PENGARUH PENGGUNAAN MODEL PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL SMP NEGERI 27 MEDAN

Sartika, (2015) PENGARUH PENGGUNAAN MODEL PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL SMP NEGERI 27 MEDAN. Masters thesis, UNIMED.

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Abstract

Tujuan penelitian ini adalah : (1) Untuk mengetahui perbedaan hasil belajar antara penggunaan model pembelajaran berbasis masalah dan model pembelajaran teman sebaya terhadap hasil belajar Ilmu Pengetahuan Sosial, (2) Untuk mengetahui perbedaan hasil belajar antara siswa yang memiliki kemandirian belajar tinggi dengan siswa yang memiliki kemandirian belajar rendah terhadap hasil hasil belajar Ilmu Pengetahuan Sosial, (3) Untuk mengetahui interaksi antara penggunaan model pembelajaran dengan kemandirian belajar terhadap hasil belajar Ilmu Pengetahuan Sosial. Populasi penelitian ini adalah siswa kelas VII SMP Negeri 27 Medan.Populasi terdiri atas tujuh kelas yang terdiri atas 240 siswa. Sampel penelitian ditetapkan kelas VII-B yang menggunakan model pembelajaran teman sebaya dan kelas VII-D yang menggunakan model pembelajaran berbasis masalah. Teknik penarikan sampel dilakukan dengan cluster random samplingsebnayak 80 orang siswa. Instrument dalam penelitian ini untuk mengukur hasil belajar digunakan tes berbentuk pilihan berganda dengan empat pilihan jawaban dengan jumlah soal sebanyak 35 soal dengan koefesien reliabilitas 0.887 sedangkan untuk mendapatkan data tentang kemandirian belajar siswa digunakan angket dengan 50 butir soal dan koefesien reliabilitasnya 0.970. Uji normalitas dengan uji Liliefors sedangkan uji homogenitas dengan uji F dan uji Baerlett. Teknik analisis data adalah Anava dua Jalur pada taraf signifikansi 0.05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian adalah: (1) rata-rata hasil belajar siswa yang diajar dengan model pembelajaran berbasis masalah adalah X ̅ = 27.92 lebih tinggi dari pada hasil belajar siswa yang diajar dengan model pembelajaran teman sebayaX ̅ = 26 dengan Fhitung = 9.51> Ftabel = 4.02, (2) rata-rata hasil belajar siswa dengan kemandirian belajar tinggi X ̅ = 29.21 lebih tinggi dari pada hasil belajar siswa dengan kemandirian belajar rendah X ̅ = 24.82 dengan Fhitung 11.943 > Ftabel = 4.02, (3) terdapat interaksi antara model pembelajaran dan kemandirian belajar terhadap hasil belajar IPS dengan Fhitung = 12.848 > Ftabel = 22.36 Dari hasil analisis data disimpulkan bahwa model pembelajaran yang tepat digunakan pada siswa yang memiliki kemandirian belajar tinggi adalah model pembelajaran berbasis masalah sedangkan siswa dengan kemandirian belajar rendah model pembelajaran yang tepat digunakan adalah model pembelajaran teman sebaya.Implikasi dari penelitian ini secara khusus ditujukan kepada guru IPS yaitu dalam penerapan model pembelajaran memperhatikan karakteristik siswa khususnya karakteristik kemandirian belajar.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSibuea, Abdul Muin195810081981031002
Thesis advisorMukhtar, 195908071983031033
Call Number: 372.83 Sar p
Keywords: Model pembelajaran; Pembelajaran berbasis masalah; Peer tutoring; Kemandirian belajar
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Program Pasca Sarjana > Teknologi Pendidikan
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 26 Apr 2016 19:19
URI: http://digilib.unimed.ac.id/id/eprint/4951

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