PERBEDAAN PENINGKATAN HASIL BELAJAR KIMIA SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN THINK PAIR SHARE DENGAN BANTUAN MACROMEDIA FLASH PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON-ELEKTROLIT

Fadilah, (2017) PERBEDAAN PENINGKATAN HASIL BELAJAR KIMIA SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN THINK PAIR SHARE DENGAN BANTUAN MACROMEDIA FLASH PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON-ELEKTROLIT. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan peningkatan hasil belajar kimia siswa serta aspek kognitif manakah yang terkembangkan melalui model pembelajaran kooperatif tipe Jigsaw dan Think Pair Share (TPS) dengan bantuan macromedia flash pada pokok bahasan larutan elektrolit dan non-elektrolit. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA tahun ajaran 2017/2018. Sampel penelitian ini diambil dengan teknik purposive sampling sebanyak dua kelas yakni satu kelas sebagai kelas eksperimen I dan satu kelas sebagai kelas eksperimen II. Siswa pada kelas eksperimen I dibelajarkan dengan model pembelajaran kooperatif tipe jigsaw dengan bantuan macromedia flash dan kelas Eksperimen II dibelajarkan dengan model pembelajaran kooperatif tipe Think Pair Share dengan bantuan macromedia flash. Macromedia flash diberlakukan pada kedua kelas tersebut. Instrumen yang digunakan dalam penelitian ini terdiri dari ranah kognitif. Untuk mengukur ranah kognitif digunakan instrumen tes hasil belajar yang disusun dalam bentuk tes objektif dengan jumlah soal sebanyak 20 soal yang telah dianalisis dan dinyatakan memenuhi syarat uji validitas melalui validator ahli, tingkat kesukaran, daya pembeda, validasi butir, reliabilitas dan distruktor. Sebagai prasyarat uji hipotesis, data peningkatan hasil belajar siswa kedua sampel diuji normalitas dan homogenitasnya dan diperoleh data kedua kelompok sampel yang berdistribusi normal dan homogen. Uji hipotesis dilakukan dengan menggunakan uji t-test uji dua pihak. Untuk uji hipotesis peningkatan hasil belajar siswa diperoleh thitung = 1,50 sedangkan ttabel = 2,0147 untuk α = 0.05 dan db = 58. Karena harga thitung> -t 1/2 α dan thitung< t 1/2 α (1,50 > -2,0147 dan 1,50 < 2,0417) dan berada pada daerah kritis, maka Ho ditolak Ha diterima, bahwa ada perbedaan antara peningkatan hasil belajar siswa yang dibelajarkan dengan menggunakan model pembelajaran koopertif tipe jigsaw menggunakan macromedia flash dengan model pembelajaran kooperatif tipe TPS menggunakan macromedia flash pada pokok bahasan larutan elektrolit dan non-elektrolit. Dari penelitian yang dilakukan, disimpulkan bahwa aspek kognitif yang paling terkembangkan pada kelas eksperimen 1 adalah aspek kognitif pemahaman (C2) sebesar 82,72 %. Kemudian untuk kelas eksperimen II aspek kognitif yang paling terkembangkan adalah aspek kognitif pemahaman (C3) sebesar 91,94 %.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorNasution, Hafni Indriati195809241984031002
Call Number: SK-2017 KIM 084
Keywords: Jigsaw; Think Pair Share; Macromedia Flash; Larutan Elektrolit dan Non-Elektrolit; Hasil Belajar; Peningkatan Hasil Belajar
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
Q Science > QD Chemistry
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 19 Sep 2017 08:58
URI: http://digilib.unimed.ac.id/id/eprint/26507

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