PENGARUH MODEL PEMBELAJARAN SELF DIRECTED LEARNING DAN PERSONALITY TERHADAP HASIL BELAJAR SISWA PADA MATERI STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN (Studi Eksperimen pada Siswa Kelas VII SMP Negeri 7 Kota Ternate)

IRFAN ILYAS, . (2020) PENGARUH MODEL PEMBELAJARAN SELF DIRECTED LEARNING DAN PERSONALITY TERHADAP HASIL BELAJAR SISWA PADA MATERI STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN (Studi Eksperimen pada Siswa Kelas VII SMP Negeri 7 Kota Ternate). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Abstract The application of the self-directed learning model and the formation of personality can improve student learning outcomes both affective, cognitive, and psychomotor. The purpose of this study was to determine the effect of self-directed learning (SDL) and Personality learning models on student learning outcomes on the structure and function of plant tissue. This study used a Quasi-experimental method with 2 x 2 factorial design with a sample of 32 students for the experimental and control classes. The sampling technique used purposive sampling. This research was conducted for three months from July to September 2019 at SMPN-7 Ternate City. The results showed that (1) There was a significant difference in learning outcomes between students who studied with the self-directed learning model and those who studied using conventional learning models, with an average score of learning outcomes (A1) was 75.75, and (A2) ) is 71.25 and two-way ANOVA calculation obtained Fcount for the learning model is 12.565 while Ftable = 4.20 at the real level α = 0.05; (2) There is a difference in learning outcomes between students who have Extroverted Personality and Introverted Personality, 72,13. The results of the two-way ANOVA calculation obtained Fcount for the learning model of 4.693 while Ftable = 4.20 at the real level α = 0.05; (3) There is an influence of the interaction of learning models and personality on learning outcomes. ANOVA calculation results that Fcount for the interaction factor is 85.668 greater than Ftable which is 4.20 at the real level α = 0.05; (4) There are better results for students with extroverted personality, using self-directed learning model. Because the score of student learning outcomes (A1B1) is 83.00 and the average Tuckey test score is 24.33; (5) There is higher student learning outcomes when using conventional learning models in students with Introverted Personality (A2B2) is 75.75 and the Tuckey Test an average score of 7.25. Based on these findings, it can be concluded that the self-directed learning model can improve student learning outcomes on the structure and function of plant networks by considering the extrovert and introvert personality types of students. Keywords: Student leaning outcomes, Self directed learning, Personality Abstrak Penerapan model pembelajaran self directed learning dan pembentukan personality dapat peningkatan hasil belajar siswa baik secara afektif, kognitif, dan psikomotorik. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Self directed learning (SDL) dan Personality terhadap hasil belajar siswa pada materi struktur dan fungsi jaringan tumbuhan. Penelitian ini menggunakan metode Quasi ekperimen desain faktorial 2 x 2 dengan sampel 32 siswa untuk kelas eksperimen dan kontrol. Teknik pengambilan sampel menggunakan Purposive sampling. Penelitian ini dilaksanakan selama tiga bulan dari bulan Juli sampai September 2019 di SMPN-7 Kota Ternate. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan yang signifikan hasil belajar antra siswa yang belajar dengan Model pembelajaran Self directed learning dengan siswa yang belajar menggunakan Model pembelajaran Konvensional, dengan rata-rata Skor hasil belajar (A1) adalah 75,75, dan (A2) adalah 71,25 dan perhitungan ANAVA dua jalur diperoleh Fhitung untuk Model pembelajaran sebesar 12,565 sedangkan Ftabel = 4,20 pada taraf nyata α= 0,05; (2) Terdapat perbedaan hasil belajar antara siswa yang memilki Personality Ekstrovert dan Personality Introvert Rata-rata Skor hasil belajar siswa yang memiliki Personality Ekstrovert (B1) adalah 74,88 sedangkan rata-rata skor hasil belajar yang memiliki Personality Introvert (B2) adalah 72,13. Hasil perhitungan ANAVA dua jalur diperoleh Fhitung untuk Model pembelajaran sebesar 4,693 sedangkan Ftabel = 4,20 pada taraf nyata α= 0,05; (3) Terdapat pengaruh interaksi Model pembelajaran dan Personality terhadap hasil belajar. Hasil perhitungan ANAVA bahwa Fhitung untuk faktor interaksi yaitu 85,668 lebih besar daripada Ftabel yaitu 4,20 pada taraf nyata α= 0.05; (4) Terdapat hasil lebih baik siswa dengan Personality Ekstrovert, menggunakan Model pembelajaran Self directed learning. Karena Skor hasil belajar siswa (A1B1) adalah 83,00 dan Uji Tuckey rata-rata skor sebesar 24,33; (5) Terdapat hasil belajar siswa belajar lebih tinggi bila menggunakan Model pembelajaran Konvensional pada siswa dengan Personality Introvert (A2B2) adalah 75,75 dan Uji Tuckey rata-rata skor sebesar 7,25. Berdasrkan temuan tersebut dapat disimpulkan bahwa, Model pembelajaran Self directed learning dapat meningkatkan hasil belajar siswa pada materi struktur dan fungsi jaringan tumbuhan dengan mempertimbangkan tipe personality ekstrovert dan introvert siswa. Keywords: Hasil Belajar; Self Directed Learning; Personality

Item Type:	Thesis (Magister)
Additional Information:	1) Dr. Agung Purwanto, M.Si ; 2) Dr. Uswatun Hasanah, M.Si
Subjects:	Pendidikan > Pendidikan
Divisions:	PASCASARJANA > S2 Pend Kependudukan dan Lingkungan Hidup
Depositing User:	Users 5853 not found.
Date Deposited:	03 Sep 2020 14:59
Last Modified:	03 Sep 2020 14:59
URI:	http://repository.unj.ac.id/id/eprint/9809

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