PENGARUH PENERAPAN MODEL PEMBELAJARAN Search Solve Create Share (SSCS) DAN Experimenting Demonstrating Information (EDI) DENGAN MEMPERHATIKAN SIKAP ILMIAH SISWA SMA TERHADAP PRESTASI BELAJAR PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON ELEKTROLIT
| Main Author: | HENDRASTUTI, NOVI |
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| Format: | Thesis NonPeerReviewed application/pdf |
| Terbitan: |
, 2010
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| Subjects: | |
| Online Access: |
http://eprints.uns.ac.id/3035/1/178232511201104051.pdf http://eprints.uns.ac.id/3035/ |
Daftar Isi:
- The objective of this research are to find out: (1) the effect of Search Solve Create Share (SSCS) and Experimenting Demonstrating Information (EDI) learning model application on the student learning achievement in electrolyte and non electrolyte solution subject matter, (2) EDI learning model gives better effects on the student learning achievement than the SSCS model does (3) the effect of scientific attitude on the students learning achievement in electrolyte and non electrolyte solution subject matter, and (4) Interaction between SSCS and EDI learning models, and the scientific attitude on the students learning achievement in electrolyte and non electrolyte solution subject matter. This research was taken place in SMA Negeri 1 Ceper. This research was done using experimental method with a 2x2 factorial design. The sample employed in this research was XC and XD graders of SMAN Ceper in the school year of 2006/2007. The sampling technique used was cluster random sampling. The data collection was done using test method for the student cognitive aspect, while questionnaire method was used for the scientific attitude, affective and psychomotor aspects. Technique of analyzing data used was a two-way anava with different cell frequency, followed by the average comparative test after the variance analysis using Scheeffe method. Considering the result of research, it can be concluded that: (1) there is an effect difference of SSCS and EDI learning model use, the cognitive aspect value Fstatistic = 7.9077 > Ftable = 3.98, affective aspect Fstatistic = 23.1733 > Ftable = 3.98 and psychomotor aspect Fstatistic = 24.5182 > Ftable = 3.98. (2) the EDI learning model give better effect than the SSCS does. (3) Student scientific attitude affects the improvement of the student learning achievement in electrolyte and non electrolyte solution subject matter, the cognitive aspect value Fstatistic = 8.8697 > Ftable = 3.98, affective aspect Fstatistic = 9.6111 > Ftable = 3.98 and psychomotor aspect Fstatistic = 7.7825 > Ftable = 3.98. (4) there is no interaction between SSCS and EDI learning models, and the low scientific attitude, the cognitive aspect value Fstatistic = 0.0049 < Ftable = 3.98, affective aspect Fstatistic = 0.0410 < Ftable = 3.98 and psychomotor aspect Fstatistic = 0.0174 < Ftable = 3.98