PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPA: STUDI FAKTORIAL 3×3
Abstract
This study examined the effects of learning model and learning style on junior secondary students' science learning outcomes and tested the interaction between both factors. A quasi-experimental factorial 3×3 design involved 90 MTs students selected through cluster random sampling. The first factor comprised ICT-assisted Problem-Based Learning (PBL), Discovery Learning (DL), and conventional instruction, while the second factor comprised visual, auditory, and kinesthetic learning styles. Data were collected using a science learning achievement test and a learning-style questionnaire, then analyzed through assumption tests and two-way ANOVA at the 0.05 significance level. The results indicated a significant effect of learning model on science achievement (p = 0.001). ICT-assisted PBL obtained the highest mean score (M = 81.06), followed by DL (M = 80.53), whereas conventional instruction yielded the lowest mean score (M = 71.96). Learning style also showed a significant effect (p = 0.003), with kinesthetic learners achieving the highest mean score. No significant interaction was found between learning model and learning style (p = 0.898). These findings indicate that active learning models produced better learning outcomes across learning-style categories.
Penelitian ini menganalisis pengaruh model pembelajaran dan gaya belajar terhadap hasil belajar IPA murid MTs serta menguji interaksi kedua faktor tersebut. Penelitian menggunakan kuasi-eksperimen dengan rancangan faktorial 3×3 yang melibatkan 90 murid MTs melalui teknik cluster random sampling. Faktor pertama adalah model pembelajaran yang terdiri atas Problem Based Learning (PBL) berbantuan TIK, Discovery Learning (DL), dan pembelajaran konvensional. Faktor kedua adalah gaya belajar visual, auditori, dan kinestetik. Data dikumpulkan melalui tes hasil belajar IPA dan angket gaya belajar, kemudian dianalisis melalui uji prasyarat dan ANOVA dua arah pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran berpengaruh signifikan terhadap hasil belajar IPA (p = 0,001). PBL berbantuan TIK memperoleh rata-rata tertinggi (M = 81,06), diikuti DL (M = 80,53), sedangkan pembelajaran konvensional memperoleh rata-rata terendah (M = 71,96). Gaya belajar juga berpengaruh signifikan (p = 0,003), dengan capaian tertinggi pada murid kinestetik. Namun, tidak ditemukan interaksi signifikan antara model pembelajaran dan gaya belajar (p = 0,898). Temuan ini mengindikasikan bahwa model pembelajaran aktif menghasilkan capaian lebih baik pada berbagai kategori gaya belajar.
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DOI: https://doi.org/10.17509/e.v25i2.92993
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