PENGARUH PENERAPAN MODEL PEMBELAJARAN JOYFUL LEARNING BERBANTUAN MODUL SMART-INTERAKTIF PADA HASIL BELAJAR MATERI KELARUTAN DAN HASIL KALI KELARUTAN.
ABSTRAK
Astuti, Tety. 2010. Pengaruh Penerapan Model Pembelajaran Joyful Learning
Berbantuan Modul SMART-Interaktif pada Hasil Belajar Materi Kelarutan dan
Hasil Kali Kelarutan, Skripsi, Jurusan Kimia Fakultas Matematika dan Ilmu
Pengetahuan Alam Universitas Negeri Semarang. Pembimbing I : Drs. Nurwachid
Budi S, M. Si, Pembimbing II : Dr. Supartono, MS.
Kata kunci : hasil belajar, pengaruh, Joyful Learning
Hasil belajar kimia tingkat SMA masih rendah. Hal ini disebabkan oleh
pembelajaran yang masih teacher centered approach, kurang menyenangkan dan
kurang bermakna. Selain itu, sebagian siswa masih menganggap sulit mata pelajaran
kimia karena kimia sebagian aspeknya bersifat abstrak dan melibatkan logika
matematika, salah satunya yaitu materi Kelarutan dan Hasil Kali Kelarutan. Untuk
memperoleh hasil belajar yang lebih baik guru dapat menerapkan model
pembelajaran yang menarik, menyenangkan dan bermakna dengan alat bantu bahan
ajar yang mendukung. Penerapan model pembelajaran Joyful Learning berbantuan
modul SMART-Interaktif diharapkan mampu berpengaruh positif pada hasil belajar
materi Kelarutan dan Hasil Kali Kelarutan.
Penelitian bertujuan untuk mengetahui bagaimana dan seberapa besar
pengaruh penerapan model pembelajaran Joyful Learning berbantuan modul
SMART-Interaktif pada hasil belajar materi Kelarutan dan Hasil Kali Kelarutan.
Populasi penelitian yaitu seluruh siswa kelas XI IPA SMA N 1 Ungaran tahun ajaran
2009/2010. Populasi bersifat normal dan homogen sehingga pengambilan dua
kelompok sampel menggunakan teknik cluster random sampling. Sampel yang
diperoleh, kelas XI.IPA 2 sebagai kelompok eksperimen dan kelas XI.IPA 1 sebagai
kelompok kontrol. Desain penelitian yang digunakan pre-test – post-test group
design. Metode pengumpulan data menggunakan metode dokumentasi, tes, observasi
dan angket. Analisis tahap akhir menggunakan uji hipotesis (uji t) dan uji pengaruh
antarvariabel.
Berdasarkan uji t diperoleh thitung (2,17) > ttabel (2,00), artinya terdapat
berbedaan rata-rata hasil belajar kelompok eksperimen dengan kontrol. Hasil uji
pengaruh antarvariabel menunjukkan adanya pengaruh positif penerapan model
pembelajaran Joyful Learning berbantuan modul SMART-Interaktif pada hasil
belajar materi Kelarutan dan Hasil Kali Kelarutan, dengan nilai koefisien korelasi
biserial ( rb ) sebesar + 0,335 dan kontribusi pengaruh (KD) sebesar 11,26%. Perlu
dilakukan penelitian lebih lanjut agar penerapan model pembelajaran Joyful
Learning berbantuan modul SMART-Interaktif memberikan kontribusi yang lebih
baik.
vii
ABSTRACT
Astuti, Tety. 2010. The Impact of Joyful Learning Model with SMART-Interactive
Module towards Learning Achievement of Solubility and Solubility Product
Material, A Final Project, Chemical Department, Mathematics and Science Faculty,
Semarang State University. Advisor I : Drs. Nurwachid Budi S, M. Si, Advisor II :
Dr. Supartono, MS.
Keywords : learning achievement, the impact, Joyful Learning
The learning achievement of chemistry in High School is low. It is caused by
teacher centered approach, unenjoyful and unmeaningful is rather used in the
teaching learning process. Besides, many students consider chemistry as a difficult
subject since some of its aspect is abstract and involves logical mathematics, one of
which is the material of Solubility and Solubility Product. In order to obtain better
achievement in teaching learning, a teacher can implement an interesting, joyful, and
meaningful model of teaching with supportive media. The implementation of Joyful
Learning model with SMART-Interactive module hopefully can positively impact
towards the learning achievement of Solubility and Solubility product material.
The study aims to know how and in what extent the impact of
implementation of Joyful Learning model with SMART-Interactive module towards
the learning achievement of solubility and solubility product material. The
population of the study is all the students of class XI science of State Senior High
School 1 Ungaran in the academic year 2009 / 2010. The population is normal and
homogenous. Hence, the two groups of samples are taken by using cluster random
sampling. The sample is the eleventh grade science 2 as the experiment group and
the eleventh grade science 1 as the control group. The design used is pre-test-posttest group. The methods to collect the data are documentation, test, observation and
questionnaire. The last analytic used is t-test hyphotesis (t-test) and intervariabel
influenced test.
