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All Journal Mitra Sains Jurnal Elektronik Pendidikan Matematika Tadulako Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika Kreatif
Baso Amri
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Education Electrical & Electronics Engineering Mathematics

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PENGARUH FREKUENSI TES FORMATIF DAN GAYA BELAJAR SISWA TERHADAP HASIL BELAJAR MATEMATIKA TANPA MENGONTROL PENGETAHUAN AWAL Amri, Baso
Kreatif Vol 15, No 1 (2012)
Publisher : Kreatif

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Abstract: This study aims to determine the effect of frequence formative test and learning styles student’s toward result mathematics at SMA class X without and after controlling for previous mathematics knowledge of students the  research was conducted in SMA 1 and SMA Negeri 2 in Palu Central Sulawesi Province on teachings in 2010/2011. The number of samples in this study as many as 80 students of class X with the determination of class samples done in multi-stage random sampling. The method used in this study is the experimental method with 2 x 2 factorial design. These experiments apply of frequence formative test and student’s learning styles as the treatment factor, and mathematics learning outcomes as response variables, and previous knowledge of mathematics students as covariabel or covariate. Conclusion of this research are : overal there the result of the research  effect between frequence formative test and student’s  learning style in effecting the outcome of student’s learning methematics  without controlling of previous knowledge   Abstrak:Penelitian ini secara keseluruhan bertujuan untuk mengetahui pengaruh frekuensi tes  formatif dan gaya belajar siswa terhadap hasil belajar matematika siswa SMA Negeri kelas X tanpa dan setelah mengontrol pengetahuan awal matematika siswa Penelitian ini dilaksanakan di SMA Negeri 1 Palu dan SMA Negeri 2 Palu Provinsi Sulawesi Tengah tahun ajaran 2010/2011. Jumlah sampel dalam penelitian ini  sebanyak 80 siswa kelas X dengan penetapan sampel kelas dilakukan secara multi stage random sampling. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain faktorial 2 x 2. Eksperimen ini menerapkan frekuensi tes formatif dan  gaya belajar siswa sebagai faktor perlakuan, dan hasil belajar matematika sebagai variabel respon, dan pengetahuan awal matematika siswa sebagai covariabel atau covariate. Kesimpulan hasil penelitian ini adalah : secara keseluruhan terdapat pengaruh antara frekuensi tes formatif dan gaya belajar siswa dalam mempengaruhi hasil belajar matematika siswa, tanpa mengontrol pengaruh linier pengetahuan awal matematika siswa.   Kata-kata kunci : Frekuensi Tes Formatif, Gaya Belajar Siswa, Pengetahuan Awal Matematika                                     Siswa, dan Hasil Belajar  Matematika.
PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA DI KELAS XI IPA SMA NEGERI 2 PALU Aziza, Aziza; Djaeng, Maxinus; Amri, Baso
Mitra Sains Vol 6, No 2 (2018)
Publisher : Tadulako University

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This study aimed to describe the effect of learning model and learning motivation on studets? learning achievements in mathematics. This research was conducted at SMAN 2 Palu using a quasi-experimental design with factorial 2 ´ 2. The independent variable in this study is learning model and learning motivation. The dependent variable is the students' mathematics learning achievements. Instruments used in the form of learning motivation questionnaire and achievement test. These samples students of class XI-IPA taken using random sampling techniques. Analysis of data using analysis of variance two-lane. Results showed (1) there is a significant difference the mathematics learning achievements of students between who are taught trough  active learning model and direct learning; (2) there is a significant difference the mathematics learning achievements of students beetween high learning motivation and student learning achievements learning motivation is low; (3) there is an interaction between learning active learning model and learning motivation of students; (4) specifically for low motivation students who are taught by active learning model mathematics learning achievements was higher than students taught with direct learning; (5) specifically for high motivation students who are taught by active learning model mathematics learning achievements was lower than students taught with direct learning; (6) specifically for active learning model students who have high motivation to mathematics learning achievements higher than the students who have low motivation, and (7) specifically for direct learning model students who have high motivation to mathematics learning achievements higher than the students who have low motivation.
Co-Authors Abdul Hamid Aziza, Aziza Baharuddin Paloloang Bariansyah, Rian Benalemba Taula Dasa Ismaimuza Djaeng, Maxinus Ibnu Hadjar, Ibnu Irawati Irawati Marinus Barra Tandiayuk Muhammad Fitrah, Muhammad Nurhidayah Nurhidayah Rita Lefrida Ruliyanda, Ihsan Siti Hardiyanti Sukayasa Sukayasa Sumampouw, Alex Verawati Verawati