompok rendah adalah 89,48%. Rata-rata nilai motivasi siswa di kelas eksperimen pada kelompok tinggi adalah 79,43 dan kelompok rendah adalah 81,10. Sedangkan di kelas kontrol pada kelompok tinggi adalah 78,53 dan kelompok rendah 77,10. Terdapat hubungan positif antara motivasi belajar dengan hasil belajar siswa (r2 = 0,530 > r2 = 0,039 ) di kelas eksperimen dibandingkan dengan kelas kontrol pada pengajaran hidrokarbon.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSitumorang, Manihar196008041986011001
Call Number: 547.010 712 Sin p
Keywords: buku teks; bahan ajar; pembelajaran kimia; hasil belajar; KTSP; kurikulum; materi kimia; hidrokarbon
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF501 Motivation
L Education > LB Theory and practice of education
Q Science > QD Chemistry
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia
Depositing User: Mr Muhammad Iqbal
Date Deposited: 08 Apr 2016 08:34
URI: http://digilib.unimed.ac.id/id/eprint/11258

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