<![CDATA[ABSTRAKTujuan penelitian ini adalah (1) untuk mengetahui pengaruh penggunaan schoology dalam model belajar learning cycle 6F-problem solving terhadap pemahaman konseptual dan grafik siswa pada materi laju reaksi dan (2) mengetahui apakah ada hubungan antara pemahaman monseptual dengan pemahaman grafik siswa pada materi laju reaksi. Penelitian ini menggunakan rancangan penelitian eksperimental semu postest only design. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Genteng. Sampel yang digunakan yaitu kelas XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 5 sebagai kelas kontrol. Pengujian hipotesis dianalisis menggunakan uji t dan uji korelasi dengan taraf signifikansi . Hasil penelitian menunjukkan (1) ada perbedaan yang signifikan tingkat pemahaman konseptual dan grafik siswa yang dibelajarkan dengan menggunakan aplikasi schoology dalam model belajar learning cycle 6F-problem solving dengan siswa yang dibelajarkan menggunakan model belajar learning cycle 6F-problem solving dan (2) tidak ada hubungan signifikan ntara tingkat pemahaman konseptual dengan pemahaman algoritmik siswa. ABSTRACTThe purposes of the research were (1) to find out the effect of schoology use in six phased learning cycle-problem solving toward the student’s conceptual and graphical understanding on the reaction rate, and (2) to find out the correlation between student’s conceptual undertanding with graphical understanding on the reaction rate. The design of the research was quasy experiment postest-only design. The population in this research was grade XI of Senior High School 1 Genteng. The sample which were chosen using cluster random sampling were XI MIPA 4 as an experimental class, XI MIPA 5 as the control class.The hypothesis testing was performed by t-test and correlation test using SPSS 16 for windows with a significance level The result of the research showed that there were (1) significant differences of conceptual, algorithmic, and graphical understanding between students who learned using the applied schoology use in six phased learning cycle-problem solving and the students who learned using the six phased learning cycle-problem solving. (2) there was between student’s conceptual understanding with graphical undertanding.]]>
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