Chemedu: Jurnal Ilmiah Pendidikan Kimia
Jurnal Chemedu merupakan wadah untuk bertukar informasi ilmiah mengenai ilmu pendidikan kimia yang meliputi perkembangan teori, media dan metode pembelajaran dari hasil penelitian, telaah pustaka, opini, makalah teknis dan kajian buku.
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<![CDATA[Hubungan Kecerdasan Emosional dengan Hasil Belajar Peserta Didik Kelas XI IPA SMAN 8 Makassar ]]>
<![CDATA[Taupik, Muh.]]>;
<![CDATA[Alimin, Alimin]]>;
<![CDATA[Side, Sumiati]]>
<![CDATA[ ChemEdu Vol 2, No 3 (2021) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v2i3.26617
<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan kecerdasan emosional dengan hasil belajar peserta didik kelas XI IPA SMAN 8 Makassar pada materi pokok struktur atom.Jenis penelitian ini adalah penelitian deskriptif kuantitatif.Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI IPA SMAN 8 Makassar yang berjumlah 216.Sampel dalam penelitian ini adalah peserta didik kelas XI IPA SMAN 8 Makassar yakni 122 peserta didik.Data diperoleh dari angket kecerdasan emosional dan tes hasil belajar peserta didik. Berdasarkan hasil analisis deskriptif pencapaian indikator kecerdasan emosional, diketahui bahwa dimensi mengenali emosi orang lain memiliki pencapaian paling tinggi yakni 81,57%, dan dimensi mengenali emosi diri memiliki pencapaian paling rendah yakni 71,72%. Hal ini menunjukkan bahwa siswa mampu beradaptasi dan mengidentifikasi emosi dengan orang lain di sekelilingnya namun tidak pada dirinya sendiri. Diantara empat kelas yang menjadi subjek penelitian, Kelas XI IPA 3 memiliki kecerdasan emosional paling tinggi.Secara keseluruhan hasil belajar kimia peserta didik kelas XI IPA SMAN 8 Makassar tergolong sedang.Diantara empat kelas yang menjadi subjek penelitian, kelas XI IPA 3 memiliki hasil belajar yang paling tinggi. Adapun nilai regresi berganda yang diperoleh bermakna bahwa sumbangan relatif yang diberikan oleh kecerdasan emosional terhadap hasil belajar peserta didik ialah sebesar 32,2%. Hasil penelitian ini menunjukkan bahwa hubungan kecerdasan emosional dengan hasil belajar peserta didik dikategorikan sedang dengan r=0,658.]]>
<![CDATA[Perbandingan Model Pembelajaran Kooperatif Tipe Inside Outside Circle (IOC) dengan Think Pair Share (TPS) Pada Konsep Reaksi Reduksi Oksidasi Terhadap Hasil Belajar Siswa Kelas X SMA Negeri 1 Pulau Gorom Kabupaten Seram Bagian Timur ]]>
<![CDATA[Mochtamar Ammar Rumakur]]>;
<![CDATA[Jaya Tuahuns]]>;
<![CDATA[Renny Souhoka]]>
<![CDATA[ ChemEdu Vol 3, No 3 (2022) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v3i3.39339
<![CDATA[Penelitian ini bertujuan untuk mengetahui hasil belajar siswa sekaligus untuk membandingkan model pembelajaran kooperatif tipe Inside Outside Circle (IOC) dengan Think Pair Share (TPS) pada konsep reaksi reduksi oksidasi terhadap hasil belajar siswa kelas X SMA Negeri 1 Pulau Gorom. Tipe yang digunakan dalam penelitian ini terdiri dari dua yaitu tipe penelitian deskriptif dan tipe penelitian komparatif dengan desain penelitian The Static Comparison Design. Sampel yang digunakan dalam penelitian ini terdiri dari dua kelas yaitu kelas X.1 yang dijadikan sebagai kelas IOC dan kelas X.3 dijadikan sebagai kelas TPS. Pemilihan sampel dapat diambil melalui teknik random sampling. Variabel penelitiannya terdiri dari Variable independen (bebas) dan Variable dependen (terikat). Variabel independen adalah model pembelajaran kooperatif tipe Inside Outside Circle (IOC) dan Think Pair Share (TPS) dan variabel dependen nya adalah hasil belajar siswa. Instrumen penelitian yang digunakan adalah observasi, LKS dan tes akhir. Data yang digunakan dalam penelitian ini terdiri dari data observasi dan data tes formatif yang dianalisis secara deskriptif kuantitatif untuk mendapatkan Nilai Akhir (NA) siswa. Rata-rata Nilai Akhir (NA) siswa kelas X.1 (IOC) sebesar 81,31 dan kelas X.3 (TPS) sebesar 75,26. Selanjutnya data Nilai Akhir (NA) dapat dianalisis