<![CDATA[Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasi nya yaitu semua kelas XI IPA. Sampel diambil dengan teknik penarikan sampel jenuh/sampel total Sampel pertama yakni kelas X IPA I yang diajar dengan strategi AKS dan kelas XI IPA II diajar dengan strategi INK. Instrumen untuk tes awal dan akhirmenggunakan tes hasil belajar. Analisis data menggunakan uji t dan telah memenuhi syarat sampel berasal dari populasi berdistribusi normal dan homogen. Nilai rata-rata hasil belajar matematika siswa strategi AKS diperoleh post test 77,55 sedangkan rata-rata hasil belajar strategi INK diperoleh post test 75,05. Hasil belajar matematika yang diajar dengan strategi AKS lebih baik dari pada hasil belajar matematika yang diajar dengan strategi INK. Daridata diperoleh t-hitung = 2,72 dan t-tabel = -1,69 . Hal ini menunjukkan bahwa -t tabel < t hitung < t tabel maka Ho ditolak dan Ha diterima sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara hasil belajar matematika siswa yang diajar dengan strategi AKS dan strategi INK. Sehingga dapat disimpulkan bahwa data hasilbelajar siswa dengan strategi AKS lebih baik dari strategi INK ABSTRACT This research is a quantitative research with a quasi-experimental type of research. The population is all class XI IPA. The sample was taken using the saturated sampling technique/total sampling. The first sample was class X IPA I who was taught the AKS strategy and class XI IPA II was taught by the INK strategy. The instrument for the initial and final tests uses a learning outcome test. Analysis of the data using the t test and has met the requirements of the sample comes from a population that is normally distributed and homogeneous. The average value of mathematics learning outcomes of students with AKS strategy was obtained by post-test 77.55 while the average learning outcomes of INK strategy obtained post-test 75.05. The learning outcomes of mathematics taught by the AKS strategy are better than the learning outcomes of mathematics taught by the INK strategy. From the data obtained t-count = 2.72 and t-table = -1.69 . This shows that -t table < t arithmetic < t table then Ho is rejected and Ha is accepted so that it can be concluded that there is a significant difference between the mathematics learning outcomes of students who are taught the AKS strategy and the INK strategy. So it can be concluded that the data on student learning outcomes with the AKS strategy is better than the INK strategy.]]>
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