<![CDATA[Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe peer tutoring dengan pendekatan saintifik terhadap peningkatan motivasi dan hasil belajar materi kelarutan dan hasil kali kelarutan siswa kelas XI SMA Negeri 1 Pulau Morotai. Jenis penelitian yang digunakan yaitu eksperimen dengan desain pretest-posttest control group design. Populasi dalam penelitian adalah seluruh siswa kelas XI SMA Negeri 1 Pulau Morotai. Pengambilan sampel menggunakan teknik cluster random sampling. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan model pembelajaran kooperatif tipe peer tutoring dengan pendekatan saintifik terhadap peningkatan motivasi dan hasil belajar materi kelarutan dan hasil kali kelarutan yang ditunjukkan dengan hasil persentase angket motivasi tergolong tinggi dan hasil pengujian hipotesis bahwa H0 ditolak dan Ha diterima dengan nilai thitung (5,75) ttabel (1,68). Besar peningkatan hasil belajar kognitif dengan uji N-Gain sebesar 0,65 dengan kategori sedang. Hasil belajar afektif dan psikomotorik rata-rata siswa kelas eksperimen lebih baik dibandingkan dengan kelas kontrol.Kata Kunci: Kooperatif Tipe Peer Tutoring, Pendekatan Saintifik, Motivasi Belajar, Hasil Belajar, Kelarutan dan Hasil Kali Kelarutan Abstract This research aimed to determine the effect of peer tutoring type of cooperative learning model with a scientific approach on increasing motivation and learning outcomes of solubility and solubility product of class XI students of SMA Negeri 1 Pulau Morotai. The research used the experimental types with pretest-posttest control group design. Population of this research was all eleventh grade student of SMA Negeri 1 Pulau Morotai. The sample selection was done by cluster random sampling technique. The results showed that there was a significant effect of the cooperative learning model of the peer tutoring type with a scientific approach to increasing motivation and learning outcomes of solubility material and solubility product, as indicated by the results of the motivational questionnaire percentage, which was high, and the results of testing the hypothesis that H0 was rejected and Ha was accepted with a value of tcount (5.75) ttable (1.68). Great increase in cognitive learning outcomes with the N-Gain test of 0.65 in the medium category. The average affective and psychomotor learning outcomes of the experimental class students were better than those of the control class.Keywords:Cooperative Peer TutoringType, Scientific Approach, Learning Motivation, Learning Outcome, Solubility and Solubility Product]]>