dengan menggunakan uji-t pada taraf signifikan 5% dengan syarat tolak H0 apabila thitung>ttabel. Dari hasil perhitungan uji-t diperoleh thitung = 2,863 sedangkan ttabel = 1,6801. Oleh karena itu, hipotesis H0 ditolak dan Ha diterima. Dengan demikian dapat dikatakan bahwa pelaksanaan model pembelajaran kooperatif tipe Inside Outside Circle (IOC) lebih baik dibandingkan pelaksanaan model pembelajaran kooperatif tipe Think Pair Share (TPS) pada konsep reaksi reduksi oksidasi terhadap hasil belajar siswa kelas X SMA Negeri 1 Pulau Gorom Kabupaten Seram Bagian Timur. ABSTRACT This study aims to determine student learning outcomes as well as to compare the cooperative learning model type inside outside circle (IOC) with think pair share (TPS) on the concept of oxidation-reduction reaction to the results of class X student of SMA Negeri 1 Gorom Island. The type used in this study consisted of two that is descriptive type and the type of comparative research with study design The Static Comparison Design. The sample used in this study consisted of two classes, namely class X.1 which serve as IOC class and class X.3 serve as class TPS. Selection of the sample can be taken through random sampling techniques. Research variables consist of independent variable (free) and the dependent variable (dependent). The independent variable is the type of cooperative learning model inside outside circle (IOC) with think pair share (TPS) and its dependent variable is the student learning outcomes. The research instrument used is observation, worksheets and final tests. The data used in this study consisted of observational data and test data are analyzed descriptively formative quantitatively to get a Final Value (NA) students. Average Value End (NA) class students X.1 (IOC) of 81.31 and class X.3 (TPS) of 75.26. Furthermore, the data Final Value (NA) can be analyzed using t-test at significance level of 5% on condition reject H0 if thitung> ttabel. From the calculation of the t-test obtained t = 2.863, while table = 1.6801. Therefore, H0 rejected and Ha accepted. Thus it can be said that the implementation of cooperative learning model type inside outside circle (IOC) is better than the implementation of cooperative learning model think pair share (TPS) on the concept of the reduction reaction of oxidation of the learning outcomes of students of class X SMA Negeri 1 Pulau Gorom East Seram District.]]>
<![CDATA[Pengaruh Teknik Mencatat Mind Mapping pada Model Pembelajaran Learning Cycle 5E Terhadap Hasil Belajar Peserta didik Kelas X SMA Negeri 1 Kajuara Kabupaten Bone ]]>
<![CDATA[Wardah Sari]]>;
<![CDATA[Sumiati Side]]>;
<![CDATA[Muhammad Anwar]]>
<![CDATA[ ChemEdu Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v1i1.17524
<![CDATA[The research was a quasi-experimental that aimed to know the positive effect of using mind mapping method on learning cycle 5E models towards student achievement at class X Senior High School 1 Kajuara. The population in experiment was class X Senior High School 1 Kajuara Bone Regency are 9 Class with 320 peoples, the sample of this research consisted of two classes, namely class X1 as a experiment class with the number of students was 28 and class X4 as a control class with the number of students 30 peoples. The independent variable in this research was using mind mapping noted technique on learning cycle 5E models and without mind mapping noted technique on learning cycle 5E models, the dependent variable was learning achievement on subject matter Chemical Bond. Data which get form descriptive and inferential analysis. From analysis get the average value of experiment class is 71 with deviation standard is 9.35 while in control class the average is 65.30 with deviation standard is 10.14 and the percentage in class experiment is 57.14% while control class is 30%. The result of hypothesis analysis use t-test got tcalculate = 2.21 and significant level α = 0,05 with dk = 56 got ttable = 1,66. So that, tcalculated > ttable, so H1 accepted and H0 rejected. It means that mind mapping noted technique on learning cycle 5E model has effect toward student achievement class X Senior High School 1 Kajuara Bone Regency in chemical bond matter.]]>
