DAMPAK PENERAPAN PENDEKATAN PEMBELAJARAN KOOPERATIF TIPE LEARNING TOGETHER (LT) YANG DIMODIFIKASI DENGAN BERGANTI PERAN DAN PERAN TETAP TERHADAP HASIL BELAJAR KIMIA ANORGANIK 1
DOI:
10.29303/jpm.v5i2.167Published:
2010-09-01Issue:
Vol. 5 No. 2 (2010): SeptemberArticles
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Abstract
Abstrak : Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar mahasiswa antara yang diajar dengan pendekatan pembelajaran ceramah dan yang diajar dengan pendekatan pembelajaran kooperatif tipe LT
yang dimodifikasi dengan berganti peran dan peran tetap. Penelitian ini dilakukan di Universitas Mataram dengan menerapkan rancangan eksperimen semu. Subjek penelitian adalah mahasiswa Program Studi Kimia, FMIPA, sebagai kelas eksperimen dan mahasiswa Program Studi Pendidikan Kimia, FKIP, sebagai kelas kontrol tahun ajaran 2007/2008. Data penelitian terdiri dari hasil belajar mahasiswa berupa tes hasil belajar dengan validitas isi sebesar 97,8% dan koefisien reliabilitas diukur dengan metode paralel, sebesar 0,81. Hasil-hasil penelitian ini menunjukkan bahwa pendekatan pembelajaran kooperatif tipe LT yang dimodifikasi dengan berganti peran dan peran tetap lebih baik dibanding pendekatan pembelajaran ceramah, dan berganti peran lebih baik dibanding peran tetap.
Kata kunci : Pembelajaran kooperatif, berganti peran, peran tetap, hasil belajar.
Abstract : The aims of this research are to find out the differences of the results of study of Inorganic Chemistry course between students who teached with convensional learning approach versus cooperative learning type of
learning together approaches modified for exchange and permanent roles. This investigation applied a quasi-experimental design and has conducted at Mataram University. Subjects of this research were students of chemistry study program of faculty of mathematic and science as an experimental group and students of chemistry education study program of faculty of teacher training and education as a control group in the academic year of 2007/2008. The data of this research consist of students! result study generated from essay test with content validity was 97.8% and reliability coefficient measured by parallel method was .81. The results showed that cooperative learning type of learning together approach modified for exchange and permanent roles were better than convensional learning ones, and exchange role was better than permanent one.
Keywords : Cooperative learning, learning together, exchange role, permanent role, achievement, perception.
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