PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS X SMA NEGERI 2 MENGWI
Abstract
Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh model pembelajaran kooperatif tipe STAD dan motivasi berprestasi terhadap hasil belajar matematika. Populasi penelitian siswa kelas X SMA Negeri 2 Mengwi tahun pelajaran 2015 – 2016, Sampel penelitian berjumlah 137 orang dipilih menggunakan teknik Random Sampling.Rancangan eksperimen dilakukan dengan Post test Only Control Group Design Data dikumpulkan dengan instrumen kuesioner untuk variabel motivasi berprestsai dan tes untuk variabel hasil belajar matematika. Data yang diperoleh dianalisis dengan analisis varians dua jalan.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar matematika siswa antara siswa yang mengikuti pembelajaran dengan model pembelajaran kooperatif tipe STAD dan siswa yang mengikuti pembelajarandengan model belajar konvensional (FA = 4,36 dengan p < 0,05), (2)terdapat pengaruh interaksi antara model pembelajaran dan motivasi berprestasi terhadap hasil belajar matematika ( FAB = 25,58 dengan p<0,05); (3) pada siswa yang memiliki motivasi berprestasi tinggi, terdapat perbedaan hasil belajar matematika siswa antara siswa yang mengikuti model pembelajaran kooperatif tipe STAD dan siswa yang mengikuti model pembelajaran konvensional (Q-hitung = 9,66 > Q-tabel = 2,096 ), dan (4) pada siswa yang memiliki motivasi berprestasi rendah, terdapat perbedaan hasil belajar matematika siswa antara siswa yang mengikuti model pembelajaran kooperatif tipe STAD dan siswa yang mengikuti model pembelajaran konvensional (Q-hitung = 4,14 > Q-tabel = 2,096).
Kata Kunci : hasil belajar matematika, model pembelajaran kooperatif tipe STAD,dan motivasi berprestasi
This research aims to investigate and analyze the effect of STAD cooperative learning model and learning motivation toward mathematics learning achievement. Population in this research was the entire sixth grade students in SMA Negeri 2 Mengwi academic year 2015-2016. Sample consisted of 137 students was selected using random sampling technique. This research used the Post test Only Control Group design. Data were collected using learning motivation questionnaire and mathematics learning achievement test. Data gathered were analyzed using Two-Way ANOVA. The results show that: First, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (FA = 4,36, with p < 0,05). Second, there is an influence of the interaction between learning model and learning motivation towards mathematics learning achievement (FAB = 25,58, with p<0,05). Third, for students who had high learning motivation, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (Q-obs = 9,66 > Q-cv = 2,096). Fourth, for students who had low learning motivation, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (Q-obs= 4,14 > Q-cv= 2,096).
keyword : learning motivation, mathematics learning achievement, and STAD cooperative learning model
Kata Kunci : hasil belajar matematika, model pembelajaran kooperatif tipe STAD,dan motivasi berprestasi
This research aims to investigate and analyze the effect of STAD cooperative learning model and learning motivation toward mathematics learning achievement. Population in this research was the entire sixth grade students in SMA Negeri 2 Mengwi academic year 2015-2016. Sample consisted of 137 students was selected using random sampling technique. This research used the Post test Only Control Group design. Data were collected using learning motivation questionnaire and mathematics learning achievement test. Data gathered were analyzed using Two-Way ANOVA. The results show that: First, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (FA = 4,36, with p < 0,05). Second, there is an influence of the interaction between learning model and learning motivation towards mathematics learning achievement (FAB = 25,58, with p<0,05). Third, for students who had high learning motivation, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (Q-obs = 9,66 > Q-cv = 2,096). Fourth, for students who had low learning motivation, there is a difference in mathematics learning achievement between students who learned using STAD cooperative learning model and students who learned using conventional learning model (Q-obs= 4,14 > Q-cv= 2,096).
keyword : learning motivation, mathematics learning achievement, and STAD cooperative learning model
DOI: https://doi.org/10.23887/japi.v6i1.2143
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Universitas Pendidikan Ganesha
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