<![CDATA[Analisis Kemampuan Berpikir Kreatif Siswa Kelas XI IPA 3 SMAN 5 Bulukumba pada Penerapan Model Kooperatif Tipe STAD (Students Teams Achievement Divisions) dengan Mind Mapping (Studi pada Materi Pokok Larutan Asam Basa) ]]>
<![CDATA[Satriah, Susi]]>;
<![CDATA[Jusniar, Jusniar]]>;
<![CDATA[Sulastry, Taty]]>
<![CDATA[ ChemEdu Vol 2, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v2i2.22402
<![CDATA[This descriptive study aims to determine how much ability of think creative of students on every aspect of the creative thinking skills (CTS) in terms of process and product. The subjects of this study were the students of class XI IPA 3 SMAN 5 Bulukumba. The class were taught using STAD Type of Cooperative Learning model with mind mapping. The instrument used in this study was observation sheet to measure the CTS of process and achievement test to measure CTS of product. The indicators achievement of CTS on application STAD type of Cooperative Learning model and mind mapping are: (1) fluency aspect reached 64.69 % belonging to high category, (2) flexibility aspect achieved 52.50 % belonging to low category, (3) originality aspect achieved 40.00 % belonging to lower category, and (4) elaboration aspect achieved 63.44 % belonging to medium category. Whereas the indicators achievement of CTS for the manufacture of mind mapping result are: (1) fluency aspect reached 74.22 % belonging to high category, (2) flexibility aspect achieved 66.41 % belonging to high category, (3) originality aspect achieved 53.13 % belonging to low category, and (4) elaboration aspect achieved 73.44 % belonging to high category. The Data were obtained by providing achievement test to measures the CTS of students during the learning process takes place. Values of achievement test were analysed using descriptive statistical analysis and is obtained the indicators of achievement for each aspect of that is to aspects of fluency reached 98.1% belonging to very high category, flexibility aspects achieved 91.5% belonging to very high category, and elaboration aspect reached 58.6% belonging to medium category. It was concluded that the aspects of fluency is an indicator that reach the highest percentage from other aspects of indicator of the creative thinking skills.]]>
<![CDATA[Perbandingan Hasil Belajar Peserta Didik Kelas X MIA SMA Plus Budi Utomo Makassar yang Diajar Menggunakan Model Pembelajaran Direct Instruction dengan Model Pembelajaran Discovery (Studi pada Materi Pokok Larutan Elektrolit dan Non Elektrolit) ]]>
<![CDATA[Sofiyah Auliyah]]>;
<![CDATA[Sudding Sudding]]>;
<![CDATA[Sugiarti Sugiarti]]>
<![CDATA[ ChemEdu Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v3i2.36784
<![CDATA[ABSTRAK Penelitian ini adalah penelitian eksperimen semu bertujuan untuk mengetahui ada atau tidak adanya perbedaan hasil belajar peserta didik kelas X MIA SMA Plus Budi Utomo Makassar yang diajar menggunakan model pembelajaran direct instruction dengan model pembelajaran discovery pada materi larutan elektrolit dan non elektrolit. Variabel bebas dalam penelitian ini adalah model pembelajaran direct instruction dan model pembelajaran discovery. Variabel terikatnya adalah hasil belajar peserta didik pada materi larutan elektrolit dan non elektrolit. Populasi penelitian ini adalah seluruh kelas X MIA SMA Plus Budi Utomo Makassar yang tersebar dalam 3 kelas. Sampel penelitian terdiri dari 2 kelas yaitu kelas X MIA 1 sebagai kelompok kelas eksperimen 1 dan X MIA 2 sebagai kelompok kelas eksperimen 2 dengan jumlah peserta didik masing-masing sebanyak 34 peserta didik pada kelompok kelas eksperimen 1 dan 29 peserta didik pada kelompok kelas eksperimen 2. Data hasil penelitian diperoleh dengan