<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan antara hasil belajar siswa yang diajar dengan menggunakan model pembelajaran Aptitude Treatment Interaction (ATI) dengan siswa yang diajar dengan menggunakan model pembelajaran konvensional pada materi struktur atom dan seberapa besar pengaruh perlakuan tersebut dalam meningkatkan hasil belajar siswa. Jenis penelitian yang dilakukan adalah penelitian eksperimen semu dan bentuk desain yang digunakan yaitu nonequivalent pretest postest control group design. Data dianalisis dengan uji statistik parametrik yaitu uji t yang menunjukkan bahwa terdapat perbedaan hasil belajar antara siswa yang diajar dengan menggunakan model pembelajaran Aptitude Treatment Interaction (ATI) dengan siswa yang diajar dengan menggunakan model pembelajaran konvensional. Penggunaan model pembelajaran Aptitude Treatment Interaction (ATI) memberikan pengaruh sebesar 38,3% terhadap peningkatan hasil belajar siswa. Kata kunci: aptitude treatment interaction, hasil belajar Abstract: The aims of this research is to determine the differences between learning outcomes of students who were taught using the learning model Aptitude Treatment Interaction (ATI) with learning outcomes of students who were taught using the learning model conventional on the atomic structure learning material and to know the influence of the learning model Aptitude Treatment Interaction (ATI) to improvement of students learning outcomes. The method of this research is quasi-experiment and the design of research is nonequivalent pretest postest control group design. Data was analyzed by parametrical statistics which was t-test. The result shows that there are differences between students who were taught using learning model Aptitude Treatment Interaction (ATI) with students who were taught using learning model conventional. The use of the learning model Aptitude Treatment Interaction (ATI) gives influence about 38,3% to the improvement of the students learning outcomes. Key Words: aptitude treatment interaction, learning outcomes]]>
Copyrights © 2014
