HUBUNGAN IKLIM KELAS DAN SIKAP SISWA TERHADAP PELAJARAN KIMIA DENGAN PRESTASI BELAJAR KIMIA SISWA KELAS XI IPA SMA NEGERI SE-KOTA MATARAM TAHUN PELAJARAN 2012/2013
DOI:
10.29303/jpm.v9i2.48Published:
2014-09-01Issue:
Vol. 9 No. 2 (2014): SeptemberArticles
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Abstract
Abstrak: Penelitian ini bertujuan untukÃÂ mengetahui hubungan:ÃÂ (a) iklimÃÂ kelas dengan prestasi belajar siswa; (b) sikap siswa terhadap pelajaran kimia dengan prestasi belajar siswa; (c)iklim kelas dan sikap siswa secara bersama dengan prestasi belajar siswa. Populasi dalam penelitian ini seluruh siswa kelas XI IPA SMA Negeri se-Kota Mataram yang berjumlah 1590 siswa, sedangkan sampelnya diambil dari 4 sekolah dengan proporsi sebesar 15% dari total siswa kelas XI IPA. Teknik penentuan anggota sampel adalah multistage random sampling dan diperoleh sampel sebanyak 118 siswa. Teknik pengumpulan data yang digunakan yaitu teknik angket untuk data iklim kelas dan sikap belajar siswa, sedangkan untuk data prestasi belajar siswa menggunakan teknik dokumentasi hasil ujian semester genap siswa tahun pelajaran 2012/2013. Hasil analisi skorelasi tunggal pertama antara iklim kelas dengan prestasi belajar siswa diperoleh thitung (2,66) >ttabel (1,66) pada taraf signifikansi 5%, artinya iklim kelas memiliki hubungan positif dan signifikan dengan prestasi belajar siswa. Hasil analisis korelasi tunggal kedua antara sikap siswa terhadap pelajaran kimia dengan prestasi belajar siswa diperoleh thitung (2,90) >ttabel (1,66) pada taraf signifikansi 5%, artinya sikap siswa terhadap pelajaran kimia memiliki hubungan positif dan signifikan dengan prestasi belajar siswa. Hasil analisis korelasi ganda antara iklim kelas dan sikap siswa secara bersama dengan prestasi belajar siswa diperoleh Fhitung (5,69) >Ftabel (3,08) pada taraf signifikansi 5%, artinya iklim kelas dan sikap siswa secara bersama memiliki hubungan positif dan signifikan dengan prestasi belajar siswa.
Kata-kata kunci: Hubungan, Iklim Kelas, Sikap Siswa, Prestasi Belajar Siswa.
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Abstract: This study aims to explore the relationship between: (a) classroom climate and studentsââ¬â¢ achievement; (b) studentââ¬â¢s attitude on learning chemistry and studentââ¬â¢s achievement; (c) classroom climate and studentââ¬â¢s attitude all together and studentââ¬â¢s achievement. The population are all the students of grade XI science program at state high schools in Mataram that consist of 1590 students, while the sample was taken from 4 schools with the proportion of 15%from the total number of students in each school. This study employed multistage random sampling and it was obtained 118 students as samples. Questioner technique was employed to collect the data of classroom climate and studentââ¬â¢s attitude while documentation technique was applied to gather the data of studentââ¬â¢s achievement of the second term examination result in academic year 2012/2013. Single corelation analysis between classroom climate and studentââ¬â¢s achievement resulted in a higher tobserved than ttable (2.66 and 1.66, respectively) at 5% significance level, which means that classroom climate has a positive and significant corelation with studentsââ¬â¢ achievement. The next single corelation analysis between studentââ¬â¢s attitude in chemistry and studentââ¬â¢s achievement revealed a higher tobserved than ttable (2.90 and 1.66, respectively) at 5% significance level, which means that studentââ¬â¢s attitude in chemistry has a positive and significant corelation with studentââ¬â¢s achievement. Finally, a double corelation analysis between classroom climate and studentââ¬â¢s attitude all together with studentââ¬â¢s achievement resulted in Fobserved of 5.69 which is higher than Ftable (3.08) at 5% significance level. It suggested that classroom climate and studentââ¬â¢s attitude all together have positive and significant corelation with studentsââ¬â¢ achievement.
Keywords: Corelation, Classroom climate, Studentââ¬â¢s attitude, Studentââ¬â¢s achievement.License
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