Soedirman Economics Education Journal
Soedirman Economics Education Journal offers publication articles about learning methods, education technology, learning evaluation, learning design, innovation in learning, and learning media emphasizing local wisdom. Submitted articles can be in the form of research results or literature studies. We invite articles in all functional area of economic education, which mainly about (but not exclusive to) : economic education accounting education educational administration offices cooperative education
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PENGARUH PENERAPAN METODE MIND MAPPING TERHADAP HASIL BELAJAR IPS KELAS VIII DI SMP N 6 PURWOKERTO
Ristiyani Ristiyani
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1148
This is a True Experiment study by using Posttest Only Control Group Design with the title "The Influence of Mind Mapping Method Implementation on the learning outcomes of Social Science Class in State Junior High School 6 Purwokerto Grade VIII". This study aims to determine the effect of applying the mind mapping method to the learning outcomes of Social Science Class. Population used in this research is grade VIII in SMP N 6 Purwokerto. The sample taken in this research is class VIII D as experimental class with 35 students and class VIII E as control class with 34 students. Besides, the sampling technique used is Cluster Random Sampling. This research shows that there is influence of the application of mind mapping method in the learning outcomes of Social Science Class in grade VII in State Junior High School 6 Purwokerto. The student's achiement using the mind mapping method is higher than using the lecturing method. The results of data analysis using Microsoft Excel and SPSS 16 for windows software shows the average value obtained by the experimental class is 80,2 while the control class is 72,4. Mind mapping learning is proved effective to improve student learning achievement. The influence of mind mapping learning method to learning result is marked by t count > t table that is 3,958 > 1,980 and mean of experiment class value is higher than control class that is 80,2 > 72,4. The implication of this research is to improve the learning result of social science class, the teacher is expected to apply the mind mapping method in IPS learning to improve the learning outcomes and hopefully can provide enough tools and materials for making mind map.
PENGARUH PENERAPAN METODE MIND MAPPING TERHADAP HASIL BELAJAR IPS KELAS VIII DI SMP N 6 PURWOKERTO
Ristiyani Ristiyani
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1148
This is a True Experiment study by using Posttest Only Control Group Design with the title "The Influence of Mind Mapping Method Implementation on the learning outcomes of Social Science Class in State Junior High School 6 Purwokerto Grade VIII". This study aims to determine the effect of applying the mind mapping method to the learning outcomes of Social Science Class. Population used in this research is grade VIII in SMP N 6 Purwokerto. The sample taken in this research is class VIII D as experimental class with 35 students and class VIII E as control class with 34 students. Besides, the sampling technique used is Cluster Random Sampling. This research shows that there is influence of the application of mind mapping method in the learning outcomes of Social Science Class in grade VII in State Junior High School 6 Purwokerto. The student's achiement using the mind mapping method is higher than using the lecturing method. The results of data analysis using Microsoft Excel and SPSS 16 for windows software shows the average value obtained by the experimental class is 80,2 while the control class is 72,4. Mind mapping learning is proved effective to improve student learning achievement. The influence of mind mapping learning method to learning result is marked by t count > t table that is 3,958 > 1,980 and mean of experiment class value is higher than control class that is 80,2 > 72,4. The implication of this research is to improve the learning result of social science class, the teacher is expected to apply the mind mapping method in IPS learning to improve the learning outcomes and hopefully can provide enough tools and materials for making mind map.
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar IPS Kelas VIII
Dwi Niti Wuriasih;
Haryadi Haryadi;
Jaryono Jaryono
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1879
Penelitian ini merupakan jenis penelitian eksperimental murni dengan lokasi penelitian dalam bentuk Sekolah Menengah Umum Sumbang 2 "Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar Ilmu Sosial Hasil Kelas VIII SMP Negeri 2 memberikan kontribusi terhadap Tahun Akademik 2018/2019 ". Penelitian ini bertujuan untuk menguji: (1) perbedaan hasil belajar kognitif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (2) perbedaan hasil belajar afektif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (3) perbedaan psikomotor hasil belajar antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (4) perbedaan hasil belajar antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional.
