The Influence of MURDER (Mood Understand Recall Digest Expand Review) and STAD (Student Teams Achievement Divisions) Learning Models on Physics Learning Outcomes of Class XI High School Students in Terms of Self Regulated Learning

Abstract

This study aims to determine the effect of the MURDER (Mood Understand Recall Digest Expand Review) learning model and STAD (Student Teams Achievement Divisions) on the physics learning outcomes of XI high school students in terms of Self Regulated Learning. The method used in this research is the True Experimental Design method. After the data are normally distributed and homogeneous based on tests of normality and homogeneity, then proceed with hypothesis testing using two-way Analysis of Variance (ANAVA) and the t- Dunnet test. The results showed that: (1) there was an interaction between the MURDER and STAD learning models at low-level Self Regulated Learning (th = 19,27 > tt = 1,692) which states an increase in student learning outcomes through group learning activities; (2) there is no interaction between the MURDER and STAD learning models at high-level Self Regulated Learning (th = 0,2237 < tt = 1,692); and (3) there is a difference between the learning outcomes given by the MURDER learning model and STAD in terms of Self Regulated Learning (th = 4,1782 > tt = 1,692).