Pengaruh Penerapan Pembelajaran Berbasis Peta Konsep terhadap Prestasi Belajar Kimia Ditinjau dari Sikap Kemandirian (Studi Eksperimen pada Siswa Kelas X SMA Negeri 1 Nusa Penida).

摘要

I KADEK ARDANA, The effect of concept mapping-based instruction upon chemistry learning achievement viewerd from independent attitude (an experiment with the class X student of SMA Negeri 1 Nusa Penda). Tesis, Singaraja: Program studi Penelitian dan Evaluasi pendidikan (PEP) program Pascasarjana Universitas Pendidikan Ganesha (undiksha) singaraja, 2010. This study aimend at finding out the effect of the implementation of instruction upon chemistry learning achievement viewed from student independent attitude. This study was conducted at SMA Negeri 1 Nusa Penida by using experiment method with posttest only control group design. The independent variable in this study consisted of instruction which was spirit into two, i.e., consept mapping-based instruction that was treated of the experiment group and direct instruction to control group. While independent attitude served as a moderator variable which was split into two lwvwls,i.e., high and low independent attitudes. The dependent variable in this study consisted of chemistry learning achievement. The instrument was in the from of attitude inventory that was used to measure level of the student,s independent attitude while chemistry learning achievement test was used to measure the student\u27s chemistry achievement. The sample consisted of 144 class X students that were selected at ramdom by using stratified random sampling technique. The data analysis used two-way ANOVA ang Tukey test. The results showed that (1) for the students with high independent attitude, the chemistry lerning achievement of those who learning through concept mapping-based instruction differed significantly from that of those who learned throuhh direct intructin. The chemistry learning achievement of those who learned through concept mapping-based instruction was higher than hat of those who learned direct instruction. (2) For the students who hadlow independent attitude, the chemistry learning achievement of those who learned through concept mapping-based instruction differed significantly from that of those who learned through direct instruction. The chemistry learning achievement of those who learned through concept mapping-based instruction was lower than that of those who learned trough direct instruction model, (3) There was a significant interaction effect between instruction and student independent attitude upon chemistry learning achievement. The conclusion is thst the instruction and student independent attitude have a significant effect upon chemistry learning achievement, particularly whit class X students of SMA Negeri 1 Nusa Penida.