PERBEDAAN HASIL BELAJAR SISWA YANG DIAJAR MENGGUNAKAN METODE PEMBELAJARAN BERBEDA PADA KOMPETENSI DASAR PEMERIKSAAN DAN PEMELIHARAAN SISTEM INJEKSI BAHAN BAKAR KELAS X SMK-TI SWASTA BUDI AGUNG MEDAN

Harifsyah, Bagus (2014) PERBEDAAN HASIL BELAJAR SISWA YANG DIAJAR MENGGUNAKAN METODE PEMBELAJARAN BERBEDA PADA KOMPETENSI DASAR PEMERIKSAAN DAN PEMELIHARAAN SISTEM INJEKSI BAHAN BAKAR KELAS X SMK-TI SWASTA BUDI AGUNG MEDAN. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk melihat apakah terdapat perbedaan hasil belajar siswa yang diajar menggunakan metode pembelajaran berbeda yaitu metode diskusi sebagai kelas eksperimen 1, metode penugasan (resitasi) sebagai kelas eksperimen 2, dan metode ceramah sebagai kelas kontrol pada kompetensi dasar pemeriksaan dan pemeliharaan sistem injeksi bahan bakar di SMK-TI Swasta Budi Agung Medan Tahun Ajaran 2012/2013. Subjek dalam penelitian ini adalah siswa kelas X TKR 1 yang berjumlah 36 siswa, kelas X TKR 3 yang berjumlah 36 siswa, dan kelas X TKR 4 yang berjumlah 36 siswa. Data penelitian ini dikumpulkan dengan menggunakan soal pilihan berganda (multiple choice) sebanyak 25 soal dan lembar observasi aktivitas siswa. Hasil penelitian menunjukkan bahwa siswa yang diajar dengan menggunakan metode Resitasi memberikan hasil belajar yang paling tinggi yaitu sebesar (79,58 ± 9,24) dengan peningkatan hasil belajar sebesar 70,4%, kemudian diikuti oleh metode Diskusi yang memberikan hasil belajar sebesar (72,25 ± 10,45) dengan peningkatan hasil belajar sebesar 59,1%, dan yang terakhir yaitu metode Ceramah yang memberikan hasil belajar paling rendah yaitu sebesar (67,92 ± 9,18) dengan peningkatan hasil belajar sebesar 54,8%. Uji hipotesis pada penelitian ini dilakukan dengan ANOVA satu jalur pada taraf α = 0,05 dan dk(2,105) diperoleh hasil hasil Fhitung ≥ Ftabel (11,652 ≥ 3,07), yang berarti Ho1 ditolak dan Ha1 diterima atau µ1 ≠ µ2 ≠ µ3. Dari uji BNTα diperoleh hasil Ho2 ditolak dan Ha2 diterima (µ1 ≠ µ2), Ho3 ditolak dan Ha3 diterima (µ1 ≠ µ3), Ho4 ditolak dan Ha4 diterima (µ2 ≠ µ3). Nilai hasil belajar dari ketiga metode pembelajaran tersebut memberikan hasil yang berbeda dikarenakan berbedanya aktivitas siswa dari masing-masing metode pembelajaran, dimana pada metode Resitasi memiliki aktivitas belajar siswa yang paling banyak bila dibandingkan dengan metode pembelajaran Diskusi dan Ceramah. Hal tersebut didukung dengan lembar observasi aktivitas siswa. Dengan melihat hasil penelitian tersebut dapat disimpulkan bahwa terdapat perbedaan hasil belajar siswa yang diajar dengan menggunakan metode pembelajaran tipe Diskusi, Resitasi, dan Ceramah pada kompetensi dasar pemeriksaan dan pemeliharaan sistem injeksi bahan bakar.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
UNSPECIFIEDMuslim, Muslim196509161991031001
Call Number: 665.538 071 9 Har p
Keywords: Hasil Belajar; Aktivitas Belajar; Pemeriksaaan dan Pemeliharaan; Sistem Injeksi Bahan Bakar; Metode Pembelajaran Injeksi Bahan Bakar; Metode Pembelajaran; Bahan Bakar Bensin
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
T Technology > TP Chemical technology > TP315 Fuel
Divisions: Fakultas Teknik
Depositing User: astina hartono lubis
Date Deposited: 02 Sep 2016 04:13
URI: http://digilib.unimed.ac.id/id/eprint/19011

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