Pengaruh Materi Interaksi Sosial Dengan Metode Problem Solving Terhadap Hasil Belajar Siswa Kelas VII MTs 25 Jakarta
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh metode problem solving pada materi interaksi sosial terhadap hasil belajar siswa kelas VII MTs 25 Jakarta. Jenis penelitian ini adalah quasi eksperimen dengan jumlah sampel 36 siswa yang dibagi menjadi 2 kelolmpok yaitu kelas eksperimen dan kelas kontrol. Hasil penelitian ini memberikan keterangan: 1) tidak ada perbedaan yang sangat signifikan antara hasil belajar siswa kelas VII mata pelajaran IPS dengan metode pembelajaran problem solving baik secara eksperimen dan kontrol; 2) terdapat pengaruh yang sangat signifikan metode pembelajaran problem solving terhadap hasil belajar siswa kelas VII pada materi interasi sosial mata pelajaran IPS secara eksperimen; dan 3) tidak terdapat interaksi antara hasil belajar siswa dengan metode pembelajaran problem solving baik secara eksperiman dan kontrol.
Full text article
References
Geerritsen-Van, Karin J., Brinke, Desiree., & Kester, Liesbeth. 2019. Studens' Perceptions of assessment quality related to their learning approaches and learning outcome. Journal Studies in Education Evaluation. Volume 63, Desember 2019. Pages 72-82.
Kirschner, Femke., & Paas, Fred. (2014). Differential effects of problem-solving demands on individual and collaborative learning outcome. Journal Learning and Instruction. Volume 21, Issue 4, August 2011, pages 587 – 599.
Kumpas-Lenk, Kaija; Eisenschmidt, Eve.; Veispak, Anneli. 2018. Does the design of learning outcomes matter from student' perspective. Journal Studies in Education Evaluation. Volume 59, Desember 2018, pages 179 – 186.
Leeuwen, Anouschka Van., & Janssen, Jeroen. 2019. A systematic review of teacher guidance during collaborative learning in primary and secondary education. Journal Educational Research Review. Volume 27, June 2019, page 71 – 89.
Pollock, Jane E. 2007. Improving Student Learning One teacher at a time. Association for Supervision and Curricullum Development (ASCD). Alexandria: Virginia USA.
Roge, Nicole., Theesfeld, Insa., & Strassner, Carola. 2019. The pontential of social learning in community gardens and the impact of community heterogenety. Journal Learning, Culture and Social Interction. Volume 24, March 2019. pages 1 -13.
Romano, Mia. 2019. Sosial problem solving in social anxiety disorder. Journal of Anxiety Disorders. Volume 68, Desember 2019. Paga 1 – 37.
Sulaiman, Fauziah. 2010. Students' Perseption of Implementating Problem-Based Learning in a Physics Course. Journal Science Direct. Volume 7, 2010, page 355 -362.
Xing, Wanli., & Popov, Vitaliy. 2019. The effects of transformative and non-transformative discourse on individual in collaborative-inquiry learning. Journal Computer in Human Behavior. Volume 98, September 2019. Paga 267 – 276.
