Ftable = 3.91 at level of signifikan α = 0.05 with df1 = 1 and df2 = 143, Second, influence of learning style with physics achievement. It is shown by Fcalculate = 5.60 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143, and, Third, there is interaction between instruction strategy and learning style with physics achievement. It is shown by Fcalculat = 3.13 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143. Shceffe test was used to see the comparison among the cells. The test showed students which were taught by instruction strategy of activity-based of multiple intelligence got higher achievement than the students which were taught by instruction strategy of conventional. Finding of research showed there was not significant difference in the students achievement based on learning styles used instruction strategy of activity-based of multiple intelligence, while there was significant difference in the students achievement based on learning styles. In this case the visual learning style better than the auditory and kinesthetic learning styles that used instruction strategy of conventional. " /> Ftable = 3.91 at level of signifikan α = 0.05 with df1 = 1 and df2 = 143, Second, influence of learning style with physics achievement. It is shown by Fcalculate = 5.60 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143, and, Third, there is interaction between instruction strategy and learning style with physics achievement. It is shown by Fcalculat = 3.13 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143. Shceffe test was used to see the comparison among the cells. The test showed students which were taught by instruction strategy of activity-based of multiple intelligence got higher achievement than the students which were taught by instruction strategy of conventional. Finding of research showed there was not significant difference in the students achievement based on learning styles used instruction strategy of activity-based of multiple intelligence, while there was significant difference in the students achievement based on learning styles. In this case the visual learning style better than the auditory and kinesthetic learning styles that used instruction strategy of conventional. "/>
EMAIL: PASSWORD:
Front Office
UPT. PERPUSTAKAAN
Universitas Negeri Medan


Jalan Willem Iskandar, Pasar V - Kotak Pos No. 1589 Medan 20221

Phone : 061-6624102, 6613365
Fax : 061-6624102
E-mail : -
Website : http://library.unimed.ac.id

Support (Customer Service) :
timrepository@yahoo.co.id






Welcome..guys!

Have a problem with your access?
Please, contact our technical support below:
LIVE SUPPORT


Donni Yudha Prawira


Muhammad Iqbal


Cut Lidya Mutia


Tessa Simahate


Siti Nurbaidah


Harly Christy Siagian


Catur Dedek Khadijah




! ATTENTION !

To facilitate the activation process, please fill out the member application form correctly and completely
Registration activation of our members will process up to max 24 hours (confirm by email). Please wait patiently

Still Confuse?
Please read our User Guide

Keyword
Mode
Expanded Search (for Free text search only)
 

UNIMED » Master Theses » Teknologi Pendidikan - S2
Posted by dedek88954@gmail.com at 21/05/2012 10:02:18  •  741 Views


PENGARUH STRATEGI PEMBELAJARAN DENGAN BELAJAR TERHADAP HASIL BELAJAR FISIKA PADA SISWA KELAS X MADRASAH ALIYAH NEGERI 1 MEDAN

The Effect of Instruction Strategy and Learning Style on the Physics Senior Students Achievement in Madrasah Aliyah Negeri 1 in Medan City

Created by :
Nuh, Muhammad ( 015020071 )



SubjectLEARNING MODELS
LEARNING STRATEGIES
SENIOR HIGH SCHOOL
PHYSICS-STUDY AND TEACHING
Alt. Subject Model Pembelajaran
Strategi Pembelajaran
SMA
Fisika- Belajar dan mengajar
KeywordBelajar Fisika
Visual
Auditorial

Description:

Tujuan dan penelitian ini adalah untuk mengetahui pengaruh strategi pembelajaran berdasar-aktivitas kecerdasan majemuk dan strategi pembelajaran konvensional terhadap hasil belajar fisika, gaya belajar siswa terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar terhadap basil belajar fisika siswa. Penelitian ini merupakan penelitian kuasi eksperimen. Total populasi dalam penelitian ini berjumlah 297 orang yang diambil dari 8 kelas. Sedangkan sampel berjumlah 149 orang yang diambil dari 4 kelas dengan menggunakan cluster random sampling. Sebelum perlakuan diberikan terlebih dahulu sampel penelitian diberikan angket gaya belajar untuk membedakan kecenderungan gaya belajar yang dimiliki oleh siswa (visual, auditorial, atau kinestetik). Selanjutnya tes hasil belajar fisika yang digunakan untuk menguji hipotesis penelitian terlebih dahulu diujicobakan untuk mengetahui tingkat validitas dan reliabilitas tes hasil belajar. Statistik yang digunakan dalam penelitian ini adalah statistik deskriptif untuk menyajikan data dan statistik inferensial untuk menguji hipotesis penelitian. Hipotesis penelitian diuji dengan menggunakan ANAVA 2 jalur dengan desain faktorial 3 x 2. Sebelum ANAVA 2 jalur sah digunakan, terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas dengan uji chi-kuadrat dan uji homogenitas varians dengan uji-F dan uji Bartlet. Hasil pengujian hipotesis menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hal ini ditunjukkan oleh Fhitung = 7,41 > Ftabel= 3,91 pada taraf signifikan α = 0,05 dengan dk1 = 1 dan dk2 = 143. Terdapat pengaruh perbedaan gaya belajar terhadap hasil belajar fisika. Hal ini ditunjukkan oleh Fhitung = 5,60 > Ftabel = 3,06 pada taraf signifikan α = 0,05 dengan cal = 2 dan dk2 = 143, dan terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa. Hal ini ditunjukkan oleh Fhitung = 3.13 > Ftabel 3,06 pada taraf signifikan α = 0,05 dengan dk1 = 2 dan dk2 = 143. Uji lanjut menggunakan uji Scheffe menunjukkan bahwa basil belajar siswa yang menggunakan strategi pembelajaran berdasar-aktivitas kecerdasan majemuk lebih tinggi dibandingkan dengan hash belajar siswa yang menggunakan strategi pembelajaran konvensional. Temuan penelitian menunjukkan tidak terdapat perbedaan yang signifikan rata-rata hasil belajar siswa berdasarkan gaya belajar yang menggunakan strategi pembelajaran berdasar aktivitas kecerdasan majemuk, sementara terdapat perbedaan yang signifikan rata-rata basil belajar siswa berdasarkan gaya belajar. Dalam hal ini gaya belajar visual lebih baik daripada gaya belajar auditorial dan kinestetik yang menggunakan strategi pembelajaran konvensional.


