Pengaruh model Pembelajaran PMII Tipe CWPT berbantuan Mnemonic terhadap hasil belajar IPA siswa kelas V SD Gugus I Gusti Ngurah Rai Denpasar timur - ., Ni Wayan Mahendrayani; ., Drs. Ida Bagus Surya Manuaba,S.Pd., M.Fo; ., Dra. Ni Wayan Suniasih,S.Pd, M.Pd (Universitas Pendidikan Ganesha, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar IPA antara siswa yang mengikuti model pembelajaran Peer Mediated Instruction and Intervention (PMII) Tipe Class Wide Peer Tutoring (CWPT) berbantuan mnemonic dengan yang mengikuti pembelajaran Konvensional siswa kelas V SD Gugus I Gusti Ngurai Rai Denpasar Timur tahun Pelajaran 2013/2014. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitiannya adalah non-equivalent control group design . Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Gugus I Gusti Ngurah Rai Denpasar Timur yang berjumlah 423 siswa. Untuk menentukan sampel digunakan teknik random sampling. Pengumpulan data hasil belajar IPA dilakukan dengan instrumen tes. Tes yang digunakan berbentuk pilihan ganda biasa berjumlah 30 butir. Data dianalisis dengan uji-t. Berdasarkan hasil uji-t didapat thitung = 2,771 dan ttabel(α=0,05,58) = 2,000. Dari kriteria pengujian thitung > ttabel = 2,771 > 2,000 ini berarti hipotesis Ha diterima. Hasil penelitian ini menunjukan bahwa terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang mengikuti model pembelajaran Peer Mediated Instruction and Intervention (PMII) tipe Class Wide Peer Tutoring (CWPT) berbantuan Mnemonic dengan yang mengikuti pembelajaran Konvensional dan didukung dengan perbedaan nilai rata-rata hasil belajar IPA antara kelompok eksperimen dan kelompok kontrol yaitu X ̅ = 75,77 > X ̅ =69,1 Dengan demikian dapat disimpulkan model pembelajaran PMII tipe CWPT berbantuan Mnemonic berpengaruh terhadap hasil belajar IPA siswa kelas V SD Gugus I Gusti Ngurah Rai Denpasar timur tahun pelajaran 2013/2014Kata Kunci : Model Pembelajaran PMII tipe CWPT, Mnemonic , Hasil Belajar IPA This research aimed to know significant differences of students’ achievement in learning science studies between students who followed by using Peer Mediated Instruction and Intervention (PMII) Tipe Class Wide Peer Tutoring (CWPT) model with Mnemonic assisted and the students who took by conventional learning in the fifth grade elementary school Cluster I Gusti Ngurah Rai East Denpasar 2013/2014. The research used a quasi-experimental with a nonequivalent control group design. The population used throughout Elementary School fifth grade students in Cluster I Gusti Ngurah Rai East Denpasar consisted of 423 students. Sample was taken by using random sampling technique. The tests used commonly in the form of multiple choice items totaling 30. Data were then analyzed using t-test statistical analysis. Based on the result of the t-test was found tobs = 2,771 and ttab(α=0,05,58) = 2,000 . From the criteria of examination was tobs > ttab = 2,771 > 2,000 so that Ha was accepted. These results indicate there are significant differences of students’ achievement in learning secience studies between students who followed by using Peer Mediated Instruction and Intervention (PMII) Tipe Class Wide Peer Tutoring (CWPT model with Mnemonic assisted and the student who took by conventional learning and supported by the difference average value of science learning outcomes between the experimental group and control group X ̅ = 75,77 > X ̅ =69,1. This means the application of Peer Mediated Instruction and Intervention (PMII) Tipe Class Wide Peer Tutoring (CWPT model with Mnemonic assisted affect the students’ achievement in learning science studies at fifth grade elementary school students in Cluster I Gusti Ngurah Rai east denpasar 2013/2014 keyword : PMII tipe CWPT model, Mnemonic, IPA learning outcomes