The result of the t-test is taccount (2,17) > ttabel (2,00), means that there is the
difference in the average of learning achievement between the experiment and the
control group. The result of the impact test of intervariable shows that there is the
positive impact between the implementation of Joyful Learning model of teaching
learning with SMART-Interactive module towards the learning achievement
solubility and solubility product, with coefisien correlation biserial value ( rb ) +
0,335 and impact contribution (KD) as much as 11,26%. It needs further research so
that the implementation of Joyful Learning model with SMART-Interactive would
give better result.
viii
Astuti, Tety. 2010. Pengaruh Penerapan Model Pembelajaran Joyful Learning
Berbantuan Modul SMART-Interaktif pada Hasil Belajar Materi Kelarutan dan
Hasil Kali Kelarutan, Skripsi, Jurusan Kimia Fakultas Matematika dan Ilmu
Pengetahuan Alam Universitas Negeri Semarang. Pembimbing I : Drs. Nurwachid
Budi S, M. Si, Pembimbing II : Dr. Supartono, MS.
Kata kunci : hasil belajar, pengaruh, Joyful Learning
Hasil belajar kimia tingkat SMA masih rendah. Hal ini disebabkan oleh
pembelajaran yang masih teacher centered approach, kurang menyenangkan dan
kurang bermakna. Selain itu, sebagian siswa masih menganggap sulit mata pelajaran
kimia karena kimia sebagian aspeknya bersifat abstrak dan melibatkan logika
matematika, salah satunya yaitu materi Kelarutan dan Hasil Kali Kelarutan. Untuk
memperoleh hasil belajar yang lebih baik guru dapat menerapkan model
pembelajaran yang menarik, menyenangkan dan bermakna dengan alat bantu bahan
ajar yang mendukung. Penerapan model pembelajaran Joyful Learning berbantuan
modul SMART-Interaktif diharapkan mampu berpengaruh positif pada hasil belajar
materi Kelarutan dan Hasil Kali Kelarutan.
Penelitian bertujuan untuk mengetahui bagaimana dan seberapa besar
pengaruh penerapan model pembelajaran Joyful Learning berbantuan modul
SMART-Interaktif pada hasil belajar materi Kelarutan dan Hasil Kali Kelarutan.
Populasi penelitian yaitu seluruh siswa kelas XI IPA SMA N 1 Ungaran tahun ajaran
2009/2010. Populasi bersifat normal dan homogen sehingga pengambilan dua
kelompok sampel menggunakan teknik cluster random sampling. Sampel yang
diperoleh, kelas XI.IPA 2 sebagai kelompok eksperimen dan kelas XI.IPA 1 sebagai
kelompok kontrol. Desain penelitian yang digunakan pre-test – post-test group
design. Metode pengumpulan data menggunakan metode dokumentasi, tes, observasi
dan angket. Analisis tahap akhir menggunakan uji hipotesis (uji t) dan uji pengaruh
antarvariabel.
Berdasarkan uji t diperoleh thitung (2,17) > ttabel (2,00), artinya terdapat
berbedaan rata-rata hasil belajar kelompok eksperimen dengan kontrol. Hasil uji
pengaruh antarvariabel menunjukkan adanya pengaruh positif penerapan model
pembelajaran Joyful Learning berbantuan modul SMART-Interaktif pada hasil
belajar materi Kelarutan dan Hasil Kali Kelarutan, dengan nilai koefisien korelasi
biserial ( rb ) sebesar + 0,335 dan kontribusi pengaruh (KD) sebesar 11,26%. Perlu
dilakukan penelitian lebih lanjut agar penerapan model pembelajaran Joyful
Learning berbantuan modul SMART-Interaktif memberikan kontribusi yang lebih
baik.
vii
ABSTRACT
Astuti, Tety. 2010. The Impact of Joyful Learning Model with SMART-Interactive
Module towards Learning Achievement of Solubility and Solubility Product
Material, A Final Project, Chemical Department, Mathematics and Science Faculty,
Semarang State University. Advisor I : Drs. Nurwachid Budi S, M. Si, Advisor II :
Dr. Supartono, MS.
Keywords : learning achievement, the impact, Joyful Learning
The learning achievement of chemistry in High School is low. It is caused by
teacher centered approach, unenjoyful and unmeaningful is rather used in the
teaching learning process. Besides, many students consider chemistry as a difficult
subject since some of its aspect is abstract and involves logical mathematics, one of
which is the material of Solubility and Solubility Product. In order to obtain better
achievement in teaching learning, a teacher can implement an interesting, joyful, and
meaningful model of teaching with supportive media. The implementation of Joyful
Learning model with SMART-Interactive module hopefully can positively impact
towards the learning achievement of Solubility and Solubility product material.
The study aims to know how and in what extent the impact of
implementation of Joyful Learning model with SMART-Interactive module towards
the learning achievement of solubility and solubility product material. The
population of the study is all the students of class XI science of State Senior High
School 1 Ungaran in the academic year 2009 / 2010. The population is normal and
homogenous. Hence, the two groups of samples are taken by using cluster random
sampling. The sample is the eleventh grade science 2 as the experiment group and
the eleventh grade science 1 as the control group. The design used is pre-test-posttest group. The methods to collect the data are documentation, test, observation and
questionnaire. The last analytic used is t-test hyphotesis (t-test) and intervariabel
influenced test.
The result of the t-test is taccount (2,17) > ttabel (2,00), means that there is the
difference in the average of learning achievement between the experiment and the
control group. The result of the impact test of intervariable shows that there is the
positive impact between the implementation of Joyful Learning model of teaching
learning with SMART-Interactive module towards the learning achievement
solubility and solubility product, with coefisien correlation biserial value ( rb ) +
0,335 and impact contribution (KD) as much as 11,26%. It needs further research so
that the implementation of Joyful Learning model with SMART-Interactive would
give better result.
viii