Pengaruh Model Pembelajaran Kontekstual Berbantuan Tutor Sebaya Terhadap Hasil Belajar Biologi Ditinjau dari Motivasi Belajar

Abstract

ABSTRAK

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kontekstual berbantuan tutor sebaya terhadap hasil belajar biologi ditinjau dari motivasi belajar para siswa kelas X. Penelitian ini dilaksanakan di SMA Katholik  Santu Klaus Werang, Flores Barat, NTT pada siswa kelas X semester II tahun pelajaran 2012/2013. Sampel dalam penelitian ini dipilih dengan simple random sampling. Penelitian ini menggunakan desain eksperimental semu (quasi) dengan pola pretest-posttest control group design. Data hasil belajar siswa dikumpulkan dengan menggunakan tes hasil belajar biologi dan data motivasi belajar dikumpulkan dengan menggunakan tes motivasi belajar. Data yang diperoleh diolah dengan menggunakan Analisis Varians Dua Jalur. Hasil penelitian menunjukkan, (1) secara keseluruhan hasil belajar biologi siswa yang mengikuti model pembelajaran kontekstual berbantuan tutor sebaya lebih tinggi daripada siswa yang mengikuti model pembelajaran langsung, (2) ada interaksi antara model pembelajaran dengan motivasi belajar terhadap hasil belajar biologi, (3) hasil belajar biologi siswa yang mengikuti model pembelajaran kontekstual berbantuan tutor sebaya yang memiliki motivasi belajar tinggi lebih baik daripada siswa yang mengikuti model pembelajaran langsung yang memiliki motivasi belajar tinggi, (4) hasil belajar biologi siswa yang mengikuti model pembelajaran kontekstual berbantuan tutor yang memiliki motivasi belajar rendah lebih baik daripada siswa yang mengikuti model pembelajaran langsung yang memiliki motivasi belajar rendah

Kata-kata kunci:   Pembelajaran Kontekstual, Tutor Sebaya, Motivasi Belajar, dan Hasil Belajar Biologi.

Abstract

The aimed of this study was to investigate the effect of the contextual method of peer tutoring type toward biology  achievement viewed from learning motivation. This study was conducted at tenth grade students of St. Klaus catholic senior high school Werang, West Flores of the odd semester in the academic year 2012/2013. In determining the samples, simple random sampling technique was used by the researcher, then research design was used by the research was pretest-posttest control group design. The data were collected through multiple choice test and biology learning motivation questionnaire. The data were analyzed by two-way ANOVA. The result indicates that (1) there was significant difference of the mean score between students who were taught by using contextual method of peer tutoring type was higher than the mean score of the students who were taught by using direct  teaching; (2) there was significant interactional effect between teaching methods applied and students’ biology learning motivation toward their achievement; (3) there was significant difference between the students who had high biology learning motivation taught by using contextual method of peer tutoring type and the students who had high bology learning motivation taught by using direct teaching; and (4) there was significant difference between the students who had low biology learning motivation taught by using contextual method of peer tutoring type and the students who had low bology learning motivation taught by using direct teaching.

Key words: contextual method, peer tutoring, learning motivation, and biology achievement.