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar IPS Kelas VIII
Dwi Niti Wuriasih;
Haryadi Haryadi;
Jaryono Jaryono
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1879
Penelitian ini merupakan jenis penelitian eksperimental murni dengan lokasi penelitian dalam bentuk Sekolah Menengah Umum Sumbang 2 "Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar Ilmu Sosial Hasil Kelas VIII SMP Negeri 2 memberikan kontribusi terhadap Tahun Akademik 2018/2019 ". Penelitian ini bertujuan untuk menguji: (1) perbedaan hasil belajar kognitif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (2) perbedaan hasil belajar afektif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (3) perbedaan psikomotor hasil belajar antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (4) perbedaan hasil belajar antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional.
PENGARUH PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KEAKTIFAN BELAJAR DAN HASIL BELAJAR PELAJARAN EKONOMI
Retno Dwi Wijayanti;
Sri Lestari
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1880
Penelitian ini bertujuan untuk mengetahui perbedaan keaktifan belajar dan hasil belajar siswa kelas X IPA MAN 1 Banyumas yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional. Penelitian ini juga bertujuan untuk menganalisis pengaruh penggunaan model pembelajaran Student Teams Achievement Division terhadap keaktifan belajar dan hasil belajar, serta pengaruh keaktifan belajar terhadap hasil belajar mata pelajaran ekonomi. Jenis penelitian ini adalah penelitian kuantitatif dengan pendekatan eksperimen. Teknik sampel yang digunakan adalah Purpossive Sampling, dengan jumlah sampel 61 siswa yang terbagi dalam dua kelas yaitu kelas kontrol dan kelas ekperimen. Metode analisis data yang digunakan dalam penelitian ini adalah menggunakan t-Test dan regresi linier sederhana. Berdasarkan hasil analisis diperoleh hasil sebagai berikut : (1) Terdapat perbedaan keaktifan belajar antara siswa yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional; (2) Terdapat perbedaan hasil belajar antara siswa yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional; (3) Terdapat pengaruh model pembelajaran Student Teams Achievement Division terhadap keaktifan belajar; (4) Terdapat pengaruh model pembelajaran Student Teams Achievement Division terhadap hasil belajar siswa; (5) Terdapat pengaruh keaktifan belajar terhadap hasil belajar siswa. Kata kunci: Model Pembelajaran Student Teams Achievement Division, Keaktifan Belajar, dan Hasil Belajar.
PENGARUH PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KEAKTIFAN BELAJAR DAN HASIL BELAJAR PELAJARAN EKONOMI
Retno Dwi Wijayanti;
Sri Lestari
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1880
Penelitian ini bertujuan untuk mengetahui perbedaan keaktifan belajar dan hasil belajar siswa kelas X IPA MAN 1 Banyumas yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional. Penelitian ini juga bertujuan untuk menganalisis pengaruh penggunaan model pembelajaran Student Teams Achievement Division terhadap keaktifan belajar dan hasil belajar, serta pengaruh keaktifan belajar terhadap hasil belajar mata pelajaran ekonomi. Jenis penelitian ini adalah penelitian kuantitatif dengan pendekatan eksperimen. Teknik sampel yang digunakan adalah Purpossive Sampling, dengan jumlah sampel 61 siswa yang terbagi dalam dua kelas yaitu kelas kontrol dan kelas ekperimen. Metode analisis data yang digunakan dalam penelitian ini adalah menggunakan t-Test dan regresi linier sederhana. Berdasarkan hasil analisis diperoleh hasil sebagai berikut : (1) Terdapat perbedaan keaktifan belajar antara siswa yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional; (2) Terdapat perbedaan hasil belajar antara siswa yang menggunakan model pembelajaran Student Teams Achievement Division dengan siswa yang menggunakan model pembelajaran konvensional; (3) Terdapat pengaruh model pembelajaran Student Teams Achievement Division terhadap keaktifan belajar; (4) Terdapat pengaruh model pembelajaran Student Teams Achievement Division terhadap hasil belajar siswa; (5) Terdapat pengaruh keaktifan belajar terhadap hasil belajar siswa. Kata kunci: Model Pembelajaran Student Teams Achievement Division, Keaktifan Belajar, dan Hasil Belajar.
PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR EKONOMI DILIHAT DARI AKTIVITAS BELAJAR SISWA (Studi Eksperimen Siswa Kelas X MIPA 5 di SMA Negeri 1 Purwokerto)
Eka Oktaviani Widiastuti;
Lina Rifda Naufalin
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1898
Abstrak Penelitian ini bertujuan untuk menganalisis: (1) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (2) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (3) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap aktivitas belajar siswa; (4) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar siswa; (5) pengaruh aktivitas belajar siswa terhadap hasil belajar siswa. Penelitian ini merupakan penelitian eksperimen semu (Quasi Experiment) dengan desain penelitian Non Equivalent Control Group Design. Subyek dalam penelitian ini melibatkan dua kelas yang dipilih menggunakan teknik purposive sampling yakni kelas X MIPA 1 (kelas kontrol) dan kelas X MIPA 5 (kelas eksperimen) di SMA Negeri 1 Purwokerto. Teknik pengumpulan data menggunakan tes dan angket. Analisis data menggunakan uji independent sample t test, n-gain, dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan yang signifikan aktivitas belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT); (2) terdapat perbedaan yang signifikan hasil belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT). Model Problem Based Learning (PBL) lebih efektif untuk meningkatkan hasil belajr siswa; (3) model Problem Based Learning (PBL) tidak berpengaruh positif terhadap aktivitas belajar siswa; (4) model Problem Based Learning (PBL) berpengaruh positif terhadap hasil belajar siswa; (5) aktivitas belajar siswa berpengaruh positif terhadap hasil belajar siswa. Kata Kunci : Aktivitas Belajar, Hasil Belajar, Model Pembelajaran Problem Based Learning (PBL). Abstract This study aims to analyze: (1) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (2) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (3) the effect of the Problem Based Learning (PBL) learning model on student learning activities; (4) the influence of the Problem Based Learning (PBL) learning model on student learning outcomes; (5) the influence of student learning activities on student learning outcomes. This research is a quasi-experimental research (Quasi Experiment) with a Non Equivalent Control Group Design research design. The subjects in this study involved two classes selected using a purposive sampling technique namely class X MIPA 1 (control class) and class X MIPA 5 (experimental class) in SMA 1 Purwokerto. The technique of collecting data uses tests and questionnaires. Data analysis using the independent sample t test, n-gain test, and simple linear regression test. The results showed that: (1) there was no significant difference in student learning activities using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model; (2) there are significant differences in student learning outcomes using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model. The Problem Based Learning (PBL) model is more effective in improving student learning outcomes; (3) the Problem Based Learning (PBL) model does not have a positive effect on student learning activities; (4) the Problem Based Learning (PBL) model has a positive effect on student learning outcomes; (5) student learning activities have a positive effect on student learning outcomes. Keywords : Learning Activities, Learning Outcomes, Problem Based Learning (PBL) Models.
PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR EKONOMI DILIHAT DARI AKTIVITAS BELAJAR SISWA (Studi Eksperimen Siswa Kelas X MIPA 5 di SMA Negeri 1 Purwokerto)
Eka Oktaviani Widiastuti;
Lina Rifda Naufalin
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1898
Abstrak Penelitian ini bertujuan untuk menganalisis: (1) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (2) perbedaan aktivitas belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) dan Teams Games Tournament (TGT); (3) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap aktivitas belajar siswa; (4) pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar siswa; (5) pengaruh aktivitas belajar siswa terhadap hasil belajar siswa. Penelitian ini merupakan penelitian eksperimen semu (Quasi Experiment) dengan desain penelitian Non Equivalent Control Group Design. Subyek dalam penelitian ini melibatkan dua kelas yang dipilih menggunakan teknik purposive sampling yakni kelas X MIPA 1 (kelas kontrol) dan kelas X MIPA 5 (kelas eksperimen) di SMA Negeri 1 Purwokerto. Teknik pengumpulan data menggunakan tes dan angket. Analisis data menggunakan uji independent sample t test, n-gain, dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan yang signifikan aktivitas belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT); (2) terdapat perbedaan yang signifikan hasil belajar siswa menggunakan model Problem Based Learning (PBL) dengan model Teams Games Tournament (TGT). Model Problem Based Learning (PBL) lebih efektif untuk meningkatkan hasil belajr siswa; (3) model Problem Based Learning (PBL) tidak berpengaruh positif terhadap aktivitas belajar siswa; (4) model Problem Based Learning (PBL) berpengaruh positif terhadap hasil belajar siswa; (5) aktivitas belajar siswa berpengaruh positif terhadap hasil belajar siswa. Kata Kunci : Aktivitas Belajar, Hasil Belajar, Model Pembelajaran Problem Based Learning (PBL). Abstract This study aims to analyze: (1) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (2) differences