MUTHIAH NUR AZZAHRA, . (2024) PENGARUH PEMBELAJARAN BERDIFERENSIASI DENGAN STRATEGI THINK-TAC-TOE TERHADAP HASIL BELAJAR SISWA PADA MATERI LARUTAN PENYANGGA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran think-tac-toe terhadap hasil belajar siswa pada topik larutan penyangga. Penelitian ini dilaksanakan pada bulan Maret-April 2024 di SMAN 55 Jakarta. Sebanyak 66 siswa dipilih untuk menjadi sampel. Desain penelitian ini adalah posttest only control group design. Sampel diacak dengan teknik cluster random sampling untuk dijadikan kelas eksperimen dan kelas kontrol. Siswa diberikan angket gaya belajar VARK untuk mengidentifikasi gaya belajar siswa. Hasil belajar siswa diperoleh dari posttest larutan penyangga sebanyak 20 soal pilihan ganda. Data hasil belajar kelas eksperimen dan kelas kontrol dianalisis dengan uji Mann-Whitney U menunjukkan bahwa terdapat perbedaan hasil belajar yang signifikan pada kedua kelas (Sig = 0,001; < 0,05; r = 0,521). Hasil yang sama juga ditunjukkan pada perbandingan hasil belajar kelompok siswa visual (P = 0,004; < 0,05; d = 1,855) dan membaca (P = 0,019; < 0,05; d = 1,388) menggunakan uji-t independent serta pada kelompok siswa auditori yang dianalisis dengan uji Mann-Whitney U (Sig = 0,004; < 0,05; r = 0,736). Sementara pada kelompok siswa kinestetik yang dianalisis menggunakan uji-t independent tidak menunjukkan adanya perbedaan hasil belajar yang signifikan (P = 0,08; > 0,05). Hasil ini menunjukkan bahwa strategi pembelajaran think-tac-toe berpengaruh terhadap tingginya hasil belajar siswa pada topik larutan penyangga. Sehingga dapat dikatakan strategi pembelajaran think-tac-toe efektif dalam meningkatkan hasil belajar siswa.******This study aims to determine the effect of a think-tac-toe learning strategy on students’ learning outcomes on the topic of buffer solutions. This study was conducted in March-April 2024 at SMAN 55 Jakarta. A total of 66 students were selected as the sample. The design of this study was a posttest-only control group design. The sample was randomized using the cluster random sampling technique to be selected as the experimental and control classes. Students were given a VARK learning style questionnaire to identify their learning styles. Student learning outcomes were obtained from a buffer solution post-test of 20 multiple-choice questions. Learning outcomes data of experimental and control classes were analyzed with the Mann-Whitney U test, which showed significant differences in learning outcomes (Sig = 0.001; <0.05; r = 0.521). The same results were also shown in the comparison of learning outcomes by visual student groups (P = 0.004; <0.05; d = 1.855) and reading student groups (P = 0.019; <0.05; d = 1.388) using the independent t-test as well as in the auditory student group analyzed by the Mann-Whitney U test (Sig = 0.004; < 0.05; r = 0.736). While in the kinesthetic student group analyzed using the independent t-test did not show any significant difference in learning outcomes (P = 0.08; > 0.05). These results indicate that the think-tac-toe learning strategy affects the high learning outcomes of students on the topic of buffer solutions. So it can be said that the think-tac-toe learning strategy effectively improves student learning outcomes.
Item Type: | Thesis (Sarjana) |
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Additional Information: | 1). Dr. Achmad Ridwan, M.Si. 2). Elma Suryani, M.Pd. |
Subjects: | Pendidikan > Pendidikan Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Sains > Kimia |
Divisions: | FMIPA > S1 Pendidikan Kimia |
Depositing User: | Muthiah Nur Azzahra . |
Date Deposited: | 30 Jul 2024 01:08 |
Last Modified: | 30 Jul 2024 01:08 |
URI: | http://repository.unj.ac.id/id/eprint/46968 |
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