Pengaruh Gaya Belajar VAK pada Penerapan Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 2 Narmada Tahun Ajaran 2015/2016

Authors

Nurmayani Nurmayani , Muhammad Zulfikar Syuaib , Jannatin ‘Ardhuha

DOI:

10.29303/jpft.v2i1.283

Published:

2017-04-22

Issue:

Vol. 2 No. 1 (2016): Januari

Keywords:

VAK learning Styles, Problem-Based Learning Model, Learning Outcomes.

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How to Cite

Nurmayani, N., Syuaib, M. Z., & ‘Ardhuha, J. (2017). Pengaruh Gaya Belajar VAK pada Penerapan Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 2 Narmada Tahun Ajaran 2015/2016. Jurnal Pendidikan Fisika Dan Teknologi, 2(1), 13–21. https://doi.org/10.29303/jpft.v2i1.283

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Abstract

This àquasi-experimental research aims at revealing (1) the effect of àPBL learnings model on physics sciences studentââ¬â¢s learning outcomes (2) the effect of àVAK learning styles on physics sciences studentââ¬â¢s learning outcomes (3) the interaction effects between learnings model with learning style on physics sciences studentââ¬â¢s learning outcomes. The population is all students of SMP Negeri 2 Narmada grade VIII consisting of 87 students, and 59 of which were used as samples that were chosen by purposive sampling technique. The research design used 2 x 3 factorial design and data were analysed by using two ways Anova at significant level ñ of 0.05. The results àindicated that: (1) PBL learningââ¬â¢s model has an effect on àthe physics science studentââ¬â¢s learning outcomes as shown by a higher Fcount in comparison to Ftable (21.15 and 4.02, respectively); à(2) learning styles has an effect on physics sciences studentââ¬â¢s learning outcomes as shown by a higher Fcount in comparison to Ftable (5.39 and 3.17, respectively); (3) an interaction effect does exist between the learning model with learning style on physics sciences studentââ¬â¢s learning outcomes up to 50.2 % àas shown by a higher Fcount in comparison to Ftable with values of 16.13 and 3.17, respectively.

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