Pengaruh Model Pembeljaran Situated Learning Terhadap Hasil Belajar Fisika Siswa SMP
DOI:
https://doi.org/10.58258/jime.v8i4.4073Keywords:
Situated Learning, Hasil BelajarAbstract
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar fisika siswa yang diajar dengan model pembelajaran situated leraning. Penelitian ini dilaksanakan pada salah satu SMP di kabupaten bima. Desain penelitian yang digunakan adalah Equivalent Time-samples design. Populasi pada penelitian ini adalah seluruh siswaVII SMP yang berjumlah239orang yang terbagi atas 5kelas. Sampel penelitian kelas VIID yang terdiri dari 33 orang siswa yang dipilih secara purposive sampling. Instrumen penelitian ini adalah tes hasi belajar fisika siswa. Tekhnik analisis data yang digunakan dalam penelitian ini yaitu analisis deskriptif dan analisis statistik infensial. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan hasil belajar fisika yang signifikan antara siswa yang diajar dengan model pembelajaran situated learning di dalam kelas dan di laboratorium; 2). Terdapat perbedaan hasil belajar fisika yang signifikan antara siswa yang diajar dengan model pembelajaran situated learning di dalam kelas dan di alam; 3). Tidak ada perbedaan hasil belajar fisika yang signifikan antara siswa yang diajar dengan model pembelajaran situated learning di laboraorium dan di alam.This study aims to determine the differences in student learning outcomes in physics taught with the situated learning model. This research was conducted in one of the junior high schools in the Bima district. The research design used is the Equivalent Time-samples design. The population in this study were all students of VII SMP, amounting to 239 people divided into five classes. The research sample for class VIID consisted of 33 students selected by purposive sampling. The instrument of this research is the student's physics learning achievement test. The data analysis techniques used in this research are descriptive analysis and inferential statistical analysis. The results showed that: 1) There were significant differences in physics learning outcomes between students who were taught the situated learning model in the classroom and the laboratory; 2). There are substantial differences in physics learning outcomes between students taught the situated learning model in the school and nature; 3). There is no significant difference in physics learning outcomes between students taught the situated learning model in the laboratory and nature.References
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