memberikan tes hasil belajar pada materi pokok larutan elektrolit dan non elektrolit yang dianalisis menggunakan statistik deskriptif dan statistik inferensial. Hasil analisis prasyarat statistik inferensial terhadap tes hasil belajar menunjukkan bahwa data pada kelompok kelas eksperimen 1 dan kelompok kelas eksperimen 2 berdistribusi normal serta memiliki varians yang homogen. Hasil uji-t sebagai pengujian hipotesis menghasilkan thitung = 6,39 pada taraf signifikansi, α = 0,05 diperoleh ttabel= 1,67. Oleh karena itu, thitung(6,39) > ttabel(1,67), maka H1 diterima dan H0 ditolak. Hal ini menunjukkan bahwa terdapat perbedaan hasil belajar peserta didik kelas X MIA SMA Plus Budi Utomo Makassar yang diajarkan dengan menggunakan model pembelajaran direct instruction dan model pembelajaran discovery pada materi larutan elektrolit dan non elektrolit. ABSTRACT This research is a quasi-experimental research that aims to determine the differences learning outcomes of students of class X MIA SMA Plus Budi Utomo Makassar who are taught using direct instruction model with discovery learning model on electrolyte and non-electrolyte solution. The independent variables in this study are the direct instruction model and discovery learning model. The dependent variable is the learning outcomes of students on electrolyte and non-electrolyte solution. The population of this research are all of classes X MIA SMA Plus Budi Utomo Makassar which are spread over 3 classes. The research sample consisted of 2 classes, namely class X MIA 1 as the first experimental group that consist of 34 students and class X MIA 2 as the second experimental group that consist of 29 students. The research data were obtained by providing a learning outcome test of electrolyte and non-electrolyte solutions which were analyzed using descriptive statistics and inferential statistics. The results of the inferential statistical prerequisite analysis on the learning outcome test showed that the data in the first experimental group and the second experimental group are normally distributed and have homogeneous variances. Hypothesis testing using t-test resulted tcount = 6.39 and at the significance level, α = 0.05, obtained ttable = 1.67. Therefore, tcount (6.39) > ttable (1.67), then H1 is accepted and H0 is rejected. This shows that there is differences students learning outcomes of class X MIA SMA Plus Budi Utomo Makassar who are taught using the direct instruction model and the discovery learning model on electrolyte and non-electrolyte solution.]]>
<![CDATA[Pengaruh Pemberian Tugas Rumah dalam Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Terhadap Hasil Belajar Siswa Kelas X SMA Negeri 11 Makassar (Studi pada Materi Pokok Ikatan Kimia) ]]>
<![CDATA[Isnawati Isnawati]]>;
<![CDATA[Taty Sulastry]]>;
<![CDATA[Muhammad Danial]]>
<![CDATA[ ChemEdu Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v4i1.46190
<![CDATA[ABSTRAK Penelitian ini merupakan penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh pemberian tugas rumah dalam model pembelajaran kooperatif tipe NHT terhadap hasil belajar siswa kelas X SMA Negeri 11 Makassar tahun pelajaran 2015/2016 pada materi pokok ikatan kimia. Sampel penelitian ini adalah kelas X10 untuk kelas eksperimen dan kelas X7 untuk kelas kontrol dengan jumlah siswa masing-masing 36 orang. Siswa pada kelas ekperimen diberikan tugas rumah (resume) dan siswa pada kelas kontrol tidak diberikan tugas rumah (resume). Pengumpulan data diperoleh dari tes hasil belajar siswa yang yang terdiri atas 20 butir soal pilihan ganda. Teknik analisis data menggunakan statistik analisis deskriptif dan inferensial. Hasil analisis deskriptif menunjukkan nilai rata-rata kelas eksperimen sebesar 74.66 dan kelas kontrol sebesar 67.44 dengan standar deviasi berturut-turut adalah 9.64 dan 10.72. Pengujian hipotesis yang dilakukan dengan uji t menghasilkan thitung > ttabel = 2.95> 1.67, sehingga dapat disimpulkan bahwa pemberian tugas