in student learning activities using Problem Based Learning (PBL) and Teams Games Tournament (TGT) learning models; (3) the effect of the Problem Based Learning (PBL) learning model on student learning activities; (4) the influence of the Problem Based Learning (PBL) learning model on student learning outcomes; (5) the influence of student learning activities on student learning outcomes. This research is a quasi-experimental research (Quasi Experiment) with a Non Equivalent Control Group Design research design. The subjects in this study involved two classes selected using a purposive sampling technique namely class X MIPA 1 (control class) and class X MIPA 5 (experimental class) in SMA 1 Purwokerto. The technique of collecting data uses tests and questionnaires. Data analysis using the independent sample t test, n-gain test, and simple linear regression test. The results showed that: (1) there was no significant difference in student learning activities using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model; (2) there are significant differences in student learning outcomes using the Problem Based Learning (PBL) model with the Teams Games Tournament (TGT) model. The Problem Based Learning (PBL) model is more effective in improving student learning outcomes; (3) the Problem Based Learning (PBL) model does not have a positive effect on student learning activities; (4) the Problem Based Learning (PBL) model has a positive effect on student learning outcomes; (5) student learning activities have a positive effect on student learning outcomes. Keywords : Learning Activities, Learning Outcomes, Problem Based Learning (PBL) Models.
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH) Terhadap Keaktifan Belajar dan Hasil Belajar Ekonomi
Aisyah Aisyah
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1939
This research is experimental research on students class XI of MIPA in SMA Negeri 3 Purwokerto. This research takes the title of "The Influence of the Application of the Cooperative Learning Model Type Course Review Horay (CRH) Against the Liveliness of learning and the Results of the Economic Study (study on the Grade XI MIPA in SMA Negeri 3 Purwokerto)". The purpose of this research is to know the difference in learning outcomes and learning activity between the learning model Course Review Horay (CRH) with conventional learning model, to know the influence of learning model Course Review Horay (CRH) against the learning outcomes and learning activity, as well as to know the influence of the liveliness of the learning results of learning. The population of this research is the grade XI MIPA in SMA Negeri 3 Purwokerto. The number of samples taken in this study is 72 i.e. 2 Class XI of MIPA which each class amounted to 36 students. Purposive Sampling Method used in the determination of the sample. Based on the results of the research and the anallisis data indicate that (1) there is a significant difference between the model of learning learning activeness cooperative Course Review Horay (CRH) and conventional learning model on economics. (2) there are significant differences between the learning outcomes learning model cooperative Course Review Horay (CRH) and conventional learning model on economi. (3) there is a positive influence learning model cooperative Course Review Horay (CRH) against the liveliness of the study on economic. (4) there is a positive influence learning model cooperative Course Review Horay (CRH) against the results of the study on economic. (5) there is no positive influence between the liveliness of student learning against the results of the study on economic. Penelitian ini adalah penelitian eksperimen pada siswa kelas XI MIPA di SMA Negeri 3 Purwokerto. Penelitian ini mengambil judul “Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH) terhadap Keaktifan Belajar dan Hasil Belajar Ekonomi (Studi pada Siswa Kelas XI MIPA di SMA Negeri 3 Purwokerto)”. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan keaktifan belajar dan hasil belajar antara model pembelajaran Course Review Horay (CRH) dengan model pembelajaran konvensional, untuk mengetahui pengaruh model pembelajaran Course Review Horay (CRH) terhadap keaktifan belajar dan hasil belajar, serta untuk mengetahui pengaruh keaktifan belajar terhadap hasil belajar. Populasi penelitian ini adalah siswa kelas XI MIPA di SMA Negeri 3 Purwokerto. Jumlah sample yang diambil dalam penelitian ini adalah 72 yaitu 2 kelas XI MIPA yang masing-masing kelas berjumlah 36 siswa. Purposive Sampling Method digunakan dalam penentuan sample. Berdasarkan hasil penelitian dan anallisis data menunjukkan bahwa (1) Terdapat perbedaan signifikan keaktifan belajar antara model pembelajaran kooperatif Course Review Horay (CRH) dengan model pembelajaran konvensional pada mata pelajaran ekonomi. (2) Terdapat perbedaan signifikan hasil belajar antara model pembelajaran kooperatif Course Review Horay (CRH) dengan model pembelajaran konvensional pada mata pelajaran ekonomi. (3) Terdapat pengaruh positif model pembelajaran kooperatif Course Review Horay (CRH) terhadap keaktifan belajar pada mata pelajaran ekonomi. (4) Terdapat pengaruh positif model pembelajaran kooperatif Course Review Horay (CRH) terhadap hasil belajar pada mata pelajaran ekonomi. (5) Tidak terdapat pengaruh positif antara keaktifan belajar siswa terhadap hasil belajar pada mata pelajaran ekonomi.
