Pengaruh Strategi Pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) terhadap Keterampilan Proses Sains Siswa

Syintia Syintia, Budhi Akbar, Luthpi Safahi, S. Susilo
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引用次数: 1

Abstract

This study aims to determine the effect of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning strategies on students' science process skills. This research was carried out in SMA Negeri 11 Bekasi City from April to May 2017. The method used in this study was Quasi Experiment, with the Posttest Only Control Design research design. The target population is all students of class X MIA totaling 240 students. The sampling technique used Cluster Random Sampling, and obtained the X MIA 2 class as the experimental class and X MIA 3 class as the control class. Data collection is done by using multiple choice tests to measure 9 indicators of student science process skills. Hypothesis testing using the t test at a significance level α = 1%, obtained tcount = 3.06 t0.99 = 2.38, which means that H0 is rejected, so there is a very significant effect on both groups. So, it can be concluded that the use of REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning strategies has an effect on students' science process skills.
本研究旨在探讨关联、体验、应用、合作、迁移(REACT)学习策略对学生科学过程技能的影响。该研究于2017年4月至5月在SMA Negeri 11 Bekasi市进行。本研究采用准实验方法,采用后测纯对照设计研究设计。目标人群为X MIA班的所有学生,共计240名学生。抽样技术采用整群随机抽样,得到X MIA 2类为实验类,X MIA 3类为控制类。数据收集是通过使用多项选择测试来衡量学生科学过程技能的9个指标来完成的。采用t检验在显著性水平α = 1%下进行假设检验,得到tcount = 3.06 t0.99 = 2.38,即拒绝H0,因此对两组都有非常显著的影响。因此,可以得出结论,REACT(关联、体验、应用、合作、迁移)学习策略的使用对学生的科学过程技能有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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