PENGARUH JENIS MODEL PEMBELAJARAN DAN BAHAN AJAR TERHADAP HASIL BELAJAR KIMIA SISWA PADA POKOK BAHASAN KONSEP MOL DI KELAS X SMA

MAYASARI, LINDA (2018) PENGARUH JENIS MODEL PEMBELAJARAN DAN BAHAN AJAR TERHADAP HASIL BELAJAR KIMIA SISWA PADA POKOK BAHASAN KONSEP MOL DI KELAS X SMA. Undergraduate thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh jenis model pembelajaran, bahan ajar dan interaksi antara jenis model pembelajaran dan bahan ajar terhadap hasil belajar kimia siswa. Populasi dalam penelitian ini adalah siswa kelas X IPA SMA NEGERI 21 Medan, yakni sebanyak 7 kelas. Sampel diambil dengan dua tahap, yaitu : sampel kelas diambil 4 kelas secara teknik sampling sederhana, selanjutnya sampel siswa diambil purposif 15 orang siswa dari setiap kelas yang relatif homogen statusnya. Penelitian ini menggunakan rancangan faktorial 2x2. Ada dua faktor yang dicobakan yaitu faktor A : model pembelajaran yang terdiri dari dua yaitu A1= model pembelajaran STAD dan A2 = model pembelajaran Jigsaw, faktor B : bahan ajar yang terdiri dari dua, yaitu B1 = bahan ajar Handout dan B2 = bahan ajar LKS. Berdasarkan uji hipotesis pada taraf signifikan α = 0,05 diperoleh Fhitung (AB) > Ftabel atau 9,67 > 4,00 artinya ada interaksi antara model pembelajaran dan bahan ajar terhadap hasil belajar kimia siswa dan Fhitung (A) dan Fhitung (B) > Ftabel artinya ada pengaruh model pembelajaran dan bahan ajar terhadap hasil belajar kimia siswa di SMA. Hasil penelitian menunjukkan bahwa siswa yang diajarkan dengan model pembelajaran STAD dengan menggunakan bahan ajar LKS memberikan rataan hasil belajar siswa yang tertinggi yaitu 83,33 ± 8,38. Sebaliknya, siswa yang diajarkan dengan model pembelajaran Jigsaw dengan menggunakan bahan ajar LKS memberikan rataan hasil belajar yang paling rendah yaitu 75,67 ± 5,74. Selanjutnya, diperoleh bahwa rataan hasil belajar kimia siswa yang diajarkan dengan menggunakan bahan ajar Handout dikombinasikan dengan model pembelajaran Jigsaw lebih tinggi dibandingkan dengan model STAD yaitu, 83,00 ± 8,19 dan 82,67 ± 7,98. Pada uji pengaruh sederhana sebaiknya siswa yang akan diberi bahan ajar LKS menggunakan jenis model pembelajaran STAD sedangkan siswa yang akan diberi bahan ajar Handout dapat diajarkan menggunakan jenis model pembelajaran Jigsaw ataupun STAD karena secara statistik tidak ada perbedaan yang signifikan antara hasil kedua model pembelajaran tersebut pada bahan ajar Handout.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisor-, Dra. Nurmalis, M.SiNIDN195704271989032001
Call Number: SK-2018 KIM 084
Keywords: Model pembelajaran, Bahan ajar, Hasil belajar siswa
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QD Chemistry
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia
Depositing User: Mr Renaldi Syafaruddin Akbar
Date Deposited: 10 Apr 2019 14:36
URI: http://digilib.unimed.ac.id/id/eprint/34795

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