PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DAN GAYA BELAJAR TERHADAP HASIL BELAJAR BAHASA INDONESIA

Authors

  • Berkat Johannes Pakpahan This research was aimed to find out : (1) the difference of achievement in indonesian language between Problem Based Learning instructional strategy and expository instructional strategy, (2) the difference of achievement in Indonesian language between student’s who had visual learning style and auditorial learning style, (3) interaction between instructional strategy and the learning style on the students’ achievement in Indonesian language. The population of this research was all of class VIII of students SMP Parulian 2 Medan, which had 120 students, that consist of three classes. The sample was taken by using cluster random sampling method. The total sample of the research for instructional strategy which 40 students’ taught by Problem Based Learning instructional strategy and 40 students’ done by learning of expository instructional strategy. Instrument scale for Indonesian language achievement that used to measure the achievement of Indonesian’s language had coefficient 0,82. The research method used quasi experiment with factorial design 2x2. Technique of analyzing data used two ways ANAVA at significant α = 0,05. The finding of the research showed that : (1) the students’ achievement in Indonesian language that taught by Problem Based Learning instructional strategy ( X = 83,45), is higher than the students’ achievement that taught by expository instructional strategy ( X = 64,2), dengan hitung F = 36,26 > tabel F = 3,97 , (2) the students’ achievement in Indonesian language with visual learning style ( X = 76,86) is higher than auditorial learning style ( X = 70,03), with ratio F = 64,80 > table F = 3,97, (3) be found interaction between instructional strategy and the learning style on the students’ achievement in Indonesian language, with ratio F = 15,13 > table F = 3,97. The multiple comparation by Scheffe test also showed significant difference of achievement in Indonesian language between Problem Based Learning instructional strategy and expository instructional strategy, similar with achievement in Indonesian language between visual learning style and auditorial learning style.

DOI:

https://doi.org/10.24114/kultura.v1i2.5145

Abstract

This research was aimed to find out : (1) the difference of achievement in
indonesian language between Problem Based Learning instructional strategy and
expository instructional strategy, (2) the difference of achievement in Indonesian
language between student™s who had visual learning style and auditorial learning
style, (3) interaction between instructional strategy and the learning style on the
students™ achievement in Indonesian language.
The population of this research was all of class VIII of students SMP
Parulian 2 Medan, which had 120 students, that consist of three classes. The sample
was taken by using cluster random sampling method. The total sample of the
research for instructional strategy which 40 students™ taught by Problem Based
Learning instructional strategy and 40 students™ done by learning of expository
instructional strategy. Instrument scale for Indonesian language achievement that
used to measure the achievement of Indonesian™s language had coefficient 0,82. The
research method used quasi experiment with factorial design 2x2. Technique of
analyzing data used two ways ANAVA at significant α = 0,05.
The finding of the research showed that : (1) the students™ achievement in
Indonesian language that taught by Problem Based Learning instructional strategy
( X = 83,45), is higher than the students™ achievement that taught by expository
instructional strategy ( X = 64,2), dengan hitung F = 36,26 > tabel F = 3,97 , (2) the
students™ achievement in Indonesian language with visual learning style ( X = 76,86)
is higher than auditorial learning style ( X = 70,03), with ratio F = 64,80 > table F =
3,97, (3) be found interaction between instructional strategy and the learning style
on the students™ achievement in Indonesian language, with ratio F = 15,13 > table F =
3,97. The multiple comparation by Scheffe test also showed significant difference of
achievement in Indonesian language between Problem Based Learning instructional
strategy and expository instructional strategy, similar with achievement in
Indonesian language between visual learning style and auditorial learning style.

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Published

10/01/2014

Issue

Vol. 1 No. 2 (2014): JURNAL EDUKASI KULTURA

Section

Articles

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