PENGARUH MODEL EXPLICIT INSTRUCTION TERHADAP HASIL BELAJAR PADA MATA PELAJARAN AKUNTANSI DI SMA NEGERI JATINANGOR

Lestari, Nissa Tryana (2015) PENGARUH MODEL EXPLICIT INSTRUCTION TERHADAP HASIL BELAJAR PADA MATA PELAJARAN AKUNTANSI DI SMA NEGERI JATINANGOR. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa pada kelas kontrol dan kelas eksperimen yang diperoleh setelah penerapan model pembelajaran explicit instruction. Metode penelitian yang diterapkan adalah kuasi eksperimen. Desain eksperimen kuasi yang digunakan adalah Nonequivalent Control Group Design, dengan populasi siswa kelas XI IPS di SMA N Jatinangor. Sampel yang diambil adalah siswa pada kelas XI IPS 1 sebagai kelas eksperimen dan XI IPS 2 sebagai kelas kontrol. Instrumen yang digunakan adalah tes dalam bentuk uraian dengan jumlah 10 soal. Tahap uji instrumen yang dilakukan adalah dengan menggunakan uji reliabilitas, uji validitas, tingkat kesukaran dan uji daya pembeda. Teknik analisa data yang digunakan adalah menentukan rata-rata dan standart deviasi, menghitung normalitas dan uji hipotesis uji t. Hasil analisis data diperoleh nilai rata-rata siswa kelas eksperimen = 80,47 dengan SD = 9,65 dan nilai rata-rata siswa kelas kontrol 71,77 dengan SD = 9,94. Hipotesis dalam penelitian ini diuji dengan uji t, pada taraf signifikan (taraf kepercayaan) α = 0,05. Dari data perhitungan hipotesis diperoleh thitung = 6,91 dan ttabel = 1,99. thitung> ttabel yaitu 6,91 > 1,99 dengan kata lain Ha diterima. Berdasarkan hasil penelitian maka dapat disimpulkan bahwa terdapat perbedaan hasil belajar pada kelas eksperimen setelah dilakukan penerapan model Explicit Instruction. Dengan demikian model pembelajaran explicit instruction berpengaruh terhadap hasil belajar siswa. Kata kunci : Hasil Belajar Akuntansi, Model Explicit Instruction This purpose of this research is to determine the differences in learning outcomes of students in the control class and experimental class obtained after the application of learning models explicit instruction. The research which has used was a quasi-experimental. Quasi experimental design used is Nonequivalent Control Group Design, with a population of students of class XI IPS in SMA N Jatinangor. Samples taken are students in class XI IPS 1 as an experimental class and class XI IPS 2 as a control. The instrument used was a test in the form of description of the number of 10 questions. Instrument test phase is done by using a reliability test, validity test, level of difficulty and test distinguishing features. Data analysis technique used is to determine the average and standard deviation, calculate the normality and the test t test hypotheses. Results of analysis of data obtained by the average value of the experimental class students with SD = 80.47 = 9.65 and average value control class 71.77 with SD = 9.94. The hypothesis in this study were tested by t test, at significance level (confidence level) α = 0.05. Hypothetical calculation of the data obtained t = 6.91 and table = 1.99. thitung> ttable ie 6.91> 1.99, in other words Ha accepted. The result of the research it can be concluded that there are differences in learning outcomes in the experimental class after the application of the model Explicit Instruction. Thus the learning model explicit instruction effect on student learning outcomes. Keywords: Learning Outcomes Accounting, Model Explicit Instruction

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No. Panggil: S_PEA_LES p-2015; Pembimbing : I. Kurjono
Uncontrolled Keywords: Pendidikan Akuntansi, Hasil Belajar Akuntansi, Model Explicit Instruction dan
Subjects: H Social Sciences > HF Commerce > HF5601 Accounting
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Fakultas Pendidikan Ekonomi dan Bisnis > Pendidikan Akuntansi
Depositing User: Mr. Cahya Mulyana
Date Deposited: 01 Apr 2016 04:30
Last Modified: 01 Apr 2016 04:30
URI: http://repository.upi.edu/id/eprint/19889

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