PENGARUH IMPLEMENTASI TEKNIK KLARIFIKASI NILAI TERHADAP PRESTASI BELAJAR PKn DENGAN KOVARIABEL SIKAP MULTIKULTUR PADA SISWA KELAS VIII SMP NEGERI 1 PAYANGAN
Abstract
Penelitian ini bertujuan untuk mengetahui besarnya pengaruh implementasi teknik klarifikasi nilai terhadap prestasi belajar PKn dengan kovariabel sikap multikultur pada siswa kelas VIII SMP Negeri 1 Payangan. Penelitian ini adalah penelitian eksperimen semu dengan rancangan The Posttest-Only Control-Group Desain. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Payangan, yang berjumlah 307 orang. Sebanyak 80 siswa dipilih sebagai sampel yang ditentukan dengan teknik random sampling. Data prestasi belajar PKn dikumpulkan dengan tes prestasi belajar berbentuk pilihan ganda dan data sikap multikultur menggunakan kuesioner. Data dianalisis dengan menggunakan ANACOVA (Analysis Covariance). Hasil Penelitian menunjukkan bahwa: Pertama, terdapat perbedaan yang signifikan antara hasil belajar siswa yang mengikuti teknik klarifikasi nilai dengan siswa yang mengikuti teknik konvensional (F = 43,73 dan p < 0,05). Kedua, setelah diadakan pengendalian terhadap variabel sikap multikultur, terdapat perbedaan prestasi belajar PKn antara siswa yang mengikuti implementasi teknik klarifikasi nilai dengan siswa yang mengikuti pembelajaran konvensional (F = 49,89 dan p < 0,05). Ketiga, Kovariabel sikap multikultur memberi kontribusi terhadap prestasi belajar PKn siswa sebesar 23,23%
Kata Kunci : Prestasi belajar PKn, Sikap multikultur, Teknik klarifikasi nilai.
This is a research of civic’s learning achievement with multiculture attitude covariable on eighth grade junior high school students SMP Negeri 1 Payangan. This research was an experimental research to investigate the effect of value clasification technique implementation using The Posttest-Only Control-Group Design. Population in this research was 307 persons eighth grade students in SMP Negeri 1 Payangan. 80 students were selected as sample which were determined using random sampling technique. Civic’s learning achievement data were collected using learning achievement test in the form of multiple choice test and multiculture attitude data were collected using questionnaire. Data were analyzed using ANACOVA (Analysis of Covariance).Results show that; First, there is a significant difference between student’s learning outcome who followed value clasification technique and students who followed conventional technique (F = 43.73 and p<0.05). Second, after multiculture attitude covariable was controlled, there is a difference in civic’s learning outcome between students who followed value clasification technique implementation and students who followed conventional learning (F = 49.89 and p<0,05). Third, multiculture attitude covariable contributes to student’s civic learning achievement for 23.23%.
keyword : civic’s learning achievement, multiculture attitude, value clarification technique
Kata Kunci : Prestasi belajar PKn, Sikap multikultur, Teknik klarifikasi nilai.
This is a research of civic’s learning achievement with multiculture attitude covariable on eighth grade junior high school students SMP Negeri 1 Payangan. This research was an experimental research to investigate the effect of value clasification technique implementation using The Posttest-Only Control-Group Design. Population in this research was 307 persons eighth grade students in SMP Negeri 1 Payangan. 80 students were selected as sample which were determined using random sampling technique. Civic’s learning achievement data were collected using learning achievement test in the form of multiple choice test and multiculture attitude data were collected using questionnaire. Data were analyzed using ANACOVA (Analysis of Covariance).Results show that; First, there is a significant difference between student’s learning outcome who followed value clasification technique and students who followed conventional technique (F = 43.73 and p<0.05). Second, after multiculture attitude covariable was controlled, there is a difference in civic’s learning outcome between students who followed value clasification technique implementation and students who followed conventional learning (F = 49.89 and p<0,05). Third, multiculture attitude covariable contributes to student’s civic learning achievement for 23.23%.
keyword : civic’s learning achievement, multiculture attitude, value clarification technique
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PDFDOI: https://doi.org/10.23887/jpepi.v4i1.1175
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