Alt. Description

The objectives of this study are to investigate whether the students achievement of physics taught by using instruction strategy of activity-based of multiple intelligence is higher than those student which are taught by using instruction strategy of conventional. This study is also to investigate whether the result of physics learning of students with the auditory learning style is higher than those students with visual learning style and the kinestetic learning style. Finally this study want to find out whether there is significant interaction between instruction strategy and learning style toward physics senior students achievement. The population in this study is the students of senior high school in MAN 1 Medan in the X grade, while the sample of this study was four classes of the X grade which were taken by cluster random sampling. The method of this research was quasy-experiment with 3 x 2 factorial design; the data were analysed by means of statistical analysis by applying 3 x 2 ANOVA. The students learning style was measured by a test that is made and adapted from "Quantum Teaching : Quantum Learning Practice in the Classroom", wrote by De Porter, B., "Quantum Teaching. Mempraktekkan Quantum Learning di Ruang-Ruang Kelas", wrote by De Porter, B. The achievement of the student in physics was measured by using a 55 multiple choice item with 5 options, with the reliability 0.923 based on KR-20 formula. The result of hypothesis testing research indicate that there are: First, influence instruction strategy with physics achievement. It is shown by calculation using F test, where Fcalculata = 7.43 > Ftable = 3.91 at level of signifikan α = 0.05 with df1 = 1 and df2 = 143, Second, influence of learning style with physics achievement. It is shown by Fcalculate = 5.60 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143, and, Third, there is interaction between instruction strategy and learning style with physics achievement. It is shown by Fcalculat = 3.13 > Ftable = 3.06 at level of signifikan α = 0.05 with df1 = 2 and df2 =143. Shceffe test was used to see the comparison among the cells. The test showed students which were taught by instruction strategy of activity-based of multiple intelligence got higher achievement than the students which were taught by instruction strategy of conventional. Finding of research showed there was not significant difference in the students achievement based on learning styles used instruction strategy of activity-based of multiple intelligence, while there was significant difference in the students achievement based on learning styles. In this case the visual learning style better than the auditory and kinesthetic learning styles that used instruction strategy of conventional.

Contributor:
  1. Prof. Dr. Muhammad Badiran, M.Pd
  2. Syarifuddin, M.Sc., Ph.D
Date Create:21/05/2012
Type:Text
Format:PDF
Language:Indonesian
Identifier:UNIMED-Master-1032
Collection ID:1032
Call Number:373.238 Nuh p


Source :
UPT PERPUSTAKAAN UNIMED

Coverage :
UNIMED Community

Rights :
Copyright @2012 by UNIMED Library


Publication URL :
http://digilib.unimed.ac.id/pengaruh-strategi-pembelajaran-dengan-belajar-terhadap-hasil-belajar-fisika-pada-siswa-kelas-x-madrasah-aliyah-negeri-1-medan-1032.html

Share this information to :




[ Free Download - Free for All ]

  1.  UNIMED-Master-1032-015020071_Abstrak.pdf - 228 KB
  2.  UNIMED-Master-1032-015020071_KataPengantar.pdf - 266 KB
  3.  UNIMED-Master-1032-015020071_DaftarIsi.pdf - 480 KB
  4.  UNIMED-Master-1032-015020071_Bab_I.pdf - 740 KB
  5.  UNIMED-Master-1032-015020071_Bab_II.pdf - 6103 KB
  6.  UNIMED-Master-1032-015020071_Bab_V.pdf - 402 KB
  7.  UNIMED-Master-1032-015020071_DaftarPustaka.pdf - 254 KB

[ FullText Content - Please, register first ]

...No Files...


[ Link of Contents]


 10 Similar Document...

     No similar subject found !

 10 Related Document...






HELP US !
You can help us to define the exact keyword for this document by clicking the link below :

Auditorial , Belajar , Belajar Fisika , Fisika , Visual



Untitled

POLLING

Bagaimana pendapat Anda tentang layanan repository kami ?

Baik Sekali
Baik
Biasa
Jelek
Mengecewakan




16093865


Visitors Today : 1394
Total Visitor : 1200962

Hits Today : 11444
Total Hits : 16093865

Visitors Online: 21


Calculated since
16 May 2012

You are connected from 50.17.7.84
using CCBot/2.0 (http://commoncrawl.org/faq/)


UNIMED Digital Repository Feeds


Copyright © UNIMED Library 2012 - 2014 - All rights reserved.
Dublin Core Metadata Initiative and OpenArchives Compatible
Developed by Hassan