Analisis Prestasi Belajar Fisika Berpendekatan SETS di Tinjau dari Motivasi Berprestasi

Jurnal Riset dan Kajian Pendidikan Fisika Pub Date : 2017-10-30 DOI:10.12928/JRKPF.V4I2.8166

A. Khoiri, Udmatun Nasihah, M. S. Kahar

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引用次数: 2

Abstract

Tujuan penelitian ini: (1) Mengetahui pengaruh pendekatan SETS dan konvensional terhadap prestasi belajar, (2) Perbedaan pengaruh motivasi berprestasi tinggi dan motivasi berprestasi rendah terhadap prestasi belajar, (3) Interaksi antara pendekatan SETS dan konvensional terhadap prestasi belajar. Desain penelitian adalah factorial, Sampel diambil secara Proporsional stratified random sampling di SMPN 4 Sapuran. Adapun hasil Penelitian berdasarkan teknik uji hipotesis 1 (FA = 6.196>Ftab = 3,970 pada taraf signifikasi 5%) artinya, ada perbedaan pengaruh antara siswa yang diberi pembelajaran dengan pendekatan SETS dan pembelajaran konvensional. Hipotesis 2, dari perhitungan didapatkan hasil bahwa (FB 11,221>Ftab = 3,970 pada taraf signifikasi 5%), maka HoB ditolak, ada pengaruh penggunaan pendekatan SETS dan pembelajaran konvensional terhadap prestasi belajar. Hipotesis 3 didapatkan FAB = 0, 071 Ftab = 3.970 at 5% significance level) means that there is a difference of influence between students who are given learning with SETS approach and conventional learning. Hypothesis 2, from the calculation of the results, obtained that (FB 11,221> Ftab = 3.970 at 5% significance level), then HoB rejected, there is the influence of SETS approach and conventional learning to learning achievement. Hypothesis 3 obtained FAB = 0, 071

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基于SETS的体育学习成绩分析

本研究的目的是：（1）了解SETS方法和传统方法对学习成绩的影响；（2）高绩效动机和低绩效动机对学习成绩影响的差异；（3）SETS方法与传统方法对学生学习成绩的相互作用。研究设计是析因的，在SMPN 4 Sapuran按比例分层随机抽样。至于假设检验技术1的结果（FA=6196>Ftab=3970，显著水平为5%），这意味着，采用SETS方法的学生与传统学习的学生之间存在影响差异。假设2，从计算中得出（FB 11221>Ftab=3970，显著水平为5%），则HoB被拒绝，对SETS方法和传统学习对学习性能有影响。假设3在5%显著性水平下获得的FAB=0.071 Ftab=3.970）意味着用SETS方法学习的学生和传统学习的学生之间存在影响差异。假设2，从结果的计算中得出（FB11221>Ftab=3970，在5%的显著性水平上），然后HoB被拒绝，存在SETS方法和传统学习对学习成绩的影响。假设3得出FAB=0071

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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