Pengaruh Pembelajaran Berbasis Multiple Representasi dengan Model Problem Solving pada Topik Laju Reaksi terhadap Hasil Belajar Kognitif Siswa
Abstract: This study aimed to determine the effect and correlation between multiple representation-based learning on problem solving models with initial ability to cognitive learning outcomes of students on the reaction rate material. The research subjects consisted of two classes, namely the experi...
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Pascasarjana Universitas Negeri Malang,
2021-02-01T00:00:00Z.
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| 001 | doaj_8c23a5b8e4ee402fa84d20e6c8d93ade | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Abdul Haris |e author |
| 700 | 1 | 0 | |a Subandi Subandi |e author |
| 700 | 1 | 0 | |a Munzil Munzil |e author |
| 245 | 0 | 0 | |a Pengaruh Pembelajaran Berbasis Multiple Representasi dengan Model Problem Solving pada Topik Laju Reaksi terhadap Hasil Belajar Kognitif Siswa |
| 260 | |b Pascasarjana Universitas Negeri Malang, |c 2021-02-01T00:00:00Z. | ||
| 500 | |a 2502-471X | ||
| 500 | |a 10.17977/jptpp.v6i2.14462 | ||
| 520 | |a Abstract: This study aimed to determine the effect and correlation between multiple representation-based learning on problem solving models with initial ability to cognitive learning outcomes of students on the reaction rate material. The research subjects consisted of two classes, namely the experimental and control classes. The instruments used were RPP, LKS and multiple choice cognitive learning achievement tests (25 questions), with very high validity and reliability of 0.83. The results showed that students in the experimental class obtained higher cognitive learning outcomes than the control class, and students' initial ability does not correlate with learning outcomes in both classes with significant scores (0.11 and 0.062)> (0.05). Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh dan korelasi antara pembelajaran berbasis multipel representasi pada model problem solving dengan kemampuan awal terhadap hasil belajar kognitif siswa pada materi laju reaksi. Subjek penelitian terdiri dari dua kelas yaitu kelas eksperimen dan kontrol. Instrumen yang digunakan berupa RPP, LKS dan tes hasil belajar kognitif pilihan ganda (25 soal), dengan validitas sangat tinggi dan realiabilitas 0,83. Penelitian ini menunjukkan hasil bahwa siswa pada kelas eksperimen memperoleh hasil belajar kognitif yang lebih tinggi dibanding kelas kontrol, dan kemampuan awal siswa tidak berkorelasi dengan hasil belajar di kedua kelas dengan nilai signifikansi (0,11 dan 0,062)>(0,05). | ||
| 546 | |a EN | ||
| 546 | |a ID | ||
| 690 | |a problem solving | ||
| 690 | |a multiple representations | ||
| 690 | |a cognitive learning outcomes | ||
| 690 | |a problem solving | ||
| 690 | |a multiple representasi | ||
| 690 | |a hasil belajar kognitif | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 690 | |a Education (General) | ||
| 690 | |a L7-991 | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Vol 6, Iss 2 (2021) | |
| 787 | 0 | |n http://journal.um.ac.id/index.php/jptpp/article/view/14462 | |
| 787 | 0 | |n https://doaj.org/toc/2502-471X | |
| 856 | 4 | 1 | |u https://doaj.org/article/8c23a5b8e4ee402fa84d20e6c8d93ade |z Connect to this object online. |