Pengaruh Gaya Kognitif Terhadap Hasil Belajar Kimia pada Materi Redoks dengan Menggunakan Model Contextual Teaching and Learning

JRPK: Jurnal Riset Pendidikan Kimia

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Title Pengaruh Gaya Kognitif Terhadap Hasil Belajar Kimia pada Materi Redoks dengan Menggunakan Model Contextual Teaching and Learning
 
Creator Olgarinda Sekarrini
Hadinugrahaningsih, Tritiyatma
Muhab, Sukro
 
Subject Cognitive Style
Learning Outcomes
Redox
Gaya Kognitif
Hasil Belajar
Redoks
 
Description Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar kimia pada materi redoks antara siswa yang memiliki gaya kognitif Field Dependent dengan Field Independent pada model Contextual Teaching and Learning. Penelitian ini dilakukan di kelas X MIA, SMA Negeri 36 Jakarta. Metode penelitian yang digunakan adalah kuantitatif dengan teknik komparasi. Pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling. Pembelajaran yang digunakan pada dua kelas adalah model Contextual Teaching and Learning. Instumen yang digunakan berupa Group Embedded Figure Test (GEFT) dan post-test. Data yang diperoleh dianalisis menggunakan uji-t. Rata-rata hasil belajar yang diperoleh siswa dengan gaya kognitif Field Independent adalah 80,77 dan pada siswa dengan gaya kognitif Field Dependent adalah 54,58. Hasil penelitian menunjukkan adanya perbedaan hasil belajar siswa antara siswa dengan gaya kognitif Field Independen dengan siswa dengan gaya kognitif Field Dependent (thitung = 10,62; ttabel = 1,68, thitung > ttabel). Sehingga dapat disimpulkan bahwa gaya kognitif  dapat berpengaruh positif pada hasil belajar siswa pada materi redoks dengan model Contextual Teaching and Learning.
Kata kunci: Gaya Kognitif, Hasil Belajar, Redoks
This study aims to compare the chemistry learning outcomes in redox between students who have the cognitive style of the Field Dependent and Field Independent on the Contextual Teaching and Learning model. This research was performes in X MIA class, SMA 36 Jakarta. The research method used is quantitative with comparative techniques. Sampling in this study used a purposive sampling technique. Learning used in two classes is the Contextual Teaching and Learning model. The instruments used are in the form of Group Embedded Figure Test (GEFT) and posttest. The data obtained are then analyzed using the t-test. The average learning outcomes obtained by students with the Field Independent cognitive style were 80.77 and in students with the Field Dependent cognitive style was 54.58. The results showed differences in student learning outcomes between students with Independent Field cognitive style and students with Field Dependent cognitive style (tcount = 10.62; ttable = 1.68, tcount> ttable). So that it can be concluded that the cognitive style can have a positive effect on student learning outcomes at redox with the Contextual Teaching and Learning model.
 
Publisher LPPM Universitas Negeri Jakarta
 
Date 2021-07-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://journal.unj.ac.id/unj/index.php/jrpk/article/view/12034
10.21009/JRPK.111.02
 
Source Jurnal Riset Pendidikan Kimia (JRPK); Vol 11 No 1 (2021): JRPK - Jurnal Riset Pendidikan Kimia, Volume 11 Nomor 1 (2021); 6 - 11
2597-8772
2252-5378
10.21009/JRPK.111
 
Language eng
 
Relation http://journal.unj.ac.id/unj/index.php/jrpk/article/view/12034/10829
 
Rights Copyright (c) 2021 Jurnal Riset Pendidikan Kimia (JRPK)
 

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