PERBEDAAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR SISWA SEKOLAH DASAR ANTARA PEMBELAJARAN DENGAN MODEL AMORA DAN KONVENSIONAL - Yasyifa Nur Hanifah, - (2019)
PERBEDAAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR SISWA SEKOLAH DASAR ANTARA PEMBELAJARAN DENGAN MODEL AMORA DAN KONVENSIONAL Yasyifa Nur Hanifah 1501119 ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemandirian belajar dan hasil belajar siswa pada mata pelajaran matematika. Penelitian ini bertujuan untuk menguji perbedaan kemandirian belajar dan hasil belajar siswa sekolah dasar antara pembelajaran dengan model Amora dan konvensional. Metode yang digunakan yaitu kuasi eksperimen dengan desain non-equivalent control group. Subjek dalam penelitian ini yaitu siswa kelas IV SD di kecamatan Sukasari, Bandung sebanyak 78 siswa. Instrumen yang digunakan yaitu butir skala kemandirian belajar, lembar observasi kemandirian belajar, dan tes hasil belajar siswa. Hasil penelitian menunjukkan bahwa: (1) Tidak terdapat perbedaan yang signifikan kemandirian belajar siswa sebelum diterapkan model pembelajaran Amora di kelas eksperimen dan konvensional di kelas kontrol; (2) Terdapat perbedaan yang signifikan kemandirian belajar siswa sesudah diterapkan model pembelajaran Amora di kelas eksperimen dan konvensional di kelas kontrol; (3) Tidak terdapat perbedaan yang signifikan hasil belajar matematika siswa sebelum diterapkan model pembelajaran Amora di kelas eksperimen dan konvensional di kelas kontrol; (4) Terdapat perbedaan yang signifikan hasil belajar matematika siswa sesudah diterapkan model pembelajaran Amora di kelas eksperimen dan konvensional di kelas kontrol; dan (5) Terdapat perbedaan yang signifikan peningkatan hasil belajar matematika siswa sebelum dan sesudah diterapkan model pembelajaran Amora di kelas eksperimen dan konvensional di kelas kontrol. Kata Kunci: Kemandirian Belajar, Hasil Belajar, Model Pemberlajaran Amora, Model Pembelajaran Konvensional THE DIFFERENCE IN SELF-REGULATED LEARNING AND LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS BETWEEN LEARNING WITH AMORA AND CONVENTIONAL MODELS Yasyifa Nur Hanifah 1501119 ABSTRACT This research is motivated by the low learning independence and student learning outcomes in mathematics. This study aims to examine the differences in learning independence and learning outcomes of elementary school students between learning with the Amora and conventional models. The method used is a quasi-experimental design with a non-equivalent control group. The subjects in this study were grade IV elementary school students in Sukasari sub-district, Bandung as many as 78 students. The instruments used were learning independence scale items, learning independence observation sheets, and student learning outcomes tests. The results showed that: (1) There was no significant difference in student learning independence before applying the Amora learning model in the experimental class and conventional in the control class; (2) There is a significant difference in student learning independence after applying the Amora learning model in the experimental class and conventional in the control class; (3) There were no significant differences in students' mathematics learning outcomes before the Amora learning model was applied in the experimental class and conventional in the control class; (4) There are significant differences in students' mathematics learning outcomes after applying the Amora learning model in the experimental class and conventional in the control class; and (5) There is a significant difference in the improvement of students' mathematics learning outcomes before and after the Amora learning model is applied in the experimental class and conventional in the control class. Keywords: Learning Independence, Learning Outcomes, Amora Learning Model, Conventional Learning Model