Efektivitas Metode Pembelajaran Problem Posing Bersetting Advance Organizer Pada Materi Reaksi Redoks Terhadap Hasil Belajar Siswa Kelas X Sma Negeri 3 Pontianak

Abstract

ABSTRAKPenelitian ini bertujuan mengetahui perbedaan hasil belajar siswa yang diajarkan menggunakan metode pembelajaran problem posing bersetting advanvce organizer dengan metode ceramah, mengetahui seberapa besar metode problem posing bersetting advance organizer terhadap hasil belajar siswa kelas X SMA Negeri 3 Pontianak pada materi reaksi redoks. Jenis penelitian ini adalah quasi experimental design dengan rancangan Nonequivalent Control Group design. Pengambilan sampel menggunakan teknik purposive sampling. Kelas X F sebagai kelas kontrol dan kelas X I sebagai kelas eksperimen. Teknik pengumpulan data menggunakan teknik pengukuran, teknik komunikasi langsung dan teknik observasi langsung. Hasil analisis data menunjukkan nilai rata-rata pretest-posttest pada kelas eksperimen (88,37) lebih tinggi dibandingkan kelas kontrol (69,6). Hasil analisis statistic uji U-Mann witney pada nilai posttest (α= 0,05) diperoleh nilai Pvalue yaitu 0,000 artinya terdapat perbedaan kemampuan hasil belajar antara kelas eksperimen dan kelas kontrol. Perhitungan menggunakan effect size menunjukkan nilai ES=0,72 artinya metode pembelajaran problem posing bersetting advance organizer berpengaruh terhadap hasil belajar siswa sebesar 26,42%. Metode pembelajaran problem posing bersetting advance organizer berpengaruh sedang terhadap hasil belajar siswa.Kata Kunci: advance organizer, hasil belajar, problem posing, reaksi redoks ABSTRAK This research had the purpose to find out the difference between students' learning outcomes which were taught using learning problem posing method set in advance organizer and lecture method as well as to know how large the effect problem posing set in advance organizer on students' learning outcomes in class X of SMA Negeri 3 Pontianak on redox reactions. This research was Quasi Experimental Nonequivalent Control Group design. The sampling system was purposive sampling, based on the sampling technique, X F was choosen as control class and X I was choosen as experimental class. The technique of data collection used measurement, direct communication, and direct observation techniques. The result of data analysis showed the mean score of pretest-posttest in experimental class (88,37) was higher compared to control class (69,6). According to the statistical analysis of U-Mann witney test on posttest score (α= 0,05), it was obtained the Pvalue which was 0,000 which mean that there was difference between the ability of learning outcomes in experimental and control class. The calculation using effect size showed ES=0,72 which meant problems posing set in advance organizer effected students' learning outcomes which was 26,42%. Learning problem posing method set in advance organizer had medium effect on students' learning outcomes.