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH) Terhadap Keaktifan Belajar dan Hasil Belajar Ekonomi
Aisyah Aisyah
Soedirman Economics Education Journal Vol 1 No 1 (2019)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman
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DOI: 10.32424/seej.v1i1.1939
This research is experimental research on students class XI of MIPA in SMA Negeri 3 Purwokerto. This research takes the title of "The Influence of the Application of the Cooperative Learning Model Type Course Review Horay (CRH) Against the Liveliness of learning and the Results of the Economic Study (study on the Grade XI MIPA in SMA Negeri 3 Purwokerto)". The purpose of this research is to know the difference in learning outcomes and learning activity between the learning model Course Review Horay (CRH) with conventional learning model, to know the influence of learning model Course Review Horay (CRH) against the learning outcomes and learning activity, as well as to know the influence of the liveliness of the learning results of learning. The population of this research is the grade XI MIPA in SMA Negeri 3 Purwokerto. The number of samples taken in this study is 72 i.e. 2 Class XI of MIPA which each class amounted to 36 students. Purposive Sampling Method used in the determination of the sample. Based on the results of the research and the anallisis data indicate that (1) there is a significant difference between the model of learning learning activeness cooperative Course Review Horay (CRH) and conventional learning model on economics. (2) there are significant differences between the learning outcomes learning model cooperative Course Review Horay (CRH) and conventional learning model on economi. (3) there is a positive influence learning model cooperative Course Review Horay (CRH) against the liveliness of the study on economic. (4) there is a positive influence learning model cooperative Course Review Horay (CRH) against the results of the study on economic. (5) there is no positive influence between the liveliness of student learning against the results of the study on economic. Penelitian ini adalah penelitian eksperimen pada siswa kelas XI MIPA di SMA Negeri 3 Purwokerto. Penelitian ini mengambil judul “Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay (CRH) terhadap Keaktifan Belajar dan Hasil Belajar Ekonomi (Studi pada Siswa Kelas XI MIPA di SMA Negeri 3 Purwokerto)”. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan keaktifan belajar dan hasil belajar antara model pembelajaran Course Review Horay (CRH) dengan model pembelajaran konvensional, untuk mengetahui pengaruh model pembelajaran Course Review Horay (CRH) terhadap keaktifan belajar dan hasil belajar, serta untuk mengetahui pengaruh keaktifan belajar terhadap hasil belajar. Populasi penelitian ini adalah siswa kelas XI MIPA di SMA Negeri 3 Purwokerto. Jumlah sample yang diambil dalam penelitian ini adalah 72 yaitu 2 kelas XI MIPA yang masing-masing kelas berjumlah 36 siswa. Purposive Sampling Method digunakan dalam penentuan sample. Berdasarkan hasil penelitian dan anallisis data menunjukkan bahwa (1) Terdapat perbedaan signifikan keaktifan belajar antara model pembelajaran kooperatif Course Review Horay (CRH) dengan model pembelajaran konvensional pada mata pelajaran ekonomi. (2) Terdapat perbedaan signifikan hasil belajar antara model pembelajaran kooperatif Course Review Horay (CRH) dengan model pembelajaran konvensional pada mata pelajaran ekonomi. (3) Terdapat pengaruh positif model pembelajaran kooperatif Course Review Horay (CRH) terhadap keaktifan belajar pada mata pelajaran ekonomi. (4) Terdapat pengaruh positif model pembelajaran kooperatif Course Review Horay (CRH) terhadap hasil belajar pada mata pelajaran ekonomi. (5) Tidak terdapat pengaruh positif antara keaktifan belajar siswa terhadap hasil belajar pada mata pelajaran ekonomi.