PENGARUH MODEL PEMBELAJARAN ARCS TERHADAP HASIL BELAJAR IPA SISWA KELAS V SD DESA TEJAKULA - ., Kadek Wirya Apriana; ., Luh Putu Putrini Mahadewi, S.Pd; ., Drs. I Nyoman Jampel,M.Pd (MIMBAR PGSD Undiksha, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction dan kelas yang belajar dengan model konvensional. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian yang digunakan adalah Post Test Only with Non Equivalent Control Group Design. Populasi dalam penelitian ini adalah kelas V SD yang berjumlah 163 orang. Sampel diambil dengan simple random sampling. Bentuk tes hasil belajar yang digunakan adalah soal pilihan ganda yang berjumlah 25 butir. Data dianalisis dengan menggunakan statistik deskriptif dan uji t independent. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPA antara kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction dan model pembelajaran Konvensional (thitung = 4,092; ttabel = 2.021) di mana rata-rata skor hasil belajar IPA kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction adalah 15,75 yang berada pada kategori tinggi, sedangkan kelas yang belajar dengan model pembelajaran Konvensional adalah 11,96 yang berada pada kategori sedang.Kata Kunci : Attention, Relevance, Confidence, Satisfaction, Hasil belajar This study aimed at knowing the differences of science learning achievements between the students who learned with Attention, Relevance, Confidence, Satisfaction model and science learning achievement of the students who learned with conventional model. This research was a quasi-experimental study and the design used at this study was Post Test Only with Non- Equivalent Control Group Design. The subjects of this study were the fifth grade of elementary school students, and the total numbers of subject in used were 163 Students. The samples of this study were taken by cluster random sampling. The achievement test form in used was multiple choice questions by all means 25 points of multiple choice questions. The data were analyzed in the form of descriptive statistics and independent t-test. The results of this study showed that there were differences of science learning achievement between the students who learned with Attention, Relevance, Confidence, Satisfaction model and science learning achievement of the students who learned with conventional model. From the collected data, it can be concluded that (t-count = 4.092 ; t-table = 2.021 ) and the average score of science learning achievement of the students who learned with Attention, Relevance, Confidence, Satisfaction model was 15.75 and categorized as high performances , while the students who learned with conventional learning model was 11.96 and categorized as medium performances.keyword : Attention, Relevance, Confidence, Satisfaction, Learning achievements