PENGARUH STRATEGI BELAJAR TUNTAS (MASTERY LEARNING) TERHADAP PRESTASI BELAJAR KIMIA PADA MATERI POKOK REAKSI REDOKS KELAS X SEMESTER 2 SMA HANGTUAH 3 MATARAM TAHUN AJARAN 2011/2012

Authors

Degi Alrinda Agustina , Muntari Muntari , Muti’ah Muti’ah

DOI:

10.29303/jpm.v8i1.56

Published:

2013-03-01

Issue:

Vol. 8 No. 1 (2013): Maret

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Agustina, D. A., Muntari, M., & Muti’ah, M. (2013). PENGARUH STRATEGI BELAJAR TUNTAS (MASTERY LEARNING) TERHADAP PRESTASI BELAJAR KIMIA PADA MATERI POKOK REAKSI REDOKS KELAS X SEMESTER 2 SMA HANGTUAH 3 MATARAM TAHUN AJARAN 2011/2012. Jurnal Pijar Mipa, 8(1). https://doi.org/10.29303/jpm.v8i1.56
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Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi belajar tuntas (mastery learning) terhadap prestasi belajar siswa pada materi pokok reaksi redoks kelas X SMA Hangtuah 3 Mataram. Penelitian quasy eksperimen sebanyak dua kelas yang diperoleh melalui teknik sampling jenuh. Hasil secara statistik uji-t diperoleh thitung (1,509) lebih kecil daripada ttabel (2,021) pada taraf signifikan 5% sehingga dapat disimpulkan bahwa strategi belajar tuntas tidak memberikan pengaruh yang lebih baik secara signifikan daripada strategi ekspositori terhadap prestasi belajar kimia materi pokok reaksi redoks kelas X semester 2 SMA Hangtuah 3 Mataram tahun ajaran 2011/2012. Hal ini disebabkan siswa yang belum siap, proses bantuan belajar dan manajemen waktu dan yang kurang optimal, serta peneliti yang belum pernah mencoba strategi ini sebelumnya.

Kata Kunci: Strategi belajar tuntas (Mastery Learning), Prestasi Belajar, Reaksi Redoks

à

Abstract: This study was aimed to determine the effect of mastery learning strategy to the students learning achievement on the redox reactions material of first class students at SMA Hangtuah 3 Mataram. This quasy experimental design consists of two classes which were obtained through technique a saturated sampling. The result showed Statically the t-test was found that tcount (1.509) was lower than ttable(2.021) with 5% significance level thereforeà it can be concludeà that the mastery learning strategy did not significantly affected than the expository strategy to the chemistry learning achievement on the redox reaction material of the first class students in the 2nd semester at SMA Hangtuah 3 Mataram academic year 2011/2012. This is caused students who are not ready, the process of learning assistance and the timing was not optimal, as well as researcher who have not tried this strategy before.

Keywords: Mastery learning, learning outcome, oxidation reaction

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