PENGARUH PENERAPAN STRATEGI PEMBELAJARAN PQ4R TERHADAP HASIL BELAJAR PADA MATERI HUKUM DASAR KIMIA

FINI SRI RAHAYU, . (2026) PENGARUH PENERAPAN STRATEGI PEMBELAJARAN PQ4R TERHADAP HASIL BELAJAR PADA MATERI HUKUM DASAR KIMIA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review) terhadap hasil belajar kimia peserta didik SMA pada materi hukum dasar kimia. Penelitian ini dilatarbelakangi oleh masih rendahnya hasil belajar kimia peserta didik pada materi tersebut serta belum optimalnya penerapan strategi pembelajaran aktif dan kontekstual. Metode penelitian yang digunakan adalah kuantitatif dengan desain quasi experimental tipe nonequivalent control group design. Sampel ditentukan menggunakan teknik purposive sampling, yaitu peserta didik kelas X.8 SMA Diponegoro 1 Jakarta sebagai kelas eksperimen (30 peserta didik) yang memperoleh pembelajaran dengan strategi PQ4R dan kelas X.5 sebagai kelas kontrol (28 peserta didik) yang memperoleh pembelajaran Direct Instruction. Data dikumpulkan melalui tes hasil belajar kognitif berupa 20 soal pilihan ganda yang telah dinyatakan valid dan reliabel. Karena teknik sampel yang digunakan bersifat non-probabilitas, pengujian hipotesis dilakukan menggunakan uji non-parametrik Mann-Whitney U terhadap gain score. Hasil uji menunjukkan nilai Exact Sig. (1-tailed) sebesar 0,000 (p < 0,05) dengan mean rank gain score kelas eksperimen (36,38) lebih tinggi dibandingkan kelas kontrol (22,13). Secara deskriptif, rata-rata gain score kelas eksperimen (40,50) juga lebih tinggi dibandingkan kelas kontrol (27,32), serta N-Gain kelas eksperimen sebesar 63,78% (kategori sedang). Dapat disimpulkan bahwa strategi pembelajaran PQ4R berpengaruh positif dan signifikan terhadap hasil belajar kimia peserta didik pada materi hukum dasar kimia dibandingkan strategi Direct Instruction. ***** This study aims to determine the effect of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy on students' chemistry learning outcomes on basic laws of chemistry. It was motivated by students' low learning outcomes on this topic and the limited use of active and contextual learning strategies. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample was determined through purposive sampling: class X.8 of SMA Diponegoro 1 Jakarta as the experimental class (30 students), taught using PQ4R, and class X.5 as the control class (28 students), taught using Direct Instruction. Data were collected through a cognitive learning outcome test of 20 multiple-choice items proven valid and reliable. Because the sampling technique was non-probability in nature, hypothesis testing was conducted using the non-parametric Mann-Whitney U test on the gain score. The results showed an Exact Sig. (1-tailed) of 0.000 (p < 0.05), with the experimental class's mean rank of gain score (36.38) higher than the control class's (22.13); descriptively, the experimental class's mean gain score (40.50) was also higher than the control class's (27.32), with an N-Gain of 63.78% (moderate category) for the experimental class. It is concluded that the PQ4R learning strategy has a significant positive effect on students' chemistry learning outcomes on basic laws of chemistry compared to Direct Instruction.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Prof. Dr. Muktiningsih N., M.Si. ; 2). Retno Ayu Puspita, M.Pd.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Users 34653 not found.
Date Deposited:	29 Jul 2026 04:10
Last Modified:	29 Jul 2026 04:10
URI:	http://repository.unj.ac.id/id/eprint/67513

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