PENGARUH PENGGUNAAN MODEL PEMBELAJARAN SIKLUS BELAJAR HIPOTESIS- DEDUKTIF DISERTAI ASESMEN PROJEK TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS XII IPA SMA NEGERI 1 SEMARAPURA DITINJAU DARI MOTIVASI BERPRESTASI
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan siklus belajar terhadap hasil belajar matematika ditinjau dari motivasi berprestasi siswa, dengan rancangan eksperimen Posttest-Only Control Group Design dan faktorial 2x2 sebagai desain analisisnya. Data yang telah dikumpulkan dianalisis dengan analisis varians (ANAVA) dua jalur, dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan sebagai berikut. (1) Secara keseluruhan, hasil belajar matematika siswa yang mengikuti siklus belajar hipotesis-deduktif disertai asesmen projek lebih tinggi daripada siswa yang mengikuti siklus belajar konvensional, (2) Terdapat pengaruh interaksi yang signifikan antara siklus belajar dengan motivasi berprestasi terhadap hasil belajar matematika siswa, (3) Pada kelompok siswa yang memiliki motivasi berprestasi tinggi, hasil belajar matematika siswa yang mengikuti siklus belajar hipotesis-deduktif disertai asesmen projek lebih tinggi daripada siswa yang mengikuti siklus belajar konvensional, (4) Pada kelompok siswa yang memiliki motivasi berprestasi rendah, hasil belajar matematika siswa yang mengikuti siklus belajar hipotesis-deduktif disertai asesmen projek lebih rendah daripada siswa yang mengikuti siklus belajar konvensional .
Kata Kunci : Hasil Belajar Matematika, Motivasi Berprestasi, dan Siklus Belajar.
This study aims to determine the effect of the use of the learning cycle of the mathematics learning outcomes in terms of student achievement motivation, the experimental design Posttest - Only Control Group Design and as a 2x2 factorial design analysis. The data collected were analyzed by two-way analysis of variance (ANAVA), which was followed by Tukey test. The results showed as follows. ( 1 ) Overall, the learning outcomes of students who take mathematics hypothetical - deductive learning cycle with projects assessmentm is higher than students who take conventional learning cycle, ( 2 ) There is a significant interaction effect between the cycle of learning and achievement motivation of the students’ learning outcomes of mathematics, ( 3 ) In the group of students who have high achievement motivation , mathematics learning outcomes of students who take the hypothesis - deductive learning cycle with projects assessment is higher than students who take conventional learning , ( 4 ) In the group of students who have low achievement motivation , mathematics learning outcomes of students who take the hypothesis - deductive learning with projects assessment is lower than students who take conventional learning cycle.
keyword : Achievement Motivation, Cycle Learning, and Mathematics Learning Outcomes
Kata Kunci : Hasil Belajar Matematika, Motivasi Berprestasi, dan Siklus Belajar.
This study aims to determine the effect of the use of the learning cycle of the mathematics learning outcomes in terms of student achievement motivation, the experimental design Posttest - Only Control Group Design and as a 2x2 factorial design analysis. The data collected were analyzed by two-way analysis of variance (ANAVA), which was followed by Tukey test. The results showed as follows. ( 1 ) Overall, the learning outcomes of students who take mathematics hypothetical - deductive learning cycle with projects assessmentm is higher than students who take conventional learning cycle, ( 2 ) There is a significant interaction effect between the cycle of learning and achievement motivation of the students’ learning outcomes of mathematics, ( 3 ) In the group of students who have high achievement motivation , mathematics learning outcomes of students who take the hypothesis - deductive learning cycle with projects assessment is higher than students who take conventional learning , ( 4 ) In the group of students who have low achievement motivation , mathematics learning outcomes of students who take the hypothesis - deductive learning with projects assessment is lower than students who take conventional learning cycle.
keyword : Achievement Motivation, Cycle Learning, and Mathematics Learning Outcomes
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PDFDOI: https://doi.org/10.23887/jpepi.v4i1.1359
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