rumah (resume) dalam model pembelajaran kooperatif tipe NHT berpengaruh positif terhadap hasil belajar siswa kelas X SMA Negeri 11 Makassar pada materi pokok ikatan kimia. ABSTRACT The research was a quasi-experimental that aimed to know the effects of giving a homework in cooperative learning model type numbered heads together toward student’s achievement grade X SMAN 11 Makassar education year 2015/2016 study on chemical bonding. The samples are class X10 for experiment class and class X7 for control class which consist of 36 students in each class. Giving a homework in cooperative learning model type numbered heads together in class experiment and without giving a homework in cooperative learning model type numbered heads together in control class. Data collection technique is obtained from toward student’s achievement which consists of 20 multiple choice items. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The descriptive analyze showed the average value of experiment class is 74.66 and control class is 67.44 with deviation standard in a raw is 9.64 and 10.72. The hypothesis test using t test shows that tcalculated > ttable = 2.95 > 1.67, so it can be concluded giving a homework in cooperative learning model type numbered heads together positive effected toward student Achievement grade X SMAN 11 Makassar on the topic of chemical bonding.]]>
<![CDATA[Pengaruh Model Pembelajaran Discovery Learning Terhadap Motivasi dan Hasil Belajar Peserta Didik Kelas X MIPA SMAN 3 Bantaeng (Studi pada Materi Pokok Struktur Atom) ]]>
<![CDATA[Tayu, Andi Tenri]]>;
<![CDATA[Alimin, Alimin]]>;
<![CDATA[Sugiarti, Sugiarti]]>
<![CDATA[ ChemEdu Vol 2, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v2i2.22394
<![CDATA[This research was quasi experiment research that aimed to know the influence of discovery learning model to learning’s motivation and outcome student’s in class X MIPA SMAN 3 Bantaeng on subject matter of atomic structure. Research design was posttest only control group. Population was student in class X MIPA SMAN 3 Bantaeng that consist of five classes. Sample was taken randomly, experiment class was X MIPA 1 that though discovery learning model and control class was X MIPA 4 that though konvensional model. Data removal with motivation questionnaire and give posttest 20 numbers. Analysis data value learning’s motivation and outcome with statistic diferential and inferential. Result of analysis prerequirement of inferential statistic to learning motivation, show that for data motivation in experiment class and control class was normally distributed and it has homogen varians. In hypothesis test, with tcount> ttable which means that there is an the influence discovery learning model to student learning motivation of class X MIPA SMAN 3 Bantaeng. Than for data learning outcome in experiment dan control class was not normally distributed and it has homogen varians so, parametric test by Man-Withney with zcalculated > ztable which means that there is an the influence of discovery learning model to student learning outcome of class X MIPA SMAN 3 Bantaeng with subject matter of atomic structure.]]>
<![CDATA[Analisis Miskonsepsi Siswa Kelas X.3 SMAN 1 Belopa pada Materi Pokok Ikatan ]]>
<![CDATA[Tutiana Tutiana]]>;
<![CDATA[Muharram Muharram]]>;
<![CDATA[Halimah Husain]]>
<![CDATA[ ChemEdu Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v3i1.32496
<![CDATA[This study is a descriptive research which aimed to find out the misconceptions study on chemical bond. The samples in this research is the class X.3 SMA Negeri 1 Belopa as much 36 students. The data was collected by instrument which has 20 items two-tier multiple choice, observation page for teacher, student, and study source and interview to identified cause of misconception. The data was analyzed by descriptive statistic method to obtain percentage of the misconceptions in each item. There is six subconcept that analyzed. The result of this research showed that percentage misconceptions of students average to learning of chemical bond is 11,29 % and low category. Percentage misconceptions of students to element preference to stable is 18,52%; draw of Lewis structure is 9,26%; formation of ion bond is 11,11%; formation of covalent bond is 15,00 %; formation of covalent coordination is 13,89%. The result research show that misconception causes by, 1) teacher not give detailed explanation and 2) student is praconception is wrong]]>
