PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBASIS ASESMEN PROSES TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DENGAN KOVARIABEL KEBIASAAN BELAJAR SISWA
Abstract
Penelitian ini bertujuan untuk mengetahui perbedaan prestasi belajar matematika siswa antara yang mengikuti model pembelajaran STAD berbasis asesmen proses yang mengikuti pembelajaran konvensional. Populasi penelitian siswa ini kelas XI IPA SMA Negeri 1 Dawan tahun pelajaran 2013/2014 yang berjumlah 124 orang. Sampel diambil dengan cara random sampling dengan jumlah sampel 64 orang siswa. Rancangan penelitian ini adalah Post test only control group design. Pengumpulan data menggunakan metode tes dan kuesioner. Data dianalisis dengan analisis kovarian (anakova). Hasil penelitian menunjukkan, (1) prestasi belajar matematika siswa yang mengikuti model pembelajaran STAD berbasis asesmen proses menunjukkan perbedaan yang signifikan dengan prestasi siswa yang mengikuti pembelajaran secara konvensional (Fhitung = 14,289 > 4,000 = Ftabel dan sig = 0,000 < 0,05), (2) prestasi belajar matematika siswa yang mengikuti model pembelajaran STAD berbasis asesmen proses menunjukkan perbedaan yang signifikan dengan prestasi siswa yang mengikuti pembelajaran konvensional setelah kovariabel kebiasaan belajar siswa dikendalikan (F hitung = 9,004 > 4,000 = Ftabel dan sig = 0,004 < 0,05), (3) terdapat kontribusi kebiasaan belajar siswa terhadap prestasi belajar matematika sebesar 45,43%.
Kata Kunci : Kebiasaan Belajar, Model Pembelajaran STAD, Prestasi Belajar Matematika
his thesis aims at investigating the difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model. The population was 124 science students of SMA Negeri Dawan in the academic year 2013/2104. The sample was 64 students taken by using random sampling. The research used Post test only control group design. The data were collected using test and questionnaire. The data were analyzed by using covariance analysis (Ancova). The result of the research shows that (1) there is a difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model (Fobs = 14,289 > Fcv = 4.000, and sig = 0.000 < 0.05), (2) there is a difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model after the learning habit is controlled model (Fobs = 9.004 > Fcv = 4.000, and sig = 0.004 < 0.05), (3) there is a contribution of learning habit on mathematics learning achievement of 45.43%.
keyword : learning habit, STAD learning model, mathematics learning achievement
Kata Kunci : Kebiasaan Belajar, Model Pembelajaran STAD, Prestasi Belajar Matematika
his thesis aims at investigating the difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model. The population was 124 science students of SMA Negeri Dawan in the academic year 2013/2104. The sample was 64 students taken by using random sampling. The research used Post test only control group design. The data were collected using test and questionnaire. The data were analyzed by using covariance analysis (Ancova). The result of the research shows that (1) there is a difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model (Fobs = 14,289 > Fcv = 4.000, and sig = 0.000 < 0.05), (2) there is a difference of mathematics learning achievement between students following process assessment-based STAD cooperative learning model and those following conventional learning model after the learning habit is controlled model (Fobs = 9.004 > Fcv = 4.000, and sig = 0.004 < 0.05), (3) there is a contribution of learning habit on mathematics learning achievement of 45.43%.
keyword : learning habit, STAD learning model, mathematics learning achievement
DOI: https://doi.org/10.23887/jpepi.v4i1.1261
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