PERBANDINGAN PENGARUH STRATEGI MAKE A MATCH DAN TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEAKTIFAN

Budi Murtiyasa(1), Dwi Nurul Hidayah(2*),

(1) 
(2) Universitas Muhammadiyah Surakarta
(*) Corresponding Author


Abstract


Penelitian dengan desain quasi eksperimental ini bertujuan untuk mengetahui perbedaan efek strategi pembelajaran make a match dan teams games tournament (TGT), serta keaktifan belajar siswa terhadap hasil belajar matematika siswa. Populasi penelitian ini yaitu seluruh siswa kelas VIII SMP N 1 Colomadu Sampel penelitian diambil dua kelas yang diberi perlakuan dengan strategi make a match dan TGT. Teknik pengambilan sampel menggunakan teknik cluster random sampling. Teknik pengumpulan data dengan metode tes, angket, dan dokumentasi. Pengujian hipotesis menggunakan uji anava dua jalan dengan sel tak sama menunjukkan hasil bahwa strategi pembelajaran make a match memberikan pengaruh yang lebih baik  terhadap hasil belajar matematika siswa dibandingkan dengan strategi pembelajaran TGT. Keaktifan belajar siswa berpengaruh terhadap hasil belajar matematika siswa, semakin aktif siswa dalam belajar semakin baik juga hasil belajar matematika yang diperoleh. Tidak adanya interaksi antara strategi pembelajaran dengan keaktifan belajar siswa terhadap hasil belajar matematika siswa. Hasil penelitian ini diharapkan dapat dijadikan sebagai acuan dan bahan pertimbangan guru matematika dalam menentukan strategi pembelajaran yang akan digunakan khususnya strategi pembelajaran make a match dan strategi pembelajaran TGT.

 

Research with a quasi-experimental design aims to determine the differences in the effects of the make a match learning strategy and teams games tournament (TGT), as well as student learning activities on students' mathematics learning outcomes carried out. The population of this study were all students of class VIII at SMP N 1 Colomadu. Research sample of 2 classes that treated with make a match strategy and TGT strategy. The sampling technique selected using cluster random sampling technique. Data collection techniques with the method of tests, questionnaires, and documentation. Hypothesis testing using the two-way ANOVA test with unequal cells showed that the make a match learning strategy had a better effect on students' mathematics learning outcomes than the TGT learning strategy. Student learning activity affects students' mathematics learning outcomes, the more active students are in learning, the better the mathematics learning outcomes they get. There is no interaction between learning strategies and student learning activities on students' mathematics learning outcomes. The results of this study are expected to be used as a reference and consideration for mathematics teachers in determining the learning strategies to be used, especially the make a match learning strategy and the TGT learning strategy.


Keywords


learning outcomes; learning activity; make a match; TGT

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DOI: http://dx.doi.org/10.24127/ajpm.v11i1.4748

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