Hidayat, Ardy Syaeful (2015) PENGARUH PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN AKUNTANSI KELAS XII IPS DI SMA N 14 BANDUNG. S1 thesis, Universitas Pendidikan Indonesia.
|
Text
S_PEA_1002914_Title.pdf Download (191kB) | Preview |
|
|
Text
S_PEA_1002914_Abstract.pdf Download (448kB) | Preview |
|
|
Text
S_PEA_1002914_Table_of_content.pdf Download (319kB) | Preview |
|
|
Text
S_PEA_1002914_Chapter1.pdf Download (338kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_PEA_1002914_Chapter2.pdf Restricted to Staf Perpustakaan Download (419kB) |
|
|
Text
S_PEA_1002914_Chapter3.pdf Download (487kB) | Preview |
|
|
Text
S_PEA_1002914_Chapter4.pdf Restricted to Staf Perpustakaan Download (990kB) |
|
|
Text
S_PEA_1002914_Chapter5.pdf Download (139kB) | Preview |
|
|
Text
S_PEA_1002914_Bibliography.pdf Download (148kB) | Preview |
Abstract
Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan keaktifan belajar siswa sebelum penerapan model Contextual Teaching and Learning (CTL) dengan keaktifan belajar siswa sesudah penerapan model Contextual Teaching and Learning (CTL) pada mata pelajaran akuntansi. Metode eksperimen yang digunakan yaitu pre-experimental design, dengan desain penelitian one-group pretest-postest design. Teknik pengambilan sampel yang digunakan adalah Purposive Sampling. Sampel dalam penelitian ini yaitu kelas XII IPS 1 sebagai kelas eksperimen. Penelitian dilakukan di SMAN 14 Bandung dengan menerapkan model Contextual Teaching and Learning (CTL) selama tiga kali pertemuan dengan melaksanakan tujuh komponen dari model Contextual Teaching and Learning (CTL) yaitu kontruktivisme, bertanya, menemukan, masyarakat belajar, permodelan, refleksi dan penilaian sebenarnya. Hasil penelitian menunjukkan keaktifan belajar sesudah penerapan model Contextual Teaching and Learning (CTL) memiliki rata-rata keaktifan lebih tinggi dibandingkan dengan rata-rata keaktifan belajar sebelum penerapan model Contextual Teaching and Learning (CTL) dengan selisih 21,9%. Berdasarkan hasil pengujian hipotesis dengan menggunakan uji beda proporsi dua arah dengan α=0,05 menunjukkan z_hitung= -5,31 dan z_tabel=1,96. Karena z_hitung < z_tabel berarti terdapat perbedaan keaktifan belajar siswa antara sebelum penerapan model Contextual Teaching and Learning (CTL) dengan keaktifan belajar siswa sesudah penerapan model Contextual Teaching and Learning (CTL). Dengan adanya perbedaan tesebut dapat disimpulkan bahwa penerapan model Contextual Teaching and Learning (CTL) berpengaruh terhadap keaktifan belajar siswa pada mata pelajaran Akuntansi, khususnya pada materi Jurnal Khusus Perusahaan Dagang. This research aims to discover whether there is a difference on student learning liveliness before the implementation of Contextual Teaching and Learning (CTL) model and after the implementation of Contextual Teaching and Learning (CTL) model in Accounting subject. Experimental method used in the research is pre-experimental design with one-group pretest-postest design research design. Sampling technique used is Purposive sampling. Sample of this research is class XII social 1 as experimental class. The research was conducted at SMAN 14 Bandung, by applying contextual teaching and learning (CTL) model during three meetings with implementing seven components from contextual teaching and learning (CTL) model which are constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Results of the research showed that student learning liveliness after the implementation of Contextual Teaching and Learning (CTL) has higher average than before implementing Contextual Teaching and Learning (CTL) with 21,9% difference. Based on hypothesis results using two-way proportion difference test with α=0,05, showed that z_count= -5,31 and z_table= 1,96. Because of z_count< z_table, it means that there is a difference in student learning liveliness before the implementation of Contextual Teaching and Learning (CTL) model and after the implementation of Contextual Teaching and Learning (CTL) model in Accounting subject. With these differences, it can be concluded that the implementation of contextual teaching and learning (CTL) model has an influence on student learning liveliness in Accounting subject,especially on Special Journal on Trading Company material.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil: S PEA HID p-2015; Pembimbing: Imas Purnamasari |
| Uncontrolled Keywords: | Model Contextual Teaching and Learning, CTL, Keaktifan Belajar Siswa |
| Subjects: | H Social Sciences > HB Economic Theory L Education > LB Theory and practice of education |
| Divisions: | Fakultas Pendidikan Ekonomi dan Bisnis > Pendidikan Akuntansi |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 16 Sep 2015 02:43 |
| Last Modified: | 16 Sep 2015 02:43 |
| URI: | http://repository.upi.edu/id/eprint/16886 |
Actions (login required)
 |
View Item |