PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR BAHASA JERMAN SISWA SMA N 8 MEDAN

Nainggolan, Tuppak (2016) PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR BAHASA JERMAN SISWA SMA N 8 MEDAN. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Bahasa Jerman peserta didik yang diajarkan dengan strategi pembelajaran CTL lebih tinggi dibandingkan dengan hasil belajar Bahasa Jerman peserta didik yang diajar dengan strategi pembelajaran ekspositori, (2) perbedaan hasil belajar Bahasa Jerman peserta didik yang memiliki gaya belajar visual dan gaya belajar auditori, dan (3) interaksi antara strategi pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar Bahasa Jerman. Penelitian ini dilakukan pada siswa SMA Negeri 8 Medan kelas XI Semester Genap tahun akademik 2015/2016 terhadap hasil belajar Bahasa Jerman. Teknik pengambilan sampel digunakan dengan Cluster Random Sampling berdasarkan gaya belajar siswa, sehingga sampel penelitian ini pada kelompok masing-masing terdiri dari 41 orang untuk eksperimen dan 40 orang untuk kelompok control. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisis yang digunakan adalah analisis varian dua jalur dengan taraf signifikan α = 0,05 dengan Uji F, pengujian lanjut menggunakan Uji Sccheffe. Hasil penelitian menunjukan (1) hasil belajar Bahasa Jerman peserta didik yang diajar dengan strategi pembelajaran CTL dan ekspositori. Taraf signifikan α = 0, 05 dengan Fh sebesar 4,82 dan Ftabel = 3,98 jadi Fhitung > Ftabel= 4,82 > 3,98. Hipotesis telah teruji kebenarannya Ha diterima dan Ho ditolak, (2) hasil perhitungan tentang hasil belajar Bahasa Jerman peserta didik yang memiliki gaya belajar auditori lebih tinggi dan gaya belajar visual pada taraf signifikansi α = 0,05 dengan Fh sebesar 28,74 dan Ftabel = 3,98 jadi Fhitung > Ftabel = 28,74 > 3,98 maka hipotesis telah teruji kebenarannya Ha diterima dan Ho ditolak, (3) besarnya rata-rata hasil belajar Bahasa Jerman siswa untuk setiap kelompok pembelajaran X ̅A1B2 = 45,21 dan X ̅A1B2 = 36,59 sedangkan X ̅A2B1 = 39,30 dan X ̅A2 B2=37,75. Dan harga table Ft = 3,98 adalah Ft (0,05)(1,76) = 3,98, sehingga dapat dinyatakan Fh(15,04) > Ft(3,98), maka hipotesis telah teruji kebenarannya Ha diterima dan Ho ditolak. Dengan demikian semakin baik strategi pembelajaran yang digunakan dalam meningkatkan hasil belajar siswa, maka semakin tinggi kemampuan siswa dalam meningkatkan hasil belajar siswa, atau semakin baik gaya belajar siswa dengan strategi pembelajaran, maka semakin semakin tinggi pencapaian kompetensi yang diperoleh siswa, interaksi antara strategi pembelajaran dan gaya belajar akan memberikan dampak positif dalam hasil belajar siswa. Akan tetapi pengaruh strategi pembelajaran lebih banyak memberikan pengaruh terhadap hasil belajar siswa dibandingkan dengan gaya belajar siswa.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSaragih, Abdul Hasan196011251986011002
Thesis advisorPanjaitan, Keysar196005311985031001
Call Number: 372.65 Nai p
Keywords: Hakikat belajar; Hasil belajar; Strategi pembelajaran; Gaya belajar; Bahasa jerman
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > PD Germanic languages
Divisions: Program Pasca Sarjana > Teknologi Pendidikan
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 29 Sep 2016 08:21
URI: http://digilib.unimed.ac.id/id/eprint/20172

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