<![CDATA[Efektivitas Model Discovery Learning dalam Meningkatkan Hasil Belajar Peserta Didik Kelas X MIPA SMA Negeri 10 Pinrang (Studi pada Materi Pokok Reaksi Reduksi Oksidasi) ]]>
<![CDATA[Tuski Tuski]]>;
<![CDATA[Muhammad Syahrir]]>;
<![CDATA[Sugiarti Sugiarti]]>
<![CDATA[ ChemEdu Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v4i1.27785
<![CDATA[Penelitian ini merupakan penelitian pra eksperimen yang bertujuan untuk mengetahui apakah model discovery learning efektif terhadap peningkatan hasil belajar peserta didik kelas X MIPA SMA Negeri 10 Pinrang (materi pokok reaksi redoks). Desain penelitian yang digunakan adalah one group pretest-posttest design. Populasi dalam penelitian ini adalah peserta didik Kelas X MIPA SMA Negeri 10 Pinrang yang terdiri dari tiga kelas. Teknik pengambilan sampel dilakukan secara random sampling. Sampel pada penelitian ini adalah kelas X MIPA 2 yang berjumlah 30 peserta didik. Pengambilan data dilakukan dengan menggunakan tes hasil belajar berupa pretest dan posttest. Hasil analisis deskriptif menunjukkan peningkatan hasil belajar dari rata-rata sebelum perlakuan yaitu 46 meningkat menjadi 71 dengan rata-rata gain ternormalisasi 0,67 yang artinya peningkatan hasil belajar peserta didik kelas X MIPA SMA Negeri 10 Pinrang setelah menggunakan model discovery learning berada pada kategori sedang. Hasil pengujian hipotesis menggunakan uji-t satu sampel diperoleh thitung = 4,152 lebih besar dari ttabel = 1.699 pada taraf signifikan α = 0,05. Berdasarkan data tersebut, disimpulkan bahwa penggunaan model discovery learning efektif terhadap peningkatan hasil belajar peserta didik kelas X MIPA SMA Negeri 10 Pinrang (materi pokok reaksi redoks).]]>
<![CDATA[Perbandingan Model Pembelajaran Discovery Learning dan Model Pembelajaran Langsung terhadap Hasil Belajar Peserta Didik Kelas X P.Mia SMA Negeri 1 Parangloe (Studi Pada Materi Pokok Ikatan Kimia) ]]>
<![CDATA[Syafriyanto, Muhammad]]>;
<![CDATA[Danial, Muhammad]]>;
<![CDATA[Yunus, Muh.]]>
<![CDATA[ ChemEdu Vol 4, No 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Kimia FMIPA UNM ]]>
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DOI: 10.35580/chemedu.v4i2.32513
<![CDATA[The research was a quasi-experimental that aimed to know the difference discovery learning and direct learning of student’s achievement in class X P.Mia Senior High School 1 Parangloe. The study design used is posttest only control group design. The population was class X P.Mia Senior High School 1 Parangloe which consisted of 102 students from three classes. The class selected as a sample was class X P.Mia 2 which consisted of 35 students as an experimental 1 class and class X P.Mia 1 which consisted of 31 students as an experimental 2 class. Experimental 1 class taught using discovery learning whereas experimental 2 class taught using direct learning. The independent variable in this research was discovery learning and direct learning, whereas the dependent variable was student’s achievement. Data collection technique was obtained that giving test the student’s achievement for posttest. Results of inferential statistical analysis prerequisite test showed that the data were not normally distributed. Testing the hypothesis with Mann Whitney test conducted by α = 0,05 were Zcalculated= 2,155 > Ztable = 1,96. Conclude that there are difference of discovery learning and direct learning of student’s achievement in class X P.Mia Senior High School 1 Parangloe in.]]>
