Hypothesis testing about the effect of cooperative learning methods type Teams Games Tournament TGT with Identity Style as moderating
variable to improve student learning outcomes in this research used Two- Way ANOVA on SPSS 19.00 for Windows. The following are presented
results of hypothesis testing:
a. Hypothesis I
The first hypothesis in this research is to examine whether there are differences in learning outcomes of students using cooperative
learning method type Teams Games Tournament TGT compared to using conventional methods in grade X Accounting Study Program on
subjects Introduction to Finance and Accounting in the material of Payback Period and Net Present Value NPV at SMK Negeri 1
Wonosobo. The hypothesis is accepted if Sig. smaller than the significance level of 0,05. Conversely, the hypothesis is rejected if Sig.
greater than the significance level og 0,05. Based on the above calculation, the obtained results as follows:
Table 28. The Results of Two-Way ANOVA on Learning Methods Source
Type ׀׀׀
Sum of Square
Df Mean
Square F
Sig. Partial
Eta Squared
Method 402,742
1 402,742 10,613
0,02 0,159
Source: Primary Data are Processed The table above shows the significant value in amount of 0,02.
From the significant result, it can be concluded that there are differences in learning outcomes of students using cooperative learning
method type Teams Games Tournament TGT compared to using
conventional learning methods because the significance value is smaller than the significance level of 0,05. So the hypothesis is
accepted.
b. Hypothesis II
The second hypothesis of this research is to examine whether there are learning outcomes differences between the students which have
Informational Style, Normative Style and Diffuse-Avoidance Style in grade X Accounting Study program on subjects Introduction to
Finance and Accounting on the material Payback Period and Net Present Value NPV at SMK Negeri 1 Wonosobo. The hypothesis is
accepted if Sig. smaller than the significance level of 0,05. Conversely, the hypothesis is rejected if Sig. greater than the significance level of
0,05. Based on the above calculation, the obtained results are as follows:
Table 29. The Results of Two-Way ANOVA on Identity Styles Source
Type ׀׀׀
Sum of Square
Df Mean
Square F
Sig. Partial
Eta Squared
Identity 53,143
2 26,572
0,700 0,501
0,024 Source: Primary Data are Processed
The table above shows the significance value in amount of 0,501. From the significant result, it can be concluded that there is not
learning outcomes differences between students who have
Informational Style, Normative Style and Diffuse-Avoidance Style because the significant value is greater than the significance level of
0,05. The level of learning outcomes differences between the students
who have Informational Style, Normative Style and Diffuse-Avoidant Style presented in the following table:
Table 30. The Level of Identity Style Differences Identity Style
Number of Students Subset
1
Informational Style 22
88,2068 Normative Style
24 85,7850
Diffuse-Avoidant Style 18
86,4331 Sig.
0,432 Source: Primary Data are Processed
The output above shows that there is not learning outcome differences between students who have Informational Style, Normative
Style and Diffuse-Avoidant Style because the subset values from the third styles are in the same column. So the hypothesis is rejeted.
c. Hypothesis III
