PENGARUH METODE MENGAJAR DAN MEDIA PEMBELAJARAN TERHADAP HASIL BELAJAR KIMIA PADA POKOK BAHASAN IKATAN KIMIA

Hardianto, Suherman (2014) PENGARUH METODE MENGAJAR DAN MEDIA PEMBELAJARAN TERHADAP HASIL BELAJAR KIMIA PADA POKOK BAHASAN IKATAN KIMIA. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode mengajar, media pembelajaran dan interaksi antara metode mengajar dan media pembelajaran terhadap peningkatan hasil belajar kimia siswa. Populasi penelitian ini adalah seluruh siswa kelas X semester genap SMK AKP (Awal Karya Pembangunan) Galang tahun ajaran 2013/2014 yang berjumlah 12 kelas yang terdiri dari 6 jurusan. Sampel diambil dengan dua tahap yaitu: sampel kelas diambil 4 kelas secara purposif yaitu kelas reguler, selanjutnya sampel siswa diambil secara purposif 10 orang siswa dari setiap kelas yang relatif homogen statusnya. Penelitian ini menggunakan rancangan penelitian 2 x 2. Ada dua faktor yang diujicobakan yaitu faktor A : Metode mengajar dan terdiri dari 2 taraf yaitu A1 = metode drill A2 = metode resitasi, faktor B : media pembelajaran yang terdiri dari ada 2 taraf yaitu B1 = macromedia flash dan B2 = peta konsep. Berdasarkan uji hipotesis pada taraf signifikan α = 0,05 diperoleh bahwa Fhit (A) dan Fhit (B) > Ftabel artinya ada pengaruh metode mengajar dan bentuk tes terhadap peningkatan hasil belajar kimia siswa di SMK dan Fhit (AB) > Ftabel atau 21,533 > 4,11, artinya ada interaksi antara metode mengajar dan media pembelajaran terhadap peningkatan hasil belajar kimia siswa di SMK. Hasil penelitian menunjukkan bahwa siswa yang diajarkan dengan metode drill memberikan rataan peningkatan lebih tinggi dengan menggunakan media pembelajaran peta konsep (4,37 ± 0,80) dan memberikan rataan peningkatan yang rendah dengan menggunakan media pembelajaran macromedia flash (1,55 ± 0,68). Siswa yang diajarkan dengan metode resitasi memberikan rataan peningkatan nilai lebih tinggi dengan menggunakan media peta konsep (4,01 ± 0,58) dan memberikan rataan lebih rendah dengan menggunakan media pembelajaran macromedia flash (3,15 ± 0,58). Pada uji pengaruh sederhana siswa yang akan diberi media macromedia flash sebaiknya menggunakan metode drill sedangkan siswa yang akan diberi media peta konsep dapat diajarkan dengan menggunakan metode drill ataupun resitasi karena secara statistik tidak ada perbedaan yang signifikan antara peningkatan hasil belajar kedua metode tersebut pada media peta konsep.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSilitonga, Maulim195909071985031002
Call Number: 541.224 071 2 Har p
Keywords: metode mengajar; metode drill (metode latihan); metod eresitasi; media pembelajaran; konfigurasi elektron
Subjects: Q Science > QD Chemistry
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia
Depositing User: Mr Aris Hadiana
Date Deposited: 08 Apr 2016 08:34
URI: http://digilib.unimed.ac.id/id/eprint/11266

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