EFFECT OF LEARNING MODEL TO OUTCOMES OF STUDENT’S CHEMISTRY WITH SALT HYDROLSIS SCIENSE CLASS ELEVEN IN SENIOR HIGH SCHOOL PERCUT SEI TUAN

The study was an experimental and axplanatory research and it was intending to investigate the differences of Chemistry students outcome using difference models and to find out the effect of the models in teaching salt hydrolisis toward science student in grade eleven, senior high school, Percut Sei Tuan. The population was all of the science student grade eleven, the senior high school, which consisted of 4 classes. Sampling was done with two steps. The first step was to select Learning Cycle , Two Stay Two Stray, Aptitude Ttreatment Interaction and Problem Based Learning groups by random sampling technique. The second step was to select a number of 14 homogenous students from the four groups by stratified random sampling technique based on pretest and questioner . Student outcomes was done by using objective test. The groups were taught by using the Model of LC, TSTS, ATI and PBL respectively. Data was anlyzed by F test (α 0,05) and BNT formula. It was concluded the effect of learning models to chemistry learning outcomes was considerably higher then the other models. It’s certainly LC was better than among of them. LC had average 64,57 ± 8,1307, ATI had average 62,85 ± 11,7107, TSTS had average 54,28 ± 9,3385 and PBL had average 38,87 ± 5,1097. In teaching salt hidrolysis, the students should be taught with learning cycle added worksheet because it had made outcomes was higher than all of them.