PENGARUH PENGGUNAAN MULTIMEDIA DAN PRAKTIKUM MELALUI STRATEGI LEARNING CYCLE TERHADAP KARAKTER DAN HASIL BELAJAR KIMIA SISWA SMA PADA POKOK BAHASAN KELARUTAN DAN HASIL KALI KELARUTAN

This study aimed to determine: (1)whether there is a significant difference between the application of Learning Cycle strategy by using multimedia and practicum for high school students through learning outcomes students for high school students. (2) whether there is a relationship between creative learning through Learning Cycle strategy that uses multimedia on learning outcomes of students high school chemistry. (3) whether there is a relationship between independent learning strategies Learning Cycle through the use of multimedia on learning outcomes of students high school chemistry. (4)Determine whether there is a relationship between creative learning through the Learning Cycle with practical strategies on learning outcomes of students high school chemistry. (5)Determine whether there is a relationship between independent learning through the Learning Cycle with practical strategies on learning outcomes of students high school chemistry. The study population was all students in class XI High School Second Semester Academic Year 2012/2013, and samples from SMA Negeri 1 Siantar amount to as much as two grade 79 students, the first class as a class experiment 1 (Learning Cycle + Multimedia ) as a second grade classroom experiment 2 (Learning Cycle + Practicum). Techniques of data analysis performed by the Independent Test T-Test and test correlation at significant level  = 0,05. Test requirements analysis used the Kolmogorov-Smirnov test for normality test and Chi-Squere for homogeneity test. Outcomes test reliability (on Reability statistic) = 0.827, was greater than roccount = 0.312, the test reliably tested.The result showed that: 1)There is a significant differences between the results of the chemical study of high school students who are taught through Learning Cycle using multimedia strategies with the strategies taught through Learning Cycle with lab; 2) There is no relationship between creative learning through Learning Cycle strategy that uses multimedia to high school chemistry student learning outcomes; 3) There is no relationship between independent learning strategies Learning Cycle through the use of multimedia on learning outcomes high school chemistry students; 4) There is a relationship between creative learning through the Learning Cycle with practical strategies on learning outcomes of students high school chemistry; 5) There is a relationship between self-reliance learning through the Learning Cycle with practical strategies on learning outcomes of students high school chemistry.